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27 recherche sur le mot-clé 'teachers'




Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention / Sofia WALLIN in Autism & Developmental Language Impairments, 9 (January-December 2024)
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Titre : Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sofia WALLIN, Auteur ; Gunilla THUNBERG, Auteur ; Helena HEMMINGSSON, Auteur ; Jenny WILDER, Auteur Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication teachers intervention/therapy interaction Index. décimale : PER Périodiques Résumé : Background and aims Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore teacher application of a communication partner intervention (AKKtiv ComPal) in schools for students with ID. Methods Video observations were conducted at four schools during a teacher-led group activity at pre- and postintervention, with follow-up 7 months later, focusing on communication partner strategies and AAC use applied as a universal approach in the classroom. Differences and similarities in intervention application and contextual factors that may influence teacher application were investigated using a multiple case study approach, in which the four teachers and their contexts served as the four examined cases. Results All cases increased the access to communication boards in the classroom and used more augmented input and responsive strategies following intervention. Follow-up measures revealed variability in augmented input and sustained or more use of responsive strategies. Despite increased strategy use, access to communication boards remained inconsistent, and augmented input was used with variability across observation minutes. Influencing factors to teacher application seemed to be classroom setups (such as having a table), previous AAC skills, student characteristics, and postintervention efforts such as repeating the intervention or participating in follow-up sessions. Conclusions This study demonstrates that classroom teachers for students with ID can use augmented input and responsive strategies as a universal design approach in the classroom following the AKKtiv ComPal intervention. However, teachers may utilize the strategies somewhat differently, partly influenced by their contextual factors. Implications The findings suggest that while teachers for students with ID can successfully use communication partner strategies in the classroom, their use of augmented input should be nurtured over time to ensure sustained use and possibly improve consistency. Additionally, adapting to the physical environment of the classroom is crucial to optimize the application of these strategies. En ligne : https://dx.doi.org/10.1177/23969415241290419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538
in Autism & Developmental Language Impairments > 9 (January-December 2024)[article] Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention [Texte imprimé et/ou numérique] / Sofia WALLIN, Auteur ; Gunilla THUNBERG, Auteur ; Helena HEMMINGSSON, Auteur ; Jenny WILDER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 9 (January-December 2024)
Mots-clés : Augmentative and alternative communication teachers intervention/therapy interaction Index. décimale : PER Périodiques Résumé : Background and aims Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore teacher application of a communication partner intervention (AKKtiv ComPal) in schools for students with ID. Methods Video observations were conducted at four schools during a teacher-led group activity at pre- and postintervention, with follow-up 7 months later, focusing on communication partner strategies and AAC use applied as a universal approach in the classroom. Differences and similarities in intervention application and contextual factors that may influence teacher application were investigated using a multiple case study approach, in which the four teachers and their contexts served as the four examined cases. Results All cases increased the access to communication boards in the classroom and used more augmented input and responsive strategies following intervention. Follow-up measures revealed variability in augmented input and sustained or more use of responsive strategies. Despite increased strategy use, access to communication boards remained inconsistent, and augmented input was used with variability across observation minutes. Influencing factors to teacher application seemed to be classroom setups (such as having a table), previous AAC skills, student characteristics, and postintervention efforts such as repeating the intervention or participating in follow-up sessions. Conclusions This study demonstrates that classroom teachers for students with ID can use augmented input and responsive strategies as a universal design approach in the classroom following the AKKtiv ComPal intervention. However, teachers may utilize the strategies somewhat differently, partly influenced by their contextual factors. Implications The findings suggest that while teachers for students with ID can successfully use communication partner strategies in the classroom, their use of augmented input should be nurtured over time to ensure sustained use and possibly improve consistency. Additionally, adapting to the physical environment of the classroom is crucial to optimize the application of these strategies. En ligne : https://dx.doi.org/10.1177/23969415241290419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 Awareness about autism among school teachers in Oman: A cross-sectional study / Marwan M. AL-SHARBATI in Autism, 19-1 (January 2015)
