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Direct linkDanielle M. Lang; Emily E. Munn; Claire E. Tielke; Mary G. Nix Caden; Tessa M. Evans; Melissa M. Pangelinan – Journal of Motor Learning and Development, 2024
This study evaluated the efficacy of an 8-week (two sessions/week; 60 min/session) adapted soccer intervention on skill performance and retention in 30 adults (18 men and 12 women) ages 17-40 years with autism spectrum disorder, Down syndrome, and intellectual disability. Of these 30 participants, 18 completed a 1-month retention test. The program…
Descriptors: Disabilities, Team Sports, Skill Development, Program Effectiveness
Gabrielle T. Lee; Xiaoyi Hu; Zhuojin Yu; Xiumei Hu; Nicole Luke – Journal of Special Education Technology, 2025
The purpose of this study was to evaluate the feasibility and effectiveness of computer-assisted instruction (CAI) implemented by special education teachers in a school setting in China. Feasibility was evaluated by procedural fidelity of teacher implementation and a social validity questionnaire. Effectiveness was measured by the acquisition of…
Descriptors: Computer Assisted Instruction, Special Education Teachers, Students with Disabilities, Autism Spectrum Disorders
Julie Koudys; Adrienne Perry; Carly Magnacca; Kristen McFee – Autism & Developmental Language Impairments, 2023
Background & aims: Although the Picture Exchange Communication System (PECS) has been demonstrated to be an effective intervention to teach people diagnosed with autism spectrum disorder a functional communication system, the research indicates variability in PECS outcomes across people and studies. Therefore, the purpose of the current study…
Descriptors: Augmentative and Alternative Communication, Autism Spectrum Disorders, Program Effectiveness, Children
Altaf, Enas MohammedNour; Bennett, Kyle D. – Education and Training in Autism and Developmental Disabilities, 2023
Researchers have investigated several variations of video prompting (VP), including a recent version called continuous video prompting (CVP). When using CVP, a practitioner plays videos of each task step identically to what would be seen when using VP. With CVP, however, the video for a given task step repeats until the student completes the step…
Descriptors: Prompting, Video Technology, Autism Spectrum Disorders, Students with Disabilities
Gandía-Abellán, Helena; Nieto, Carmen; García-Rubio, Carlos – Journal of Intellectual Disabilities, 2023
The present study aims to examine the effects of the MindfulTEA program, an Mindfulness-based Interventions (MBIs) specifically designed for adults with Autism Spectrum Disorder (ASD) and Intellectual Disability, to reduce behavioural problems. MBIs are effective in improving well-being in people with high-functioning ASD, but little is known…
Descriptors: Metacognition, Adults, Autism Spectrum Disorders, Intellectual Disability
Shepley, Sally B.; Spriggs, Amy D.; Samudre, Mark D.; Sartini, Emily C. – Journal of Special Education, 2019
This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization…
Descriptors: Elementary School Students, Students with Disabilities, Video Technology, Intellectual Disability
Zucker, Ariel; Chang, Yookyung; Maharaj, Reena; Wang, Wei; Fiani, Theresa; McHugh, Susan; Feinup, Daniel M.; Jones, Emily A. – Autism: The International Journal of Research and Practice, 2022
When one sibling has autism spectrum disorder, the sibling relationship is often characterized by poorer quality with fewer interactions. Because sibling relationships provide a vital social framework for development, they have the capacity to be a risk or protective factor, depending on the quality of the relationship. One way to improve the…
Descriptors: Sibling Relationship, Autism Spectrum Disorders, Interaction, Social Support Groups
Horn, Annemarie L.; Layden, Selena J.; Bobzien, Jonna – Career Development and Transition for Exceptional Individuals, 2021
The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the…
Descriptors: Autism, Pervasive Developmental Disorders, Young Adults, Intellectual Disability
Wang, Zhi; Loh, Sau Cheong; Tian, Jing; Chen, Qian Jiang – International Journal of Developmental Disabilities, 2022
Objectives: To examine and analyse the intervention effects of the Early Start Denver Model (ESDM) on children with autism spectrum disorder (ASD). Objectives: Methods: This meta-analysis evaluated the effect sizes in four major domains of measurement (autism symptoms, language, cognition, and social communication). A total of 624 participants…
Descriptors: Program Effectiveness, Early Intervention, Autism Spectrum Disorders, Students with Disabilities
Caron, Jessica; Light, Janice; McNaughton, David – Research and Practice for Persons with Severe Disabilities, 2021
The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display) on the acquisition of 12 personally relevant single words for individuals with…
Descriptors: Augmentative and Alternative Communication, Autism, Pervasive Developmental Disorders, Severe Disabilities
Kossyvaki, Lila; Curran, Sara – Journal of Intellectual Disabilities, 2020
Very little research has explored the impact of interventions combining music and technology on children with a dual diagnosis of autism and intellectual disabilities (ID) incorporating the active involvement of school staff. Video recordings and group interviews were used to collect data in this study. Video recordings of five children with…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Comorbidity
Download full textSolis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Jimenez, Zaira; Cravalho, Danielle – Grantee Submission, 2021
Aim: We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. Method: We conducted a researcher-implemented study in a public school (Study 1) and a…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intervention, Reading Instruction
Buggey, Tom; Crawford, S. Caroline; Rogers, Chelsea L. – Focus on Autism and Other Developmental Disabilities, 2018
Video self-modeling (VSM) uses a method called "feedforward" to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum…
Descriptors: Autism, Developmental Disabilities, Pervasive Developmental Disorders, Down Syndrome
Rispoli, Mandy J.; Davis, Heather S.; Goodwyn, Fara D.; Camargo, Siglia – Journal of Positive Behavior Interventions, 2013
Analogue functional analyses are a well-researched means of determining behavioral function in research and clinical contexts. However, conducting analogue functional analyses in school settings can be problematic and may lead to inconclusive results. The purpose of this study was to compare the results of a trial-based functional analysis with…
Descriptors: Functional Behavioral Assessment, Developmental Disabilities, Comparative Analysis, Intervention
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
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