2 recherche sur le mot-clé 'practices'

Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion / Cecilia LATORRE-COSCULLUELA in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.108-119 Titre : Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia LATORRE-COSCULLUELA, Auteur ; Marta LIESA-ORUS, Auteur ; Pilar RIVERA-TORRES, Auteur Article en page(s) : p.108-119 Langues : Anglais (eng) Mots-clés : perceived efficacy  practices  drivers  ASD  structural equation model Index. décimale : PER Périodiques Résumé : One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers? attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. En ligne : https://doi.org/10.1177/10883576211073692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion [Texte imprimé et/ou numérique] / Cecilia LATORRE-COSCULLUELA, Auteur ; Marta LIESA-ORUS, Auteur ; Pilar RIVERA-TORRES, Auteur . - p.108-119. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.108-119 Mots-clés : perceived efficacy  practices  drivers  ASD  structural equation model Index. décimale : PER Périodiques Résumé : One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers? attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. En ligne : https://doi.org/10.1177/10883576211073692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism / LeAnne JOHNSON ; Angel FETTIG 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.150-162 Titre : Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur Article en page(s) : p.150-162 Langues : Anglais (eng) Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism [Texte imprimé et/ou numérique] / LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur . - p.150-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533