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Titre : Awareness about autism among school teachers in Oman: A cross-sectional study Type de document : Texte imprimé et/ou numérique Auteurs : Marwan M. AL-SHARBATI, Auteur ; Yahya M. AL-FARSI, Auteur ; Allal OUHTIT, Auteur ; Mostafa I. WALY, Auteur ; Mohamed AL-SHAFAEE, Auteur ; Omar A. AL-FARSI, Auteur ; Maha AL-KHADURI, Auteur ; Mona F. AL-SAID, Auteur ; Samir AL-ADAWI, Auteur Année de publication : 2015 Article en page(s) : p.6-13 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder awareness misconceptions Oman teachers Index. décimale : PER Périodiques Résumé : Children with special needs such as those with autism spectrum disorder have been recorded as ostracized and stigmatized in many parts of the world. Little is known about whether such negative views are present among mainstream teachers in Oman. A cross-sectional study was conducted to evaluate school teachers’ awareness about autism spectrum disorder in an urban region in Oman. A total of 164 teachers were randomly enrolled from five schools. Misconceptions about autism spectrum disorder were found to be common among mainstream teachers in the country. We posit that such lack of awareness was likely to be rooted with sociocultural patterning as well as conflicting views often “spun” by the scientific community and mass media. Enlightened views toward children with autism spectrum disorder should be presented to Omani teachers to overcome misconceptions and negative attitudes toward children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361313508025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245
in Autism > 19-1 (January 2015) . - p.6-13[article] Awareness about autism among school teachers in Oman: A cross-sectional study [Texte imprimé et/ou numérique] / Marwan M. AL-SHARBATI, Auteur ; Yahya M. AL-FARSI, Auteur ; Allal OUHTIT, Auteur ; Mostafa I. WALY, Auteur ; Mohamed AL-SHAFAEE, Auteur ; Omar A. AL-FARSI, Auteur ; Maha AL-KHADURI, Auteur ; Mona F. AL-SAID, Auteur ; Samir AL-ADAWI, Auteur . - 2015 . - p.6-13.
Langues : Anglais (eng)
in Autism > 19-1 (January 2015) . - p.6-13
Mots-clés : autism autism spectrum disorder awareness misconceptions Oman teachers Index. décimale : PER Périodiques Résumé : Children with special needs such as those with autism spectrum disorder have been recorded as ostracized and stigmatized in many parts of the world. Little is known about whether such negative views are present among mainstream teachers in Oman. A cross-sectional study was conducted to evaluate school teachers’ awareness about autism spectrum disorder in an urban region in Oman. A total of 164 teachers were randomly enrolled from five schools. Misconceptions about autism spectrum disorder were found to be common among mainstream teachers in the country. We posit that such lack of awareness was likely to be rooted with sociocultural patterning as well as conflicting views often “spun” by the scientific community and mass media. Enlightened views toward children with autism spectrum disorder should be presented to Omani teachers to overcome misconceptions and negative attitudes toward children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361313508025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout / Emilie BOUJUT in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
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Titre : Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout Type de document : Texte imprimé et/ou numérique Auteurs : Emilie BOUJUT, Auteur ; Annika DEAN, Auteur ; Amélie GROUSELLE, Auteur ; Emilie CAPPE, Auteur Article en page(s) : p.2874-2889 Langues : Anglais (eng) Mots-clés : Teachers Autism Spectrum Disorder Inclusion Burnout Stress Index. décimale : PER Périodiques Résumé : The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. En ligne : http://dx.doi.org/10.1007/s10803-016-2833-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2874-2889[article] Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout [Texte imprimé et/ou numérique] / Emilie BOUJUT, Auteur ; Annika DEAN, Auteur ; Amélie GROUSELLE, Auteur ; Emilie CAPPE, Auteur . - p.2874-2889.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2874-2889
Mots-clés : Teachers Autism Spectrum Disorder Inclusion Burnout Stress Index. décimale : PER Périodiques Résumé : The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. En ligne : http://dx.doi.org/10.1007/s10803-016-2833-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
