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Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study / Amy HODGES in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)
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Titre : Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study Type de document : Texte imprimé et/ou numérique Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : 13-23 Langues : Anglais (eng) Mots-clés : autism spectrum disorder elementary intervention inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23[article] Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study [Texte imprimé et/ou numérique] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - 13-23.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23
Mots-clés : autism spectrum disorder elementary intervention inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
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Titre : Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur Année de publication : 2021 Article en page(s) : p.71-82 Langues : Anglais (eng) Mots-clés : autism mathematics intervention manipulatives elementary technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82[article] Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur . - 2021 . - p.71-82.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82
Mots-clés : autism mathematics intervention manipulatives elementary technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
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Titre : Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur Article en page(s) : p.3763-3776 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Elementary Oral language Reading comprehension School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n?=?43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776[article] Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study [Texte imprimé et/ou numérique] / Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur . - p.3763-3776.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3763-3776
Mots-clés : Autism spectrum disorder Elementary Oral language Reading comprehension School-based intervention Index. décimale : PER Périodiques Résumé : This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Students (n?=?43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led by special education classroom teachers 4 days per week across 20 weeks in the school year. Significant group differences were detected on measures of expressive vocabulary, narrative ability, and listening comprehension. This study provides preliminary evidence of the intervention's feasibility and effectiveness for intervening in language and early reading skills for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04434-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
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Titre : Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Rajiv SATSANGI, Auteur ; Teresa TABER-DOUGHTY, Auteur ; William T. COURTNEY, Auteur Article en page(s) : p.180-193 Langues : Anglais (eng) Mots-clés : Mathematics Academic content ASD Elementary Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications. En ligne : http://dx.doi.org/10.1007/s10803-013-1863-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.180-193[article] Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Rajiv SATSANGI, Auteur ; Teresa TABER-DOUGHTY, Auteur ; William T. COURTNEY, Auteur . - p.180-193.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.180-193
Mots-clés : Mathematics Academic content ASD Elementary Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications. En ligne : http://dx.doi.org/10.1007/s10803-013-1863-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility / Jonathan SAFER-LICHTENSTEIN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.186-192 Mots-clés : elementary age identification assessment IDEA policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192[article] Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility [Texte imprimé et/ou numérique] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.186-192.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192
Mots-clés : elementary age identification assessment IDEA policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement / Danielle NADER in Research in Autism Spectrum Disorders, 104 (June 2023)
PermalinkImpact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum / Ainsley LOSH in Research in Autism Spectrum Disorders, 98 (October 2022)
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