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7 recherche sur le mot-clé 'Middle school'
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Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder / Bridgette L. TONNSEN in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)
[article]
Titre : Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bridgette L. TONNSEN, Auteur ; Erin R. HAHN, Auteur Article en page(s) : p.262-274 Langues : Anglais (eng) Mots-clés : autism spectrum disorder inclusion middle school friendship Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social networking blogs to examine how middle school students’ attitudes toward a fictional peer with ASD, Charlie, vary according to whether Charlie was (a) physically included with typically developing peers and (b) socially accepted. Participants expressed less favorable attitudes when Charlie was socially excluded by his peers, regardless of whether his peers had disabilities. More favorable attitudes were associated with participant popularity, previous exposure to ASD, younger age, and being female. Charlie’s ASD status was associated with more negative anticipated peer attitudes. These results indicate that facilitating positive, public social experiences of students with ASD may promote positive attitudes and social acceptance by peers. En ligne : http://dx.doi.org/10.1177/1088357614559213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.262-274[article] Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Bridgette L. TONNSEN, Auteur ; Erin R. HAHN, Auteur . - p.262-274.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.262-274
Mots-clés : autism spectrum disorder inclusion middle school friendship Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social networking blogs to examine how middle school students’ attitudes toward a fictional peer with ASD, Charlie, vary according to whether Charlie was (a) physically included with typically developing peers and (b) socially accepted. Participants expressed less favorable attitudes when Charlie was socially excluded by his peers, regardless of whether his peers had disabilities. More favorable attitudes were associated with participant popularity, previous exposure to ASD, younger age, and being female. Charlie’s ASD status was associated with more negative anticipated peer attitudes. These results indicate that facilitating positive, public social experiences of students with ASD may promote positive attitudes and social acceptance by peers. En ligne : http://dx.doi.org/10.1177/1088357614559213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Middle School Students’ Knowledge of Autism / Jonathan M. CAMPBELL in Journal of Autism and Developmental Disorders, 41-6 (June 2011)
[article]
Titre : Middle School Students’ Knowledge of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan M. CAMPBELL, Auteur ; Brian D. BARGER, Auteur Année de publication : 2011 Article en page(s) : p.732-740 Langues : Anglais (eng) Mots-clés : Autism Knowledge Middle school Misperceptions Peers Index. décimale : PER Périodiques Résumé : Authors examined 1,015 middle school students’ knowledge of autism using a single item of prior awareness and a 10-item Knowledge of Autism (KOA) scale. The KOA scale was designed to assess students’ knowledge of the course, etiology, and symptoms associated with autism. Less than half of students (46.1%) reported having heard of autism; however, most students correctly responded that autism was a chronic condition that was not communicable. Students reporting prior awareness of autism scored higher on 9 of 10 KOA scale items when compared to their naïve counterparts. Prior awareness of autism and KOA scores also differed across schools. A more detailed understanding of developmental changes in students’ knowledge of autism should improve peer educational interventions. En ligne : http://dx.doi.org/10.1007/s10803-010-1092-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.732-740[article] Middle School Students’ Knowledge of Autism [Texte imprimé et/ou numérique] / Jonathan M. CAMPBELL, Auteur ; Brian D. BARGER, Auteur . - 2011 . - p.732-740.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.732-740
Mots-clés : Autism Knowledge Middle school Misperceptions Peers Index. décimale : PER Périodiques Résumé : Authors examined 1,015 middle school students’ knowledge of autism using a single item of prior awareness and a 10-item Knowledge of Autism (KOA) scale. The KOA scale was designed to assess students’ knowledge of the course, etiology, and symptoms associated with autism. Less than half of students (46.1%) reported having heard of autism; however, most students correctly responded that autism was a chronic condition that was not communicable. Students reporting prior awareness of autism scored higher on 9 of 10 KOA scale items when compared to their naïve counterparts. Prior awareness of autism and KOA scores also differed across schools. A more detailed understanding of developmental changes in students’ knowledge of autism should improve peer educational interventions. En ligne : http://dx.doi.org/10.1007/s10803-010-1092-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder / Thea BRAIN in Research in Autism Spectrum Disorders, 62 (June 2019)
[article]
Titre : Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Thea BRAIN, Auteur ; Pat MIRENDA, Auteur Article en page(s) : p.26-38 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention Autism spectrum disorder Engagement Communication Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38[article] Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder [Texte imprimé et/ou numérique] / Thea BRAIN, Auteur ; Pat MIRENDA, Auteur . - p.26-38.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38
Mots-clés : Peer-mediated intervention Autism spectrum disorder Engagement Communication Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 Peer Perceptions of Students With Autism Spectrum Disorders / Whitney B. GRIFFIN in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
[article]
Titre : Peer Perceptions of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Whitney B. GRIFFIN, Auteur Article en page(s) : p.183-192 Langues : Anglais (eng) Mots-clés : autism spectrum disorders High functioning peer social interaction socialization middle school Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed. En ligne : http://dx.doi.org/10.1177/1088357618800035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.183-192[article] Peer Perceptions of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Whitney B. GRIFFIN, Auteur . - p.183-192.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.183-192
Mots-clés : autism spectrum disorders High functioning peer social interaction socialization middle school Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed. En ligne : http://dx.doi.org/10.1177/1088357618800035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions / Cari DUTTLINGER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)
[article]
Titre : The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions Type de document : Texte imprimé et/ou numérique Auteurs : Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur Article en page(s) : p.32-43 Mots-clés : intellectual disability middle school picture activity schedule independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43[article] The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions [Texte imprimé et/ou numérique] / Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur . - p.32-43.
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43
Mots-clés : intellectual disability middle school picture activity schedule independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities / Pamela J. MIMS in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)
PermalinkVirtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
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