Centre d'Information et de documentation du CRA Rhône-Alpes
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Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2284-2299 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Education, Special/methods Humans Language Students Autism Measurement invariance Student characteristics Teacher language Brookes Publishing. She receives royalties from this manual but not from this study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299[article] Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.2284-2299.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Education, Special/methods Humans Language Students Autism Measurement invariance Student characteristics Teacher language Brookes Publishing. She receives royalties from this manual but not from this study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities / Meghan BURKE in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Meghan BURKE, Auteur ; Zachary ROSSETTI, Auteur ; Chak LI, Auteur Article en page(s) : p.3271-3279 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Disabled Children/education Education, Special/methods Humans Parents Civic engagement Legislative advocacy training Parents of children with disabilities Special education knowledge Index. décimale : PER Périodiques Résumé : With the looming reauthorization of the Individuals with Disabilities Education Act (IDEA), it is important for parent input to inform legislative changes. Unfortunately, parent input has been limited in past IDEA reauthorizations. Thus, it is critical to develop and test interventions to improve parent legislative advocacy. With 37 parents of children with disabilities, we conducted a randomized controlled trial to determine the efficacy and impact of an advocacy program. Results indicate significant increases in special education knowledge and special education legislative advocacy activities for the intervention (versus waitlist-control) group. However, there were no significant changes in civic engagement. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05258-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3271-3279[article] The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities [Texte imprimé et/ou numérique] / Meghan BURKE, Auteur ; Zachary ROSSETTI, Auteur ; Chak LI, Auteur . - p.3271-3279.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3271-3279
Mots-clés : Autism Spectrum Disorder Child Disabled Children/education Education, Special/methods Humans Parents Civic engagement Legislative advocacy training Parents of children with disabilities Special education knowledge Index. décimale : PER Périodiques Résumé : With the looming reauthorization of the Individuals with Disabilities Education Act (IDEA), it is important for parent input to inform legislative changes. Unfortunately, parent input has been limited in past IDEA reauthorizations. Thus, it is critical to develop and test interventions to improve parent legislative advocacy. With 37 parents of children with disabilities, we conducted a randomized controlled trial to determine the efficacy and impact of an advocacy program. Results indicate significant increases in special education knowledge and special education legislative advocacy activities for the intervention (versus waitlist-control) group. However, there were no significant changes in civic engagement. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05258-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323
Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial / P. R. ROLLINS in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities / J. R. ROOT in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. WADE, Auteur Article en page(s) : p.2284-2296 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology Adolescent Autism Spectrum Disorder/psychology Developmental Disabilities/psychology Education, Special/methods Female Humans Intellectual Disability/psychology Male Mathematical Concepts Mathematics/education Problem Solving Schools Students/psychology Autism Intellectual disability Mathematics Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296[article] Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities [Texte imprimé et/ou numérique] / J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. WADE, Auteur . - p.2284-2296.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296
Mots-clés : Academic Performance/psychology Adolescent Autism Spectrum Disorder/psychology Developmental Disabilities/psychology Education, Special/methods Female Humans Intellectual Disability/psychology Male Mathematical Concepts Mathematics/education Problem Solving Schools Students/psychology Autism Intellectual disability Mathematics Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452