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Journal of Autism and Developmental Disorders

Gepubliceerd in:

13-04-2020 | Original Paper

The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism

Auteurs: Katherine Ledbetter-Cho, Mark O’Reilly, Laci Watkins, Russell Lang, Nataly Lim, Katy Davenport, Caitlin Murphy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2023

Abstract

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.

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Titel: The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism
Auteurs: Katherine Ledbetter-Cho
Mark O’Reilly
Laci Watkins
Russell Lang
Nataly Lim
Katy Davenport
Caitlin Murphy
Publicatiedatum: 13-04-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 2/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04495-3

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The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism

Abstract

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