Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers

Venn, Martha L.; Wolery, Mark; Werts, Margaret Gessler; Morris, Alvin L.; DeCesare, Lisa D.; Cuffs, Melanie Sigesmund

doi:10.1016/s0885-2006(05)80068-7

Cited by 75 publications

(70 citation statements)

References 12 publications

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“…Previous research has shown that non-learners who do not profit from the usual dynamic intervention do profit from other training based on principles of errorless learning (e.g., Kern, Liberman, Kopelowicz, Mintz, & Green, 2002). Errorless learning, a learning approach in which the negative effects of making incorrect choices are reduced, has previously been demonstrated to be effective for typical children and children with difficulty in easily adapting to a change in cognitive rules or behavioral repertoires (Schreibman, 1975;Venn et al, 1993). In addition it might be the case that part of the children does not need training as these children are consistent high scorers.…”

Section: Discussionmentioning

confidence: 99%

Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

Stad¹,

Wiedl²,

Resing³

2016

JEDP

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Dynamic testing aims to explore a child's potential to learn by assessing improvement after training. In this study we investigated the relationship between performance on a dynamic test of series completion and children's cognitive flexibility. This was done using a pre-test-trainingpost-test control-group design with 95 children, aged 6-8 years (M = 7;1, SD = 12.5 months). All children were tested with a measurement of cognitive flexibility. Half of the children were trained in series completion according to a graduated prompting model, while the other half only practiced. Based on initial ability and performance change after training, children were classified as non-learner, learner or high performer. The results showed that training improved series completion performance more than practice-only. Cognitive flexibility predicted static pre-test performance and instructional needs during training and might therefore be of importance in the assessment of learning potential.

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Section: Discussionmentioning

confidence: 99%

Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

Stad¹,

Wiedl²,

Resing³

2016

JEDP

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“…(Wolery & Bredekamp, in press). Reports of various adaptations are beginning to appear in the literature (e.g., Fox & Hanline, 1993;Venn, Wolery, Werts, et al, 1993). The reports, however, tend to point out the effects of specific adaptations rather than to analyze the conditions under which specific adaptations are required.…”

Section: Instructional Issuesmentioning

confidence: 99%

Current Practices with Young Children Who Have Disabilities: Placement, Assessment, and Instruction Issues

Wolery¹,

Werts²,

Holcombe³

2017

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“…EI has been successfully used to teach children with ASD a variety of skills (Johnson, McDonnell, Holzwarth, & Hunter, 2004;Polychronis, McDonnell, Johnson, riesen, & Jameson, 2004;Sigafoos et al, 2006), including academic risen, McDonnell, Johnson, Polychronis, & Jameson, 2003), leisure (kurt & Tekin-Iftar, 2008), and imitation (venn, et al,1993) skills. when using EI to teach new skills to learners with ASD, researchers have included least to most prompting (Sigafoos et al, 2006), time delay (kurt & Tekin-Iftar, 2008;Polychronis et al, 2004;venn et al, 1993venn et al, ), modeling (Johnson et al, 2004, and simultaneous prompting (kurt & Tekin-Iftar, 2008;risen et al, 2003).…”

Section: Embedded Instruction (Ei)mentioning

confidence: 99%

A inclusão de crianças com Transtornos do Espectro do Autismo nas escolas públicas dos Estados Unidos

Whalon

Hanline

2013

Rev. Educ. Espec.

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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 associated with including children with autism spectrum disorder (ASD) in settings with their typically developing peers have been documented in the literature, skepticism remains regarding the ability of general education teachers to fully address the myriad of challenges experienced by children with ASD in these settings. This paper examines the current state of inclusion in United States Public Schools, reviews the research documenting the outcomes of the inclusion for learners with ASD, and explores arguments both supporting and questioning the role of inclusion when educating children with ASD. This paper also reviews research findings from programs that emphasize inclusion, and the educational methods that support the successful inclusion of children with ASD in general education settings.

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Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers

Cited by 75 publications

References 12 publications

Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

Current Practices with Young Children Who Have Disabilities: Placement, Assessment, and Instruction Issues

A inclusão de crianças com Transtornos do Espectro do Autismo nas escolas públicas dos Estados Unidos

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