Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities / Anke BOER in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583 Titre : Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities Type de document : texte imprimé Auteurs : Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur Article en page(s) : p.572-583 Langues : Anglais (eng) Mots-clés : Attitudes  Peers  Severe physical and intellectual disabilities  Inclusive education  Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities [texte imprimé] / Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur . - p.572-583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583 Mots-clés : Attitudes  Peers  Severe physical and intellectual disabilities  Inclusive education  Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study / Fernanda ESQUEDA VILLEGAS in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4092-4106 Titre : First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study Type de document : texte imprimé Auteurs : Fernanda ESQUEDA VILLEGAS, Auteur ; Steffie VAN DER STEEN, Auteur ; Alexander MINNAERT, Auteur Article en page(s) : p. 4092-4106 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Opportunities for children and adolescents to share their views in society and research remain scarce, especially in terms of their first-hand learning experiences. This problem extends to autism research, where the voices of autistic people are under-represented. Therefore, this study investigated the classroom experiences of autistic students in mainstream secondary schools in the Netherlands and Mexico, focusing on their perceptions of teachers’ autonomy-support, structure, involvement and classroom interactions. Using video-stimulated recall (VSR) interviews, we recorded 13 students’ thoughts and emotional reactions while viewing two of their videotaped lessons. The data were analyzed qualitatively using both deductive and inductive approaches to provide a narrative of the aspects that autistic students reported affected their learning. Autistic learners had varied reactions to autonomy support, but they all valued different types of structure provided by their teachers, which increased their confidence in achieving goals (i.e. completing a task) and provided a sense of mastery. In particular, fear of making mistakes, especially due to negative reactions from classmates, was a recurring problem for autistic students. Teachers who were approachable, understanding and supportive made a significant difference for these students. Finally, autistic participants relied on both the teacher and peer interactions to gain clarity on tasks and move forward. Our findings highlight fundamental issues that all secondary school teachers could consider in their daily practice. We propose that VSR method can serve as a solid basis for conducting interviews with autistic youth and move towards a more inclusive approach in autism research. En ligne : https://doi.org/10.1007/s10803-025-06861-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study [texte imprimé] / Fernanda ESQUEDA VILLEGAS, Auteur ; Steffie VAN DER STEEN, Auteur ; Alexander MINNAERT, Auteur . - p. 4092-4106. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4092-4106 Index. décimale : PER Périodiques Résumé : Opportunities for children and adolescents to share their views in society and research remain scarce, especially in terms of their first-hand learning experiences. This problem extends to autism research, where the voices of autistic people are under-represented. Therefore, this study investigated the classroom experiences of autistic students in mainstream secondary schools in the Netherlands and Mexico, focusing on their perceptions of teachers’ autonomy-support, structure, involvement and classroom interactions. Using video-stimulated recall (VSR) interviews, we recorded 13 students’ thoughts and emotional reactions while viewing two of their videotaped lessons. The data were analyzed qualitatively using both deductive and inductive approaches to provide a narrative of the aspects that autistic students reported affected their learning. Autistic learners had varied reactions to autonomy support, but they all valued different types of structure provided by their teachers, which increased their confidence in achieving goals (i.e. completing a task) and provided a sense of mastery. In particular, fear of making mistakes, especially due to negative reactions from classmates, was a recurring problem for autistic students. Teachers who were approachable, understanding and supportive made a significant difference for these students. Finally, autistic participants relied on both the teacher and peer interactions to gain clarity on tasks and move forward. Our findings highlight fundamental issues that all secondary school teachers could consider in their daily practice. We propose that VSR method can serve as a solid basis for conducting interviews with autistic youth and move towards a more inclusive approach in autism research. En ligne : https://doi.org/10.1007/s10803-025-06861-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Teacher-Student