[article] 
inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796

Titre :	Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur
Article en page(s) :	p.782-796
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Active engagement  Emotional regulation  Classroom participation  Social connectedness  Initiating communication
Index. décimale :	PER Périodiques
Résumé :	This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-015-2615-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

[article] Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.782-796.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796

Mots-clés :	Autism spectrum disorder  Active engagement  Emotional regulation  Classroom participation  Social connectedness  Initiating communication
Index. décimale :	PER Périodiques
Résumé :	This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-015-2615-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281