Enhancing Pervasive Developmental Disorder Interventions for Children through Deep Learning Algorithms in Virtual Reality

Συγγραφείς: Reethika, A., Priyadharsini, S., Vijaykumar, G., Rasheedha, A., Devi, G., Priya, P.Kanaga

Πηγή: 2023 2nd International Conference on Automation, Computing and Renewable Systems (ICACRS) Automation, Computing and Renewable Systems (ICACRS), 2023 2nd International Conference on. :902-907 Dec, 2023

Relation: 2023 2nd International Conference on Automation, Computing and Renewable Systems (ICACRS)

A qualitative pilot study of the virtual implementation of the WHO caregiver skills training program in Brazil

Συγγραφείς: Camila Cardoso Rauen, Maria de Fátima Minneto, Letícia Pascelli Santos, Karime Haviaras Nogara, Elyse Bacila Matos, Ana Paula Wasilewski da Silva, Eduardo Cassanho de Oliveira, Ana Paula Viezzer Salvador, Gustavo Manoel Schier Dória

Πηγή: Frontiers in Education, Vol 10 (2025)

Θεματικοί όροι: autism, autistic children, pervasive developmental disorders, caregivers, parent training, Education (General), L7-991

Περιγραφή αρχείου: electronic resource

Relation: https://www.frontiersin.org/articles/10.3389/feduc.2025.1651973/full; https://doaj.org/toc/2504-284X

Σύνδεσμος πρόσβασης: https://doaj.org/article/2e4a8b60157540dea58e9be44701d976

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Συγγραφείς: Huan, Chin (ORCID 0000-0003-0991-7299), Meng, Chew Cheng (ORCID 0000-0001-6533-8406), Suseelan, Menaga (ORCID 0000-0002-0027-1877)

Πηγή: Participatory Educational Research. Jul 2022 9(4):445-468.

Peer Reviewed: Y

Page Count: 24

Descriptors: Mathematics Education, Educational Research, Educational History, Educational Trends, Bibliometrics, Manipulative Materials, Arithmetic, Students with Disabilities, Learning Disabilities, Elementary School Mathematics, Mathematics Instruction, Problem Solving, Autism, Pervasive Developmental Disorders

A Portrait of Peers within Peer-Mediated Interventions: A Literature Review

Συγγραφείς: Travers, Hilary E., Carter, Erik W.

Πηγή: Focus on Autism and Other Developmental Disabilities. Jun 2022 37(2):71-82.

Peer Reviewed: Y

Page Count: 12

Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)

Descriptors: Students with Disabilities, Peer Influence, Intervention, Middle School Students, High School Students, Intellectual Disability, Developmental Disabilities, Peer Teaching, Autism, Pervasive Developmental Disorders, Training

A Survey of the Experiences of Paraprofessionals with Roles, Training, and Communication When Working with Students with Autism

Συγγραφείς: Morin, Kristi L., Nowell, Sallie, Steinbrenner, Jessica, Sam, Ann, Waters, Victoria (ORCID 0000-0002-0137-1562), Odom, Samuel L.

Πηγή: Focus on Autism and Other Developmental Disabilities. Jun 2022 37(2):96-107.

Peer Reviewed: Y

Page Count: 12

Sponsoring Agency: Institute of Education Sciences (ED)
Office of Special Education Programs (OSEP) (ED/OSERS)

Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Paraprofessional School Personnel, Public Schools, Role, Responsibility, Knowledge Level, Barriers, Professional Development, Interpersonal Communication

Γεωγραφικοί όροι: United States, Guam

IES Funded: Yes

Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention

Συγγραφείς: Lim, Hayoung A., Ellis, Erica M. (ORCID 0000-0001-7904-4660), Sonnenschein, David (ORCID 0000-0003-2416-8126)

Πηγή: Child Language Teaching and Therapy. Jun 2022 38(2):180-196.

Peer Reviewed: Y

Page Count: 17

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Music Activities, Autism, Pervasive Developmental Disorders, Young Children, Speech Impairments, Language Impairments, Intervention, Video Games, Program Effectiveness, Speech Therapy, Telecommunications, Singing, Teaching Methods, English Language Learners

Γεωγραφικοί όροι: California

IES Funded: Yes

Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability

Συγγραφείς: Hester, Olivia R. (ORCID 0000-0001-6192-0781), Swoszowski, Nicole C.

