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Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting
Title
Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting.
Creator
Honsberger, Toby, Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Autism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a...
Show moreAutism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a multiple probe design across participants to examine the effectiveness of a video modeling intervention with in situ video prompting feedback to teach five individuals with ASD to safely navigate a parking lot. Results of the study revealed that all five participants rapidly acquired the targeted skills and the skills were maintained in the absence of the video intervention at one week and two week intervals. Suggestions for further applications of the intervention package and implications for safety instruction are also offered.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004379, http://purl.flvc.org/fau/fd/FA00004379
Subject Headings
Autism specturm disorders -- Patients -- Behavior modification, Autism specturm disorders -- Patients -- Life skills guides, Prompting (Education), Visual programmimg (Computer science)
Format
Document (PDF)
The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions
Title
The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
Creator
Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
Subject Headings
Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
Format
Document (PDF)
The Effects of an 8-Week Zumba® Program for Adults with Intellectual and Developmental Disabilities
Title
The Effects of an 8-Week Zumba® Program for Adults with Intellectual and Developmental Disabilities.
Creator
Joseph, Brianna M., Wilson, Cynthia L., Duffy, Mary Louise, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
In this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance...
Show moreIn this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance, rate of perceived exertion (RPE), exercise motivation, and exercise self-efficacy. Agility, endurance, and RPE were measured by three fitness tests; Timed Up and Go (TUG) test, the Six-Minute Walk Test (6MWT), and Modified Borg Dyspnoea (MBD). Physiological outcomes were measured before the intervention (pretest), 4 weeks during the intervention, and after the intervention (posttest). The experimental group completed a follow-up of all three fitness tests 2 weeks after the removal of the intervention. A paired t test assessed the continuous measures within each group.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00013142
Subject Headings
People with mental disabilities, Developmentally disabled, Aerobic exercises--Physiological aspects, Aerobic exercises--Psychological aspects
Format
Document (PDF)