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Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change / Hui Min LOW in Autism, 25-5 (July 2021)
[article]
Titre : Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change Type de document : Texte imprimé et/ou numérique Auteurs : Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.1216-1233 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People?s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1216-1233[article] Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change [Texte imprimé et/ou numérique] / Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.1216-1233.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1216-1233
Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People?s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change / Hui Min LOW in Autism, 26-5 (July 2022)
[article]
Titre : Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change Type de document : Texte imprimé et/ou numérique Auteurs : Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.1216-1233 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People’s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1216-1233[article] Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change [Texte imprimé et/ou numérique] / Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.1216-1233.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1216-1233
Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People’s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Teacher 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)
[article]
Titre : Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland Type de document : Texte imprimé et/ou numérique Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : p.3536-3546 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Evidence-Based Practice Humans Ireland School Teachers Teacher Training Autism Research-to-practice Teacher preparation Index. décimale : PER Périodiques Résumé : Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. En ligne : http://dx.doi.org/10.1007/s10803-021-05223-1 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.3536-3546[article] Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur . - p.3536-3546.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546
Mots-clés : Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Evidence-Based Practice Humans Ireland School Teachers Teacher Training Autism Research-to-practice Teacher preparation Index. décimale : PER Périodiques Résumé : Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. En ligne : http://dx.doi.org/10.1007/s10803-021-05223-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program / Gloria C. LAW in Research in Autism Spectrum Disorders, 67 (November 2019)
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Titre : Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program Type de document : Texte imprimé et/ou numérique Auteurs : Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur Article en page(s) : p.101411 Langues : Anglais (eng) Mots-clés : Autism Fidelity Mobile app enabled training Teacher training Implementation Evidence based intervention Naturalistic developmental behavioural intervention (NDBI) Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101411[article] Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program [Texte imprimé et/ou numérique] / Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur . - p.101411.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101411
Mots-clés : Autism Fidelity Mobile app enabled training Teacher training Implementation Evidence based intervention Naturalistic developmental behavioural intervention (NDBI) Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
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Titre : School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur ; Phil REED, Auteur Année de publication : 2011 Article en page(s) : p.1253-1263 Langues : Anglais (eng) Mots-clés : School inclusion Mainstream education School characteristics Behavior problems Teacher training School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263[article] School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur . - 2011 . - p.1253-1263.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263
Mots-clés : School inclusion Mainstream education School characteristics Behavior problems Teacher training School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 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)
PermalinkGeneral Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
PermalinkUsing a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching / Dawn W. FRASER in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
PermalinkBamboo shoots after the rain: Development and challenges of autism intervention in China / Helen MCCABE in Autism, 17-5 (September 2013)
PermalinkBrief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R) / Rahul NAIR in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
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