Πηγή: Career Development and Transition for Exceptional Individuals. May 2022 45(2):86-98.

Peer Reviewed: Y

Page Count: 13

Sponsoring Agency: Department of Education (ED)

Descriptors: Vocational Education, Students with Disabilities, Intellectual Disability, Intervention, Program Effectiveness, Young Adults, Evidence Based Practice, Performance, Feedback (Response), Supervisors, Barriers, Autism, Pervasive Developmental Disorders, Accountability, Behavior Modification

Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools

Συγγραφείς: Kucharczyk, Suzanne (ORCID 0000-0003-4979-0835), Szidon, Kate, Hall, Laura J.

Πηγή: Career Development and Transition for Exceptional Individuals. May 2022 45(2):99-113.

Peer Reviewed: Y

Page Count: 15

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: High Schools, Coaching (Performance), Autism, Pervasive Developmental Disorders, Students with Disabilities, Evidence Based Practice, Intervention, High School Students, Professional Development, School Personnel, Program Implementation, Fidelity

Γεωγραφικοί όροι: Wisconsin, North Carolina, California

IES Funded: Yes

Students Who Take the ACT with Accommodations: An Examination of Performance, Demographics, and Contextual Factors. ACT Research Report. 2022-05

Συγγραφείς: Moore, Joann L., Schnieders, Joyce Z., ACT, Inc.

Πηγή: ACT, Inc. 2022.

Peer Reviewed: N

Page Count: 48

Descriptors: Testing Accommodations, College Entrance Examinations, Context Effect, Student Characteristics, Incidence, Students with Disabilities, High School Students, Educational Experience, Race, Gender Differences, Socioeconomic Status, College Attendance, Academic Aspiration, Student Attitudes, Attention Deficit Hyperactivity Disorder, Correlation, Scores, Anxiety, Depression (Psychology), Grades (Scholastic), Learning Disabilities, Autism, Pervasive Developmental Disorders, Behavior Disorders, Educational Legislation, Equal Education, Federal Legislation

Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act

Assessment and Survey Identifiers: ACT Assessment

Considering Instructional Contexts in AAC Interventions for People with ASD and/or IDD Experiencing Complex Communicative Needs: A Single Case Design Meta-Analysis

Συγγραφείς: Ganz, Jay B. (ORCID 0000-0002-2080-102X), Pustejovsky, James E. (ORCID 0000-0003-0591-9465), Reichle, Joe, Vannest, Kimberly J. (ORCID 0000-0002-2285-0837), Foster, Margaret (ORCID 0000-0002-4453-7788), Haas, April N. (ORCID 0000-0001-6465-2540), Pierson, Lauren M. (ORCID 0000-0002-9086-3250), Wattanawongwan, Sanikan (ORCID 0000-0003-3479-5369), Bernal, Armando, Chen, Man, Skov, Rachel, Smith, S. D. (ORCID 0000-0002-9474-7185)

Πηγή: Grantee Submission. 2022.

Peer Reviewed: Y

Page Count: 15

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Autism, Pervasive Developmental Disorders, Intellectual Disability, Developmental Disabilities, Communication Skills, Interpersonal Communication, Intervention, Augmentative and Alternative Communication, Program Effectiveness, Communication Disorders, Effect Size, Behavior Modification, Students with Disabilities

IES Funded: Yes

Academic Integrity: Considerations for Accessibility, Equity, and Inclusion

Συγγραφείς: Pagaling, Rachel, Eaton, Sarah Elaine (ORCID 0000-0003-0607-6287), McDermott, Brenda, University of Calgary (Canada)

Πηγή: Online Submission. 2022.

