The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism.
This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving part...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 53; no. 2; pp. 553 - 569 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Feb2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162013095&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162013095 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Feb2023 vid: 53 iid: 2 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 162013095 143993583 162013095 162013095 10.1007/s10803-020-04495-3 162013095 ppf: 553 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism. aug: au: Ledbetter-Cho, Katherine O'Reilly, Mark Watkins, Laci Lang, Russell Lim, Nataly Davenport, Katy Murphy, Caitlin affil: Texas State University, 79666, San Marcos, TX, USA sug: subj: Autism Spectrum Disorder Therapy Teaching Methods Videorecording Digital Technology Academic Performance Behavior Students, Elementary Human Funding Source Stereotyping Mathematics Students with Disabilities ab: This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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