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Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.782-796 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Active engagement Emotional regulation Classroom participation Social connectedness Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796[article] Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.782-796.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796
Mots-clés : Autism spectrum disorder Active engagement Emotional regulation Classroom participation Social connectedness Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Factors associated with classroom participation in preschool through third grade learners on the autism spectrum / Nicole SPARAPANI in Research in Autism Spectrum Disorders, 105 (July 2023)
[article]
Titre : Factors associated with classroom participation in preschool through third grade learners on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda Dimachkie NUNNALLY, Auteur Article en page(s) : 102186 Langues : Anglais (eng) Mots-clés : Autism Instructional opportunities Mathematical tasks Teacher language Active engagement Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186[article] Factors associated with classroom participation in preschool through third grade learners on the autism spectrum [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda Dimachkie NUNNALLY, Auteur . - 102186.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186
Mots-clés : Autism Instructional opportunities Mathematical tasks Teacher language Active engagement Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508