Peer Reviewed: N

Page Count: 36

Descriptors: Inclusion, Academic Achievement, Integrity, Cheating, Databases, Plagiarism, Students with Disabilities, Annotated Bibliographies, Access to Education, Equal Education, Special Needs Students, Academic Accommodations (Disabilities), Social Justice, Neurological Impairments, Learning Disabilities, Higher Education, College Students, Dyslexia, Autism, Pervasive Developmental Disorders, Foreign Countries

Γεωγραφικοί όροι: Canada

Practice-Driven Research for Statewide Scale Up: Implementation Outcomes of the California Autism Professional Training and Information Network

Συγγραφείς: Suhrheinrich, Jessica (ORCID 0000-0003-1614-5215), Nahmias, Allison S. (ORCID 0000-0003-4678-0367), Yu, Yue, Melgarejo, Melina (ORCID 0000-0002-2423-7710), Schetter, Patricia, Holt, Tana C., Stahmer, Aubyn C. (ORCID 0000-0002-1596-9848)

Πηγή: Autism: The International Journal of Research and Practice. Apr 2022 26(3):727-736.

Peer Reviewed: Y

Page Count: 10

Sponsoring Agency: National Institute of Mental Health (NIMH) (DHHS/NIH)
Institute of Education Sciences (ED)

Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Professional Training, Program Effectiveness, Students with Disabilities, Professional Development, Special Education, Public Schools, Special Education Teachers, Paraprofessional School Personnel, School Personnel, Knowledge Level, Educational Environment

Γεωγραφικοί όροι: California

IES Funded: Yes

Factors Associated with Implementation of a School-Based Comprehensive Program for Students with Autism

Συγγραφείς: Odom, Samuel L. (ORCID 0000-0003-1745-7915), Sam, Ann M. (ORCID 0000-0003-3808-445X), Tomaszewski, Brianne

Πηγή: Autism: The International Journal of Research and Practice. Apr 2022 26(3):703-715.

Peer Reviewed: Y

Page Count: 13

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intervention, Elementary School Students, Program Implementation, Transformational Leadership, Principals, Racial Composition, Coaching (Performance), Professional Development, Teamwork, Evidence Based Practice

IES Funded: Yes

Implementation of a Multi-Family Autism Transition Program in the High School Setting

Συγγραφείς: Kuhn, Jocelyn (ORCID 0000-0001-7349-664X), Szidon, Kate, Kraemer, Bonnie, Steinbrenner, Jessica R. (ORCID 0000-0002-0791-2091), Tomaszewski, Brianne, Hume, Kara, DaWalt, Leann

Πηγή: Autism: The International Journal of Research and Practice. Apr 2022 26(3):615-627.

Peer Reviewed: Y

Page Count: 13

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Family Programs, Problem Solving, Evidence Based Practice, Coaching (Performance), Feedback (Response), Autism, Pervasive Developmental Disorders, Transitional Programs, Student Characteristics, Teacher Characteristics, Institutional Characteristics, Socioeconomic Status, Educational Quality, Individualized Transition Plans, Prediction, Intervention, Family Involvement, Program Effectiveness, High School Students

Γεωγραφικοί όροι: North Carolina, Wisconsin, California

IES Funded: Yes

Who Gets Coached? A Qualitative Inquiry into Community Clinicians' Decisions to Use Caregiver Coaching

Συγγραφείς: Tomczuk, Liza (ORCID 0000-0002-6384-5698), Stewart, Rebecca E., Beidas, Rinad S., Mandell, David S., Pellecchia, Melanie

Πηγή: Autism: The International Journal of Research and Practice. Apr 2022 26(3):575-585.

Peer Reviewed: Y

Page Count: 11

Sponsoring Agency: Institute of Education Sciences (ED)
National Institute of Mental Health (NIMH) (DHHS/NIH)

Descriptors: Caregiver Training, Family Influence, Evidence Based Practice, Autism, Pervasive Developmental Disorders, Early Intervention, Minority Groups, Family Characteristics, Beliefs, Social Bias, Young Children, Coaching (Performance), Socioeconomic Background, Low Income

Γεωγραφικοί όροι: Pennsylvania, California, Delaware

IES Funded: Yes

Provider Perspectives and Reach of an Evidence-Based Intervention in Community Services for Toddlers

Συγγραφείς: Rieth, Sarah R. (ORCID 0000-0002-4691-1171), Dickson, Kelsey S. (ORCID 0000-0003-2295-4377), Ko, Jordan, Haine-Schlagel, Rachel, Gaines, Kim, Brookman-Frazee, Lauren, Stahmer, Aubyn C. (ORCID 0000-0002-1596-9848)

Πηγή: Autism: The International Journal of Research and Practice. Apr 2022 26(3):628-639.

