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Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism / Lisa A. RUBLE in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
[article]
Titre : Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Ellen L. USHER, Auteur ; John H. MCGREW, Auteur Année de publication : 2011 Article en page(s) : p.67-74 Langues : Anglais (eng) Mots-clés : autism teachers self-efficacy attrition retention burnout stress Index. décimale : PER Périodiques Résumé : Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. En ligne : http://dx.doi.org/10.1177/1088357610397345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.67-74[article] Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Ellen L. USHER, Auteur ; John H. MCGREW, Auteur . - 2011 . - p.67-74.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.67-74
Mots-clés : autism teachers self-efficacy attrition retention burnout stress Index. décimale : PER Périodiques Résumé : Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. En ligne : http://dx.doi.org/10.1177/1088357610397345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Design and Cohort Characteristics of the Social Spectrum Study: A Multicenter Study of the Autism Spectrum Among Clinically Referred Children / Jorieke DUVEKOT in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
[article]
Titre : Design and Cohort Characteristics of the Social Spectrum Study: A Multicenter Study of the Autism Spectrum Among Clinically Referred Children Type de document : Texte imprimé et/ou numérique Auteurs : Jorieke DUVEKOT, Auteur ; Leontine W. TEN HOOPEN, Auteur ; Geerte SLAPPENDEL, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Ad VAN DER SIJDE, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : p.33-48 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Multicenter Design Clinical cohort Attrition Longitudinal Index. décimale : PER Périodiques Résumé : This paper provides an overview of the design and cohort characteristics of the Social Spectrum Study: a clinical cohort study that used a two-phase sampling design to identify children at risk for ASD. After screening 1281 children aged 2.5–10 years who had been consecutively referred to one of six mental health services in the Netherlands, children who screened positive for ASD (n?=?428) and a random selection of screen negatives (n?=?240) were invited to participate in diagnostic assessments and questionnaires regarding the child, family and society. A 1-year follow-up was also conducted. Results from this study may contribute to knowledge of the identification and characterization of children with ASD, family processes, and the impact of ASD on the family and society. En ligne : http://dx.doi.org/10.1007/s10803-016-2919-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.33-48[article] Design and Cohort Characteristics of the Social Spectrum Study: A Multicenter Study of the Autism Spectrum Among Clinically Referred Children [Texte imprimé et/ou numérique] / Jorieke DUVEKOT, Auteur ; Leontine W. TEN HOOPEN, Auteur ; Geerte SLAPPENDEL, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Ad VAN DER SIJDE, Auteur ; Kirstin GREAVES-LORD, Auteur . - p.33-48.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.33-48
Mots-clés : Autism spectrum disorder Multicenter Design Clinical cohort Attrition Longitudinal Index. décimale : PER Périodiques Résumé : This paper provides an overview of the design and cohort characteristics of the Social Spectrum Study: a clinical cohort study that used a two-phase sampling design to identify children at risk for ASD. After screening 1281 children aged 2.5–10 years who had been consecutively referred to one of six mental health services in the Netherlands, children who screened positive for ASD (n?=?428) and a random selection of screen negatives (n?=?240) were invited to participate in diagnostic assessments and questionnaires regarding the child, family and society. A 1-year follow-up was also conducted. Results from this study may contribute to knowledge of the identification and characterization of children with ASD, family processes, and the impact of ASD on the family and society. En ligne : http://dx.doi.org/10.1007/s10803-016-2919-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298