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Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
[article]
Titre : Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur Année de publication : 2015 Article en page(s) : p.2392-2410 Langues : Anglais (eng) Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410[article] Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur . - 2015 . - p.2392-2410.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410
Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)
[article]
Titre : Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.101515 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Sensory Education Classroom Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515[article] Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur . - p.101515.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515
Mots-clés : Autism spectrum disorder ASD Sensory Education Classroom Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420