Peer Reviewed: Y

Page Count: 12

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Best Practices, Autism, Pervasive Developmental Disorders, At Risk Persons, Evidence Based Practice, Toddlers, Parent Education, Early Intervention, Community Programs, Partnerships in Education, Training, Program Effectiveness

Γεωγραφικοί όροι: California

IES Funded: Yes

The Effects of Video Priming on Facilitating the Transition of Children with Autism Spectrum Disorder between Activities and Settings

Συγγραφείς: Gulboy, Emrah (ORCID 0000-0002-7802-6839), Yucesoy-Ozkan, Serife (ORCID 0000-0002-0529-0639)

Πηγή: Journal of Theoretical Educational Science. Apr 2022 15(2):373-394.

Peer Reviewed: Y

Page Count: 22

Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Priming, Video Technology, Coping, Adjustment (to Environment), Parent Attitudes, Teacher Attitudes, Foreign Countries, Preschool Teachers, Program Effectiveness

Γεωγραφικοί όροι: Turkey

Exploring Growth in Expressive Communication of Infants and Toddlers with Autism Spectrum Disorder

Συγγραφείς: Buzhardt, Jay (ORCID 0000-0003-4634-3183), Wallisch, Anna, Irvin, Dwight (ORCID 0000-0002-2324-7124), Boyd, Brian, Salley, Brenda (ORCID 0000-0001-8780-1641), Jia, Fan

Πηγή: Journal of Early Intervention. Mar 2022 44(1):3-22.

Peer Reviewed: Y

Page Count: 20

Sponsoring Agency: Institute of Education Sciences (ED)
Office of Special Education Programs (OSEP) (ED/OSERS)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)

Descriptors: Autism, Pervasive Developmental Disorders, Toddlers, Expressive Language, Language Skills, Language Impairments, Interpersonal Communication, Communication Skills, Nonverbal Communication, Vocabulary, Speech Communication, Measurement Techniques, Disability Identification, Intervention, Scores, Correlation, Individual Characteristics

Assessment and Survey Identifiers: Aberrant Behavior Checklist, Behavior Assessment System for Children, Communication and Symbolic Behavior Scales, Social Skills Improvement System Rating Scales, Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, Autism Diagnostic Observation Schedule

IES Funded: Yes

Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL

Συγγραφείς: Jackson, Elizabeth M. (ORCID 0000-0002-5866-012X), Hanline, Mary Frances, Whalon, Kelly

Πηγή: Young Exceptional Children. Mar 2022 25(1):30-41.

Peer Reviewed: Y

Page Count: 12

Sponsoring Agency: Department of Education (ED)

Descriptors: Autism, Pervasive Developmental Disorders, Reading Strategies, Preschool Children, Preschool Education, Interaction, Teaching Methods, Oral Language, Language Skills, Vocabulary, Reading Comprehension, Cues, Learner Engagement, Visual Aids

Smartwatch Executive Function Supports for Students with ID and ASD

Συγγραφείς: Wright, Rachel E., McMahon, Don D. (ORCID 0000-0002-0348-4042), Cihak, David F., Hirschfelder, Kathryn

Πηγή: Journal of Special Education Technology. Mar 2022 37(1):63-73.

Peer Reviewed: Y

Page Count: 11

Sponsoring Agency: Office of Postsecondary Education (ED)

Descriptors: College Students, Intellectual Disability, Autism, Pervasive Developmental Disorders, Students with Disabilities, Intervention, Assistive Technology, Executive Function, Telecommunications, Handheld Devices, Educational Technology, Technology Uses in Education

Assessment and Survey Identifiers: Wechsler Intelligence Scale for Children, Vineland Adaptive Behavior Scales, Woodcock Johnson Tests of Cognitive Ability