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School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research / Amy K. IZUNO-GARCIA in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)
[article]
Titre : School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research Type de document : Texte imprimé et/ou numérique Auteurs : Amy K. IZUNO-GARCIA, Auteur ; Emily R. JELLINEK, Auteur ; Georgina J. ROSENBROCK, Auteur ; Milena A. KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur Article en page(s) : 46-55 Langues : Anglais (eng) Mots-clés : school readiness autism spectrum disorder Office of Head Start Index. décimale : PER Périodiques Résumé : Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211028206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 46-55[article] School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research [Texte imprimé et/ou numérique] / Amy K. IZUNO-GARCIA, Auteur ; Emily R. JELLINEK, Auteur ; Georgina J. ROSENBROCK, Auteur ; Milena A. KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur . - 46-55.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 46-55
Mots-clés : school readiness autism spectrum disorder Office of Head Start Index. décimale : PER Périodiques Résumé : Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211028206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review / Zuyi FANG in Research in Autism Spectrum Disorders, 108 (October 2023)
[article]
Titre : Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur Article en page(s) : p.102257 Mots-clés : Autism Developmental disability School readiness Education Early Childhood Development Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514
in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102257[article] Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review [Texte imprimé et/ou numérique] / Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur . - p.102257.
in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102257
Mots-clés : Autism Developmental disability School readiness Education Early Childhood Development Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care / Jacqueline BRUCE in Development and Psychopathology, 33-3 (August 2021)
[article]
Titre : Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline BRUCE, Auteur ; Katherine C. PEARS, Auteur ; Jennifer Martin MCDERMOTT, Auteur ; Nathan A. FOX, Auteur ; Philip A. FISHER, Auteur Article en page(s) : p.832-842 Langues : Anglais (eng) Mots-clés : event-related potential foster care preventive intervention response monitoring school readiness Index. décimale : PER Périodiques Résumé : This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten. En ligne : http://dx.doi.org/10.1017/S0954579420000164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-3 (August 2021) . - p.832-842[article] Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care [Texte imprimé et/ou numérique] / Jacqueline BRUCE, Auteur ; Katherine C. PEARS, Auteur ; Jennifer Martin MCDERMOTT, Auteur ; Nathan A. FOX, Auteur ; Philip A. FISHER, Auteur . - p.832-842.
Langues : Anglais (eng)
in Development and Psychopathology > 33-3 (August 2021) . - p.832-842
Mots-clés : event-related potential foster care preventive intervention response monitoring school readiness Index. décimale : PER Périodiques Résumé : This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten. En ligne : http://dx.doi.org/10.1017/S0954579420000164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences / T. J. LARCOMBE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences Type de document : Texte imprimé et/ou numérique Auteurs : T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur Article en page(s) : p.3073-3088 Langues : Anglais (eng) Mots-clés : Autism Inclusion Primary school School readiness Social competence Social skills Index. décimale : PER Périodiques Résumé : School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04022-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088[article] Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences [Texte imprimé et/ou numérique] / T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur . - p.3073-3088.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088
Mots-clés : Autism Inclusion Primary school School readiness Social competence Social skills Index. décimale : PER Périodiques Résumé : School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04022-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403