Interactions of Autistic Adolescents: Relationships between Teacher Autonomy Support, Structure, Involvement and Student Engagement / Fernanda ESQUEDA VILLEGAS in Journal of Autism and Developmental Disorders, 56-7 (July 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2606-2624 Titre : Teacher-Student Interactions of Autistic Adolescents: Relationships between Teacher Autonomy Support, Structure, Involvement and Student Engagement Type de document : texte imprimé Auteurs : Fernanda ESQUEDA VILLEGAS, Auteur ; Steffie VAN DER STEEN, Auteur ; Marijn VAN DIJK, Auteur ; David Alejandro ESQUEDA VILLEGAS, Auteur ; Alexander MINNAERT, Auteur Article en page(s) : p.2606-2624 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The extent to which autistic students are provided with autonomy-support, structure and involvement during the teacher-student interaction has been under-researched. Few studies have focused on autistic secondary school students and even fewer have used observations to analyze their interactions. In this research, we aimed to understand the interaction dynamics between autistic students and their teachers in the Netherlands and Mexico; two countries committed to inclusive education. Six teacher-student dyads from five mainstream secondary schools in the Netherlands and seven teacher-student dyads from one school in Mexico participated. We used a fine-grained observational method to describe the classroom interactions, systematically coded from the lens of Self-Determination Theory. To study the interaction as a whole and co-occurring teacher and student behaviors (rather than breaking it down into separate parts), we used State Space Grids. Teacher-student interactions varied widely. In general, Dutch and Mexican teachers provided much structure in the classroom, which (in many cases) coincided with the active engagement of autistic students. At the same time, autistic students in both countries received little autonomy-support. However, when these students received autonomy-support, they responded with more engagement. In contrast, both engaged and disengaged student behaviors occurred when the teacher showed involvement. The desired patterns of interaction were not observed in all teacher-student pairs. Our findings indicate that teachers in both countries are missing opportunities to be autonomy-supportive. This contextual factor was minimally observed in the teacher-student interactions, particularly when compared to the levels of structure and involvement provided during lessons. En ligne : https://doi.org/10.1007/s10803-025-06723-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Teacher-Student Interactions of Autistic Adolescents: Relationships between Teacher Autonomy Support, Structure, Involvement and Student Engagement [texte imprimé] / Fernanda ESQUEDA VILLEGAS, Auteur ; Steffie VAN DER STEEN, Auteur ; Marijn VAN DIJK, Auteur ; David Alejandro ESQUEDA VILLEGAS, Auteur ; Alexander MINNAERT, Auteur . - p.2606-2624. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2606-2624 Index. décimale : PER Périodiques Résumé : The extent to which autistic students are provided with autonomy-support, structure and involvement during the teacher-student interaction has been under-researched. Few studies have focused on autistic secondary school students and even fewer have used observations to analyze their interactions. In this research, we aimed to understand the interaction dynamics between autistic students and their teachers in the Netherlands and Mexico; two countries committed to inclusive education. Six teacher-student dyads from five mainstream secondary schools in the Netherlands and seven teacher-student dyads from one school in Mexico participated. We used a fine-grained observational method to describe the classroom interactions, systematically coded from the lens of Self-Determination Theory. To study the interaction as a whole and co-occurring teacher and student behaviors (rather than breaking it down into separate parts), we used State Space Grids. Teacher-student interactions varied widely. In general, Dutch and Mexican teachers provided much structure in the classroom, which (in many cases) coincided with the active engagement of autistic students. At the same time, autistic students in both countries received little autonomy-support. However, when these students received autonomy-support, they responded with more engagement. In contrast, both engaged and disengaged student behaviors occurred when the teacher showed involvement. The desired patterns of interaction were not observed in all teacher-student pairs. Our findings indicate that teachers in both countries are missing opportunities to be autonomy-supportive. This contextual factor was minimally observed in the teacher-student interactions, particularly when compared to the levels of structure and involvement provided during lessons. En ligne : https://doi.org/10.1007/s10803-025-06723-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

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