Effects of Task Organization on the Independent Play of Students with Autism Spectrum Disorders / Sophia MAVROPOULOU in Journal of Autism and Developmental Disorders, 41-7 (July 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.913-925 Titre : Effects of Task Organization on the Independent Play of Students with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sophia MAVROPOULOU, Auteur ; Eleni PAPADOPOULOU, Auteur ; Domna KAKANA, Auteur Année de publication : 2011 Article en page(s) : p.913-925 Langues : Anglais (eng) Mots-clés : Autism  Visual structure  Independence  On task behavior  Teacher prompting Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the impact of task organization, a component of Structured Teaching developed by Division TEACCH, on the independent play of children with autism spectrum disorders (ASD). On-task behavior, task accuracy, task performance and teacher prompting were measured across independent play sessions in the classroom. An ABAB design was implemented to evaluate the effects of task organization on the independent play skills of two young children with ASD. Results regarding on-task behavior, task accuracy and independence were variable and are discussed. The implications of findings on the use of task organization for increasing independence in children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1116-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Effects of Task Organization on the Independent Play of Students with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sophia MAVROPOULOU, Auteur ; Eleni PAPADOPOULOU, Auteur ; Domna KAKANA, Auteur . - 2011 . - p.913-925. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.913-925 Mots-clés : Autism  Visual structure  Independence  On task behavior  Teacher prompting Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the impact of task organization, a component of Structured Teaching developed by Division TEACCH, on the independent play of children with autism spectrum disorders (ASD). On-task behavior, task accuracy, task performance and teacher prompting were measured across independent play sessions in the classroom. An ABAB design was implemented to evaluate the effects of task organization on the independent play skills of two young children with ASD. Results regarding on-task behavior, task accuracy and independence were variable and are discussed. The implications of findings on the use of task organization for increasing independence in children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1116-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Greek Teachers’ Perceptions of Autism and Implications for Educational Practice: A Preliminary Analysis / Sophia MAVROPOULOU in Autism, 4-2 (June 2000)  

Public ISBD [article]  inAutism > 4-2 (June 2000) . - p.173-183 Titre : Greek Teachers’ Perceptions of Autism and Implications for Educational Practice: A Preliminary Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Sophia MAVROPOULOU, Auteur ; Susana PADELIADU, Auteur Article en page(s) : p.173-183 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The general aim of this study was to examine perceptions about autism in regular education (n35) and special education (n29) teachers attending the second year of their in-service training. Data were collected through a series of written questions covering four areas of interest (general information, aetiology, behavioural characteristics, treatment). The analysis of findings revealed some confusion in regard to the causes of the syndrome in both groups of teachers. However, special education teachers were more likely to identify correctly the specific characteristics of autism. Regular and special education teachers also identified different instructional priorities in the treatment of autism. The practical implications of these findings for in-service training are discussed. En ligne : http://dx.doi.org/10.1177/1362361300004002005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] Greek Teachers’ Perceptions of Autism and Implications for Educational Practice: A Preliminary Analysis [Texte imprimé et/ou numérique] / Sophia MAVROPOULOU, Auteur ; Susana PADELIADU, Auteur . - p.173-183. Langues : Anglais (eng) in Autism > 4-2 (June 2000) . - p.173-183 Index. décimale : PER Périodiques Résumé : The general aim of this study was to examine perceptions about autism in regular education (n35) and special education (n29) teachers attending the second year of their in-service training. Data were collected through a series of written questions covering four areas of interest (general information, aetiology, behavioural characteristics, treatment). The analysis of findings revealed some confusion in regard to the causes of the syndrome in both groups of teachers. However, special education teachers were more likely to identify correctly the specific characteristics of autism. Regular and special education teachers also identified different instructional priorities in the treatment of autism. The practical implications of these findings for in-service training are discussed. En ligne : http://dx.doi.org/10.1177/1362361300004002005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders / Sophia MAVROPOULOU in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1867-1885 Titre : Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sophia MAVROPOULOU, Auteur ; Georgios D. SIDERIDIS, Auteur Article en page(s) : p.1867-1885 Langues : Anglais (eng) Mots-clés : Autism  Peers  Partial integration  Knowledge  Attitudes  Empathy Index. décimale : PER Périodiques Résumé : This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4–6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers’ conceptions of autism and their attitudes towards children with ASD within inclusionary settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2059-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sophia MAVROPOULOU, Auteur ; Georgios D. SIDERIDIS, Auteur . - p.1867-1885. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1867-1885 Mots-clés : Autism  Peers  Partial integration  Knowledge  Attitudes  Empathy Index. décimale : PER Périodiques Résumé : This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4–6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers’ conceptions of autism and their attitudes towards children with ASD within inclusionary settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2059-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

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