3 recherche sur le mot-clé 'classroom'

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410 Titre : Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors Type de document : texte imprimé 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 [article] Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors [texte imprimé] / 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

Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Titre : Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders Type de document : texte imprimé Auteurs : Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.101515 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders [texte imprimé] / Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur . - p.101515. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism / Jessica L. HERROD ; Erinn E. WHITESIDE ; Kevin M. AYRES in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.163-174 Titre : Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism Type de document : texte imprimé Auteurs : Jessica L. HERROD, Auteur ; Erinn E. WHITESIDE, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.163-174 Langues : Anglais (eng) Mots-clés : functional communication  autism  classroom  denial tolerance Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a southeastern U.S. classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings. En ligne : https://dx.doi.org/10.1177/10883576231223154 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism [texte imprimé] / Jessica L. HERROD, Auteur ; Erinn E. WHITESIDE, Auteur ; Kevin M. AYRES, Auteur . - p.163-174. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.163-174 Mots-clés : functional communication  autism  classroom  denial tolerance Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a southeastern U.S. classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings. En ligne : https://dx.doi.org/10.1177/10883576231223154 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533