3 recherche sur le mot-clé 'Academic outcomes'

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563 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 [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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 20 (December 2015) . - p.1-16 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 [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

Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school / Kathryn AMBROSE in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2462-2477 Titre : Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.2462-2477 Langues : Anglais (eng) Mots-clés : academic outcomes  anxiety  autism  education  school-age children  self-report  social outcomes Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17?years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Lay abstract Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17?years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I?m worried it?s hard to start my schoolwork' or 'When I?m worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. En ligne : https://dx.doi.org/10.1177/13623613241231607 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school [Texte imprimé et/ou numérique] / Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur . - p.2462-2477. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2462-2477 Mots-clés : academic outcomes  anxiety  autism  education  school-age children  self-report  social outcomes Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17?years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Lay abstract Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17?years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I?m worried it?s hard to start my schoolwork' or 'When I?m worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. En ligne : https://dx.doi.org/10.1177/13623613241231607 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536