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Peer reviewed
Direct linkHetzroni, Orit E.; Israel, Einav – Journal of Cognitive Education and Psychology, 2019
Individuals with low functioning autism spectrum disorders (LFASD) who demonstrate significant cognitive and communication needs benefit from using technology for learning graphic symbols for enhancing participation. This study investigated if an iPad application would increase identification of graphic symbols by children and adults with LFASD.…
Descriptors: Autism, Pervasive Developmental Disorders, Intellectual Disability, Communication Skills
Shepley, Sally B.; Smith, Katie A.; Ayres, Kevin M.; Alexander, Jennifer L. – Education and Training in Autism and Developmental Disabilities, 2017
Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to…
Descriptors: Video Technology, Modeling (Psychology), Teaching Methods, Intellectual Disability
Hardan, Antonio Y.; Gengoux, Grace W.; Berquist, Kari L.; Libove, Robin A.; Ardel, Christina M.; Phillips, Jennifer; Frazier, Thomas W.; Minjarez, Mendy B. – Journal of Child Psychology and Psychiatry, 2015
Background: With rates of autism diagnosis continuing to rise, there is an urgent need for effective and efficient service delivery models. Pivotal Response Treatment (PRT) is considered an established treatment for autism spectrum disorder (ASD); however, there have been few well-controlled studies with adequate sample size. The aim of this study…
Descriptors: Comparative Analysis, Autism, Pervasive Developmental Disorders, Language Impairments
Konrad, Moira; Clark, Kelly A.; Test, David W. – Career Development and Transition for Exceptional Individuals, 2017
Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…
Descriptors: Writing Skills, Teaching Methods, Disabilities, Writing Instruction
Benson, Rhianna L.; Joosten, Annette V. – Journal of Intellectual & Developmental Disability, 2014
Background: Children with autism spectrum disorder experience difficulty initiating (IJA) and responding to joint attention (RJA), which is critical to engagement in social interactions. The adult role in developing joint attention is widely accepted, but measurement of outcomes from adult training is rarely reported. Method: Using a single case…
Descriptors: Video Technology, Autism, Pervasive Developmental Disorders, Attention Control
Wu, Pei-Fang; Cannella-Malone, Helen I.; Wheaton, Joe E.; Tullis, Chris A. – Focus on Autism and Other Developmental Disabilities, 2016
Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the…
Descriptors: Adolescents, Males, Intellectual Disability, Developmental Disabilities
Stone, Lisanne L.; Otten, Roy; Engels, Rutger C. M. E.; Vermulst, Ad A.; Janssens, Jan M. A. M. – Clinical Child and Family Psychology Review, 2010
Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on…
Descriptors: Predictive Validity, Factor Structure, Psychopathology, Behavior Rating Scales
