Zobrazeno 1 - 10
of 164
pro vyhledávání: '"Samuel L. Odom"'
Publikováno v:
Frontiers in Education, Vol 7 (2022)
This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six s
Externí odkaz:
https://doaj.org/article/b4fe483f85cf44cc817fe151b8e3724b
Identifying factors related to poverty that affect infants, toddlers, and their families, this book describes promising early child care and intervention practices specifically tailored to these children and families'needs. Leading authorities from m
Autor:
Ann M. Sam, Jessica R. Steinbrenner, Samuel L. Odom, Sallie W. Nowell, Victoria Waters, Yolanda Perkins, Mary White, Hariharan Swaminathan, H. Jane Rogers
Publikováno v:
Exceptional Children. 89:314-331
The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be4e828a8e9f8a686072f60971532131
https://doi.org/10.1177/00144029221135572
https://doi.org/10.1177/00144029221135572
Publikováno v:
Assessment for Effective Intervention. 48:52-61
Play and peer interactions are crucial for children’s socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing childre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e4166f72a7ff6b231148b9440bcf41fb
https://doi.org/10.1177/15345084221100416
https://doi.org/10.1177/15345084221100416
Publikováno v:
Autism. 26:703-715
The purpose of this study was to examine influences on the implementation of a school-based comprehensive program for autistic children. Following the conceptual framework suggested by the Exploration, Preparation, Implementation, Sustainment (EPIS)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9e7cea52c92cc413524d17703463efa9
https://doi.org/10.1177/13623613211070340
https://doi.org/10.1177/13623613211070340
Autor:
Kristi L. Morin, Sallie Nowell, Jessica Steinbrenner, Ann Sam, Victoria Waters, Samuel L. Odom
Publikováno v:
Focus on Autism and Other Developmental Disabilities. 37:96-107
Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::747d702b015bd06cbfb2a1b865370d2f
https://doi.org/10.1177/10883576211066897
https://doi.org/10.1177/10883576211066897
Autor:
Kara Hume, Samuel L. Odom, Jessica R. Steinbrenner, Leann Smith DaWalt, Laura J. Hall, Bonnie Kraemer, Brianne Tomaszewski, Christopher Brum, Kate Szidon, Daniel M. Bolt
Publikováno v:
Exceptional Children. 88:223-240
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::093471240427d6f028d9fe26f1248a79
https://doi.org/10.1177/00144029211062589
https://doi.org/10.1177/00144029211062589
Publikováno v:
Autism. 26:1536-1549
How parents support social learning at the preverbal level for toddlers with autism is rarely reported, limiting the field’s understanding of factors that may influence early development of social competency. As a central challenge in autism that i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb4c261dc350ab564eaa578f14da6299
https://doi.org/10.1177/13623613211061128
https://doi.org/10.1177/13623613211061128
Publikováno v:
Scandinavian Journal of Occupational Therapy. 30:278-297
Background Children on the autism spectrum may receive Early Intensive Behavioural Intervention (EIBI) in Sweden to support development by providing learning opportunities. However, research suggests a need to improve the quality of their learning en
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::deb88b55ae2aa9f25d23c4211bb057ed
https://doi.org/10.1080/11038128.2021.1993330
https://doi.org/10.1080/11038128.2021.1993330
Publikováno v:
Journal of Autism and Developmental Disorders. 52:4089-4099
Measurement of social-pragmatic communication skills is essential for clinicians and researchers working with school-aged children on the autism spectrum. Many measures of these skills require time-intensive training and coding that is impractical fo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dbf5ea6b34e95eaafff04394548f5630
https://doi.org/10.1007/s10803-021-05284-2
https://doi.org/10.1007/s10803-021-05284-2