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Isenhower, Robert W.; Delmolino, Lara; Fiske, Kate E.; Bamond, Meredith; Leaf, Justin B. – Journal of Behavioral Education, 2018
Research generally supports the use of error-correction procedures that require active student responses (ASRs). However, some recent research suggests that requiring ASRs after errors is not always advantageous for individuals with autism spectrum disorder (ASD). We examined acquisition in a receptive identification task for two learners with ASD…
Descriptors: Error Correction, Autism, Pervasive Developmental Disorders, Task Analysis
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van Wermeskerken, Margot; Grimmius, Bianca; van Gog, Tamara – Journal of Computer Assisted Learning, 2018
We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate…
Descriptors: Video Technology, Autism, Pervasive Developmental Disorders, Outcomes of Education
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Mowling, Claire M.; Menear, Kristi; Dennen, Ayla; Fittipaldi-Wert, Jeanine – Strategies: A Journal for Physical and Sport Educators, 2018
The use of technology has proven to be a successful tool for enhancing the learning of children with disabilities. One example is the use of video-recorded social story movies as interventions for children with an autism spectrum disorder (ASD). Through the use of electronic devices such as iPads, iPods and tablets, social stories are brought to…
Descriptors: Technology Uses in Education, Ecology, Models, Story Telling
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van Hulst, Branko M.; de Zeeuw, Patrick; Bos, Dienke J.; Rijks, Yvonne; Neggers, Sebastiaan F. W.; Durston, Sarah – Journal of Child Psychology and Psychiatry, 2017
Background: Changes in reward processing are thought to be involved in the etiology of attention-deficit/hyperactivity disorder (ADHD), as well as other developmental disorders. In addition, different forms of therapy for ADHD rely on reinforcement principles. As such, improved understanding of reward processing in ADHD could eventually lead to…
Descriptors: Attention Deficit Hyperactivity Disorder, Task Analysis, Reinforcement, Therapy
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Novogrodsky, Rama – Clinical Linguistics & Phonetics, 2013
In the current study, storytelling and story retelling by children with autism spectrum disorder (ASD) were analyzed to explore ambiguous third-person pronoun use in narratives. Twenty-three children diagnosed with ASD aged 6;1 to 14;3 and 17 typically-developing (TD) children aged 5;11 to 14;4 participated in the study. In the retelling task, no…
Descriptors: Form Classes (Languages), Autism, Story Telling, Children
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Sowden, Hannah; Perkins, Mick; Clegg, Judy – Child Language Teaching and Therapy, 2011
There are many different approaches to intervention aimed at facilitating the social and communicative abilities of children with Autistic Spectrum Disorders (ASD). Behavioural interventions seek to improve the social and communicative abilities of children with ASD through interaction. Recently there has been a move towards naturalistic…
Descriptors: Communication Strategies, Intervention, Autism, Interaction
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Uhlhaas, Peter J.; Silverstein, Steven M. – Psychological Bulletin, 2005
The research into perceptual organization in schizophrenia spectrum disorders has found evidence for and against a perceptual organization deficit and has interpreted the data from within several different theoretical frameworks. A synthesis of this evidence, however, reveals that this body of work has produced reliable evidence for deficits in…
Descriptors: Schizophrenia, Pervasive Developmental Disorders, Models, Perceptual Impairments