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3 recherche sur le mot-clé 'playground engagement'
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Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders / Lupita SANTILLAN in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
[article]
Titre : Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.91-96 Langues : Anglais (eng) Mots-clés : autism spectrum disorder social network inclusion friendships school playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96[article] Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur . - p.91-96.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96
Mots-clés : autism spectrum disorder social network inclusion friendships school playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Examining playground engagement between elementary school children with and without autism spectrum disorder / Jill LOCKE in Autism, 20-6 (August 2016)
[article]
Titre : Examining playground engagement between elementary school children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.653-662 Langues : Anglais (eng) Mots-clés : autism spectrum disorder peers playground engagement social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.653-662[article] Examining playground engagement between elementary school children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur . - p.653-662.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.653-662
Mots-clés : autism spectrum disorder peers playground engagement social communication Index. décimale : PER Périodiques Résumé : Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361315599468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 The games they play: Observations of children with autism spectrum disorder on the school playground / S. GILMORE in Autism, 23-6 (August 2019)
[article]
Titre : The games they play: Observations of children with autism spectrum disorder on the school playground Type de document : Texte imprimé et/ou numérique Auteurs : S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. LOCKE, Auteur Article en page(s) : p.1343-1353 Langues : Anglais (eng) Mots-clés : affect autism spectrum disorder peers playground engagement self-stimulatory behavior social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Autism > 23-6 (August 2019) . - p.1343-1353[article] The games they play: Observations of children with autism spectrum disorder on the school playground [Texte imprimé et/ou numérique] / S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. LOCKE, Auteur . - p.1343-1353.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1343-1353
Mots-clés : affect autism spectrum disorder peers playground engagement self-stimulatory behavior social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403