Zobrazeno 1 - 10
of 28
pro vyhledávání: '"Kelly Whalon"'
Autor:
Kelly Whalon, Mary Frances Hanline
Publikováno v:
Revista Educação Especial, Vol 26, Iss 47, Pp 523-540 (2013)
Legislation in the United States mandates that all children with disabilities (including those with autism spectrum disorder) have access to the general education curriculum in the least restrictive environment. Although a number of benefits associat
Externí odkaz:
https://doaj.org/article/fd80d8aeac7e4acd8aa82a253086e653
Autor:
Seyma Intepe-Tingir, Kelly Whalon
Publikováno v:
The Journal of Special Education. 56:193-207
Research suggests that reading for understanding, especially narrative text, is difficult for children with autism spectrum disorder (ASD); yet research on how to effectively teach skills associated with reading comprehension is limited and has gener
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0da3e7cf59020addcd5df1c204cc0bce
https://doi.org/10.1177/00224669221083341
https://doi.org/10.1177/00224669221083341
Autor:
Stephen Garris, Débora Regina de Paula Nunes, Kelly Whalon, Seyma Intepe-Tingir, Elizabeth M. Jackson
Publikováno v:
International Journal of Disability, Development and Education. 69:282-301
Reading comprehension difficulties have been associated with poor vocabulary knowledge of children with autism spectrum disorder (ASD). Research has shown that Dialogic Reading (DR) interventions m...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::787cf9632d3afca1f9d1ca4a7659e3b3
https://doi.org/10.1080/1034912x.2021.1986808
https://doi.org/10.1080/1034912x.2021.1986808
Publikováno v:
Young Exceptional Children. 25:30-41
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53c11574492832d792bd83e25c91fd24
https://doi.org/10.1177/1096250620950244
https://doi.org/10.1177/1096250620950244
Autor:
Mert Bilgin, Kelly Whalon, Michelle C. S. Therrien, Sarah K. Cox, Sarah E. Ivy, Nanette Hammons
Publikováno v:
Journal of Developmental and Physical Disabilities. 33:351-372
A workshop format is often the professional development (PD) model used by educators; however, research shows that workshops are often not sufficient to change educator behavior. Additionally, including caregivers in PD can promote shared decision-ma
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::948ad99c176e6e85019ca4954fc490cc
https://doi.org/10.1007/s10882-020-09752-y
https://doi.org/10.1007/s10882-020-09752-y
Autor:
Sarah K. Cox, Kelly Whalon
Publikováno v:
ETD-Educação Temática Digital; v. 22 n. 1 (2020): Autismo: aspectos pedagógicos e sociais; 10-26
ETD-Educação Temática Digital; Vol. 22 No. 1 (2020): Autism: pedagogical and social aspects; 10-26
ETD-Educação Temática Digital; Vol. 22 Núm. 1 (2020): Autismo: aspectos pedagógicos y sociales; 10-26
ETD-Educação Temática Digital
Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
ETD-Educação Temática Digital; Vol. 22 No. 1 (2020): Autism: pedagogical and social aspects; 10-26
ETD-Educação Temática Digital; Vol. 22 Núm. 1 (2020): Autismo: aspectos pedagógicos y sociales; 10-26
ETD-Educação Temática Digital
Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e61b3cccf7913a46250b71247beb3da7
https://doi.org/10.20396/etd.v22i1.8655487
https://doi.org/10.20396/etd.v22i1.8655487
Autor:
Lindsay R. Dennis, Kelly Whalon
Publikováno v:
Remedial and Special Education. 42:195-206
A repeated acquisition (RA) design was used to compare the effectiveness of research-based instruction embedded in repeated storybook reading facilitated by an adult or tablet application (app) on the vocabulary knowledge of six preschool children. A
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be178d1504d24224a1b415135c33d951
https://doi.org/10.1177/0741932519900991
https://doi.org/10.1177/0741932519900991
Publikováno v:
Language, speech, and hearing services in schools. 52(1)
Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c9fd785cbf3af327db9bbd4a0de6e1ba
https://pubmed.ncbi.nlm.nih.gov/33464976
https://pubmed.ncbi.nlm.nih.gov/33464976
Publikováno v:
Review of Educational Research. 88:3-42
This article is intended to synthesize the broader literature investigating the effectiveness and salient features of interventions designed to enhance the social competence of youth and adults with autism spectrum disorder. Outcomes for adults with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::66696c88a591f7981195c171240797da
https://doi.org/10.3102/0034654317740334
https://doi.org/10.3102/0034654317740334
Publikováno v:
Research in developmental disabilities. 95
Children with autism spectrum disorder (ASD) often develop the word reading skills necessary to read text but struggle with reading comprehension. Comprehension skills are often under addressed in early elementary settings leaving children with ASD a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db608fe846677d7c730b7c59885bcc54
https://pubmed.ncbi.nlm.nih.gov/31704570
https://pubmed.ncbi.nlm.nih.gov/31704570