Investigating the Quality of Life for Children with Autism Spectrum Disorder Scale Using Rasch Methodology

Our purpose in this study was to provide additional psychometric evidence of the Quality of Life for Children with Autism Spectrum Disorder (QOLASD-C) scale. We used Rasch modeling to investigate the QOLASD-C functioning, the characteristics of the items comprising the scale, and the item functioning across subgroups of children with ASD based on gender and race/ethnicity. Results showed that QOLASD-C was unidimensional, met the local independence assumption, and measured quality of life (QOL). The items showed excellent fit to the model and good discriminating ability between low and high QOL. Most items showed a moderate difficulty level. No differential item functioning was observed based on children\u27s gender and race/ethnicity. Implications for research and practice are discussed

The Use of Polleverywhere in Engineering Technology Classes to Student Stimulate Critical Thinking and Motivation

Critical thinking is considered one of the most important aspects of the learning process at the college level, especially in the field of engineering technology. However, developing critical thinking can prove to be quite challenging. It takes a lot of instructional effort and support for undergraduate students enrolled in engineering technology programs to develop the ability to analyze, adequately synthesize conceptual knowledge, and then apply that knowledge to practical problem-solving situations. This ability is a critical component of any successful completion of job responsibilities for future engineers. In this study we examine the effectiveness of the web-based polling system Polleverywhere in promoting all stages of learning, with the emphasis on acquisition and generalization of new knowledge. The study also evaluates the effectiveness of the above-mentioned web-based system in promoting students\u27 motivation. Besides traditional face-to-face interaction in class (students asking questions and verbally responding to the instructor\u27s questions) students were engaged in class participation through the use of Polleverywhere software. A polling system increases the likelihood that all students in the class answer the questions presented. Furthermore, after polling, students can compare and discuss their answers across the entire group. This is a peer-review process important in the success of their learning. A survey was administrated towards the end of the class and data from this survey was used in the analysis. The evaluation in this study is based on a Circuits course in electrical engineering technology, for a relatively small-lecture classroom

Mand Training: An Examination of Response-Class Structure in Three Children With Autism and Severe Language Delays

Our primary purpose in this study was to examine the structure of a response class when new members are acquired through mand training. To do this, we replaced existing mands (e.g., reaching) in three children with autism with two new functionally equivalent mands. Next, we examined their responding under immediate- and delayed-reinforcement conditions. Then, we assessed generalization to novel social partners. We employed a reversal design to examine the effectiveness of mand training and to assess responding under both immediate- and delayed-reinforcement conditions. Our results suggest that all children acquired the new mands and that two of the children emitted these responses as replacements when the social partner did not provide access to the reinforcer contingent on the child\u27s first mand. Generalization data indicate that all three children emitted the new mands and two of the children alternated between the new mands with novel social partners. We discuss the clinical implications and the conceptual significance of teaching multiple replacement mands to children with autism and severe language delays

Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder

This book provides resources for the identification, selection, implementation, and evaluation of evidence-based practices to promote positive outcomes for learners with autism spectrum disorder (ASD) across the lifespan and to enhance their quality of life. The decision-making process for identifying and selecting evidence-based practices to address the academic, behavioral, and social needs of this population of learners is discussed, followed by a systematic description of the implementation and evaluation of evidence-based practices within the context of ongoing assessment and data-based decision making. The authors present evidence-based training models for solving the common dilemmas of selecting, implementing, and evaluating evidence-based practices. Finally, the book underlines the importance of developing collaborative partnerships with families and other professionals to better address the needs of learners with autism spectrum disorder. [Amazon.com]https://digitalcommons.odu.edu/cdse_books/1012/thumbnail.jp