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Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program / Yu-Lun CHEN in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.3574-3585 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Humans Parents Qualitative Research School Teachers Schools Students Adolescents Engineering Stem School-based intervention Strength-based Youth research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585[article] Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program [Texte imprimé et/ou numérique] / Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur . - p.3574-3585.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585
Mots-clés : Adolescent Autism Spectrum Disorder Humans Parents Qualitative Research School Teachers Schools Students Adolescents Engineering Stem School-based intervention Strength-based Youth research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism / B. M. SUTTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
[article]
Titre : Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur Article en page(s) : p.1268-1282 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Communication Humans School Teachers Schools Students Autism spectrum disorder IPad Intervention School Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282[article] Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur . - p.1268-1282.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282
Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Communication Humans School Teachers Schools Students Autism spectrum disorder IPad Intervention School Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.3734-3739 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739[article] Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.3734-3739.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies Type de document : Texte imprimé et/ou numérique Auteurs : Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3977-3990 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans School Teachers Students Teacher Training Autism spectrum disorder General education Inclusion Pedagogical practices Student–teacher relationships Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990[article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [Texte imprimé et/ou numérique] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans School Teachers Students Teacher Training Autism spectrum disorder General education Inclusion Pedagogical practices Student–teacher relationships Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder / T. C. AU in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : T. C. AU, Auteur ; N. S. LAU, Auteur Article en page(s) : p.4551-4559 Langues : Anglais (eng) Mots-clés : Attitude Autism Spectrum Disorder Child Humans Music School Teachers Students Autism spectrum disorder (ASD) Knowledge Private music teachers Special educational needs Training Index. décimale : PER Périodiques Résumé : Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n?=?200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04809-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4551-4559[article] Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder [Texte imprimé et/ou numérique] / T. C. AU, Auteur ; N. S. LAU, Auteur . - p.4551-4559.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4551-4559
Mots-clés : Attitude Autism Spectrum Disorder Child Humans Music School Teachers Students Autism spectrum disorder (ASD) Knowledge Private music teachers Special educational needs Training Index. décimale : PER Périodiques Résumé : Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n?=?200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04809-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)
PermalinkTeacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
PermalinkBrief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder / A. MILGRAMM in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
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