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Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.

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Title: Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.
Authors: Smith, Katherine, Ayres, Kevin, Alexander, Jennifer, Ledford, Jennifer, Shepley, Collin, Shepley, Sally
Source: Journal of Autism & Developmental Disorders. Apr2016, Vol. 46 Issue 4, p1196-1209. 14p. 5 Charts, 2 Graphs.
Subjects: Education of people with intellectual disabilities, Ability, Autism, High school students, Intelligence tests, Learning strategies, Special education, Time, Video recording, Vocational education, Training, Activities of daily living, Inter-observer reliability, Smartphones, Adolescence
Geographic Terms: Tasmania
Abstract: Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Katherine%22">Smith, Katherine</searchLink><br /><searchLink fieldCode="AR" term="%22Ayres%2C+Kevin%22">Ayres, Kevin</searchLink><br /><searchLink fieldCode="AR" term="%22Alexander%2C+Jennifer%22">Alexander, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Ledford%2C+Jennifer%22">Ledford, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Shepley%2C+Collin%22">Shepley, Collin</searchLink><br /><searchLink fieldCode="AR" term="%22Shepley%2C+Sally%22">Shepley, Sally</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Apr2016, Vol. 46 Issue 4, p1196-1209. 14p. 5 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Education+of+people+with+intellectual+disabilities%22">Education of people with intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+education%22">Vocational education</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Activities+of+daily+living%22">Activities of daily living</searchLink><br /><searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Smartphones%22">Smartphones</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink>
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  Data: Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=113638180
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        Value: 10.1007/s10803-015-2654-8
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        Text: English
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        PageCount: 14
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    Subjects:
      – SubjectFull: Education of people with intellectual disabilities
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: High school students
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      – SubjectFull: Intelligence tests
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      – SubjectFull: Learning strategies
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      – SubjectFull: Special education
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      – SubjectFull: Time
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      – SubjectFull: Video recording
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      – SubjectFull: Vocational education
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      – SubjectFull: Inter-observer reliability
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              Text: Apr2016
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