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Détail de l'auteur
Auteur Jessica R. DYKSTRA STEINBRENNER |
Documents disponibles écrits par cet auteur (2)
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Research in Autism Education: Current Issues and Future Directions / Brian A. BOYD
Titre : Research in Autism Education: Current Issues and Future Directions Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur Année de publication : 2019 Importance : p.593-605 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Research in Autism Education: Current Issues and Future Directions [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur . - 2019 . - p.593-605.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
[article]
Titre : Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur Année de publication : 2015 Article en page(s) : p.2392-2410 Langues : Anglais (eng) Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410[article] Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur . - 2015 . - p.2392-2410.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410
Mots-clés : Autism ASD Engagement School-aged Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263