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Titre : Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur Année de publication : 2011 Article en page(s) : p.715-721 Langues : Anglais (eng) Mots-clés : Social Stories Autism Inclusion Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721[article] Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings [Texte imprimé et/ou numérique] / Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur . - 2011 . - p.715-721.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721
Mots-clés : Social Stories Autism Inclusion Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 A grassroots investigation of ASD knowledge and stigma among teachers in Luang Prabang, Lao PDR / Hui Min LOW in Research in Autism Spectrum Disorders, 80 (February 2021)
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Titre : A grassroots investigation of ASD knowledge and stigma among teachers in Luang Prabang, Lao PDR 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 ; Somphet SAN, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur Article en page(s) : p.101694 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Knowledge Stigma Teachers Lao PDR Misconception Low and middle income countries Inclusion Index. décimale : PER Périodiques Résumé : Background Teachers are important resource personnel in a low-middle income country. Understanding teachers’ knowledge on ASD is critical as teachers act as the knowledge broadcasters and the agents of social change and development in a community. Objective This study sought to conduct a grassroots investigation of ASD knowledge and stigma among preschool and primary school teachers in Luang Prabang, a Northern Province in the Lao’s People Democratic Republic (Lao PDR). Method Paper and pen surveys were conducted with teachers recruited from the Provincial Department of Education in Luang Prabang, the Lao PDR. One hundred and eighty teachers participated in the study by completing the Lao language translated version of Autism Stigma and Knowledge Questionnaire (ASK-Q). Results The findings revealed a much lower knowledge level among the Laotian teachers as compared to past ASK-Q findings from other countries, indicating the Lao PDR teachers’ lack of readiness to support young children with ASD in the local schools. Conclusions ASK-Q was shown as instrumental in investigating ASD knowledge and stigma at the grassroots level in the targeted community, in which the findings contributed a clear direction for knowledge transfer and mobilization in a low-middle income country. En ligne : https://doi.org/10.1016/j.rasd.2020.101694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Research in Autism Spectrum Disorders > 80 (February 2021) . - p.101694[article] A grassroots investigation of ASD knowledge and stigma among teachers in Luang Prabang, Lao PDR [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 ; Somphet SAN, Auteur ; Aznan CHE AHMAD, Auteur ; Ann Sien Sut LEE, Auteur . - p.101694.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 80 (February 2021) . - p.101694
Mots-clés : Autism Spectrum Disorder Knowledge Stigma Teachers Lao PDR Misconception Low and middle income countries Inclusion Index. décimale : PER Périodiques Résumé : Background Teachers are important resource personnel in a low-middle income country. Understanding teachers’ knowledge on ASD is critical as teachers act as the knowledge broadcasters and the agents of social change and development in a community. Objective This study sought to conduct a grassroots investigation of ASD knowledge and stigma among preschool and primary school teachers in Luang Prabang, a Northern Province in the Lao’s People Democratic Republic (Lao PDR). Method Paper and pen surveys were conducted with teachers recruited from the Provincial Department of Education in Luang Prabang, the Lao PDR. One hundred and eighty teachers participated in the study by completing the Lao language translated version of Autism Stigma and Knowledge Questionnaire (ASK-Q). Results The findings revealed a much lower knowledge level among the Laotian teachers as compared to past ASK-Q findings from other countries, indicating the Lao PDR teachers’ lack of readiness to support young children with ASD in the local schools. Conclusions ASK-Q was shown as instrumental in investigating ASD knowledge and stigma at the grassroots level in the targeted community, in which the findings contributed a clear direction for knowledge transfer and mobilization in a low-middle income country. En ligne : https://doi.org/10.1016/j.rasd.2020.101694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany / Sandra HANS ; Thamar VOSS in Autism, 28-8 (August 2024)
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PermalinkPiloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings / E. SMITH in Research in Autism Spectrum Disorders, 75 (July 2020)
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PermalinkA play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study / Connie S. WONG in Autism, 17-3 (May 2013)
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PermalinkPreliminary 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)
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PermalinkPreschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior / M. L. HUGH in Autism, 26-1 (January 2022)
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