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47 recherche sur le mot-clé 'Students'




Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism / B. M. SUTTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
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[article]
Titre : Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur Article en page(s) : p.1268-1282 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Communication Humans School Teachers Schools Students Autism spectrum disorder IPad Intervention School Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282[article] Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur . - p.1268-1282.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282
Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Communication Humans School Teachers Schools Students Autism spectrum disorder IPad Intervention School Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students / K. M. STOCKWELL in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
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Titre : Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : K. M. STOCKWELL, Auteur ; S. BOTTINI, Auteur ; V. K. JASWAL, Auteur ; J. M. GILLIS, Auteur Article en page(s) : p.3356-3364 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Social Behavior Stereotyping Students Autism Circumscribed interests College students Special interests Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364[article] Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students [Texte imprimé et/ou numérique] / K. M. STOCKWELL, Auteur ; S. BOTTINI, Auteur ; V. K. JASWAL, Auteur ; J. M. GILLIS, Auteur . - p.3356-3364.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Social Behavior Stereotyping Students Autism Circumscribed interests College students Special interests Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change / Hui Min LOW in Autism, 25-5 (July 2021)
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Titre : Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change Type de document : Texte imprimé et/ou numérique Auteurs : Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.1216-1233 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People?s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1216-1233[article] Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change [Texte imprimé et/ou numérique] / Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.1216-1233.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1216-1233
Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People?s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change / Hui Min LOW in Autism, 26-5 (July 2022)
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[article]
Titre : Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change Type de document : Texte imprimé et/ou numérique Auteurs : Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.1216-1233 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People’s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1216-1233[article] Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change [Texte imprimé et/ou numérique] / Hui Min LOW, Auteur ; Tze Peng WONG, Auteur ; Lay Wah LEE, Auteur ; Somchay MAKESAVANH, Auteur ; Bountheing VONGSOUANGTHAM, Auteur ; Vikate PHANNALATH, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.1216-1233.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1216-1233
Mots-clés : Autism Spectrum Disorder Humans Narration Social Stigma Students Teacher Training Lao People’s Democratic Republic autism spectrum disorders inclusion knowledge low- and middle-income countries stigma teachers Index. décimale : PER Périodiques Résumé : In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy(TM). The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. En ligne : http://dx.doi.org/10.1177/1362361320984899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes / Minghui LU in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
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Titre : Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes Type de document : Texte imprimé et/ou numérique Auteurs : Minghui LU, Auteur ; Rong WANG, Auteur ; Yuqing ZOU, Auteur ; Feifan PANG, Auteur Article en page(s) : p.3676-3685 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder China Cross-Sectional Studies Humans Students Surveys and Questionnaires ASD knowledge Autism spectrum disorder Chinese college students Negative stereotypes Social distance Index. décimale : PER Périodiques Résumé : This study investigated whether negative stereotypes are responsible for the effect of ASD knowledge on social distance from individuals with ASD among college students. A sample of 869 neurotypical Chinese college students completed a cross-sectional survey to assess social distance, ASD knowledge, and negative stereotypes. Pearson correlation analysis yielded significant correlations between social distance, ASD knowledge, and negative stereotypes. Multiple mediation analysis showed that negative stereotypes mediated the link between social distance and ASD knowledge. Specifically, greater ASD knowledge predicted reduced social distance through decreased stereotyping related to dangerousness, personal responsibility for the disorder, and discontinuity, but also predicted greater social distance through increased stereotyping related to social inappropriateness. The findings deepen our understanding of the association between ASD knowledge and social distance by revealing the mediating role of negative stereotypes, and provide information that can help improve anti-stigma initiatives in college settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05252-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3676-3685[article] Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes [Texte imprimé et/ou numérique] / Minghui LU, Auteur ; Rong WANG, Auteur ; Yuqing ZOU, Auteur ; Feifan PANG, Auteur . - p.3676-3685.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3676-3685
Mots-clés : Autism Spectrum Disorder China Cross-Sectional Studies Humans Students Surveys and Questionnaires ASD knowledge Autism spectrum disorder Chinese college students Negative stereotypes Social distance Index. décimale : PER Périodiques Résumé : This study investigated whether negative stereotypes are responsible for the effect of ASD knowledge on social distance from individuals with ASD among college students. A sample of 869 neurotypical Chinese college students completed a cross-sectional survey to assess social distance, ASD knowledge, and negative stereotypes. Pearson correlation analysis yielded significant correlations between social distance, ASD knowledge, and negative stereotypes. Multiple mediation analysis showed that negative stereotypes mediated the link between social distance and ASD knowledge. Specifically, greater ASD knowledge predicted reduced social distance through decreased stereotyping related to dangerousness, personal responsibility for the disorder, and discontinuity, but also predicted greater social distance through increased stereotyping related to social inappropriateness. The findings deepen our understanding of the association between ASD knowledge and social distance by revealing the mediating role of negative stereotypes, and provide information that can help improve anti-stigma initiatives in college settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05252-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers / Amy HODGES in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
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PermalinkCommentary: The global prevalence of depression and anxiety symptoms among college students and its influencing factors - a commentary on Li et al. (2022) / Haozhe ZHANG in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)
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PermalinkEducational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder / Ru Ying CAI in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
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PermalinkEvaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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PermalinkEvaluation of a Transition to University Programme for Students with Autism Spectrum Disorder / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
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