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Teaching social studies content to students with autism using a graphic organizer intervention / Tracie-Lynn ZAKAS in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : Teaching social studies content to students with autism using a graphic organizer intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur Article en page(s) : p.1075-1086 Langues : Anglais (eng) Mots-clés : Autism Social studies History Graphic organizer Adapted text Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086[article] Teaching social studies content to students with autism using a graphic organizer intervention [Texte imprimé et/ou numérique] / Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur . - p.1075-1086.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086
Mots-clés : Autism Social studies History Graphic organizer Adapted text Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.115-126 Langues : Anglais (eng) Mots-clés : science graphic organizer comprehension systematic instruction students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126[article] Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur . - p.115-126.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126
Mots-clés : science graphic organizer comprehension systematic instruction students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism / Suzanne Griggs STRINGFIELD in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
[article]
Titre : Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur Année de publication : 2011 Article en page(s) : p.218-229 Langues : Anglais (eng) Mots-clés : autism graphic organizer Story Map story recall story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229[article] Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism [Texte imprimé et/ou numérique] / Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur . - 2011 . - p.218-229.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229
Mots-clés : autism graphic organizer Story Map story recall story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148