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Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? / Samantha E. GOLDMAN in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? Type de document : Texte imprimé et/ou numérique Auteurs : Samantha E. GOLDMAN, Auteur ; Allison F. GILMOUR, Auteur Article en page(s) : p.550-563 Langues : Anglais (eng) Mots-clés : Academic outcomes Autism spectrum disorders Teacher certification Teacher preparation Index. décimale : PER Périodiques Résumé : Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04561-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563[article] Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? [Texte imprimé et/ou numérique] / Samantha E. GOLDMAN, Auteur ; Allison F. GILMOUR, Auteur . - p.550-563.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563
Mots-clés : Academic outcomes Autism spectrum disorders Teacher certification Teacher preparation Index. décimale : PER Périodiques Résumé : Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04561-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 20 (December 2015)
[article]
Titre : A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur Article en page(s) : p.1-16 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Choice-making Intervention Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16[article] A systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Farah EL ZEIN, Auteur ; Garrett J. ROBERTS, Auteur . - p.1-16.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16
Mots-clés : Autism spectrum disorder Choice-making Intervention Academic outcomes Index. décimale : PER Périodiques Résumé : The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple-baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270