[article] 
inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148

Titre :	Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; M. Y. Savana BAK, Auteur ; Paul DOHER, Auteur
Article en page(s) :	p.2132-2148
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Learning  Reading  Students  Early reading  Headsprout® early reading  Multi-tiered systems of support  Technology-based instruction
Index. décimale :	PER Périodiques
Résumé :	We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05072-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

[article] Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; M. Y. Savana BAK, Auteur ; Paul DOHER, Auteur . - p.2132-2148.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148

Mots-clés :	Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Learning  Reading  Students  Early reading  Headsprout® early reading  Multi-tiered systems of support  Technology-based instruction
Index. décimale :	PER Périodiques
Résumé :	We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05072-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476