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Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder / K. MANDAK in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
[article]
Titre : Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. MANDAK, Auteur ; J. LIGHT, Auteur ; D. MCNAUGHTON, Auteur Article en page(s) : p.1193-1204 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD) Digital text Literacy Sight word reading Visual scene displays (VSDs) Index. décimale : PER Périodiques Résumé : Despite the importance of literacy in today's educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum. En ligne : http://dx.doi.org/10.1007/s10803-018-3817-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1193-1204[article] Digital Books with Dynamic Text and Speech Output: Effects on Sight Word Reading for Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / K. MANDAK, Auteur ; J. LIGHT, Auteur ; D. MCNAUGHTON, Auteur . - p.1193-1204.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1193-1204
Mots-clés : Autism spectrum disorder (ASD) Digital text Literacy Sight word reading Visual scene displays (VSDs) Index. décimale : PER Périodiques Résumé : Despite the importance of literacy in today's educational curriculum, learning to read is a challenge for many children with autism spectrum disorder (ASD). One of the foundational skills of early literacy learning is the ability to recognize sight words. This study used a single-subject, multiple-probe, across-participants design, to investigate the effects of a new software feature, dynamic text and speech output, on the acquisition of sight words by three pre-literate preschoolers with ASD during shared digital book reading experiences. All participants demonstrated successful acquisition of the target sight words with minimal exposure to the words. Limitations and future research directions are discussed, including the importance of investigating how the new software feature can be integrated into a more comprehensive literacy curriculum. En ligne : http://dx.doi.org/10.1007/s10803-018-3817-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)
[article]
Titre : An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur Article en page(s) : p.86-99 Langues : Anglais (eng) Mots-clés : supported electronic text digital text teaching science content universal design for learning explicit instruction ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99[article] An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur . - p.86-99.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99
Mots-clés : supported electronic text digital text teaching science content universal design for learning explicit instruction ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur Année de publication : 2018 Article en page(s) : p.227-236 Langues : Anglais (eng) Mots-clés : supported electronic text eText digital text teaching science content explicit instruction intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236[article] Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur . - 2018 . - p.227-236.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236
Mots-clés : supported electronic text eText digital text teaching science content explicit instruction intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372