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Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships / Ainsley LOSH in Research in Autism Spectrum Disorders, 107 (September 2023)
[article]
Titre : Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.102225 Langues : Anglais (eng) Mots-clés : Autism Education Student-teacher relationships Classroom management Inclusion Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225[article] Promoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Jan BLACHER, Auteur . - p.102225.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102225
Mots-clés : Autism Education Student-teacher relationships Classroom management Inclusion Praise Index. décimale : PER Périodiques Résumé : Background Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs. Method The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression. Results The model was a close fit to the data (?2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use. Conclusions Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies. En ligne : https://doi.org/10.1016/j.rasd.2023.102225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting / Elise T. PAS in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting Type de document : Texte imprimé et/ou numérique Auteurs : Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur Article en page(s) : p.3640-3652 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Coaching Mixed-reality simulator Technology Classroom management Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652[article] Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting [Texte imprimé et/ou numérique] / Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur . - p.3640-3652.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652
Mots-clés : Autism Spectrum Disorder Coaching Mixed-reality simulator Technology Classroom management Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297