Swipe om te navigeren naar een ander artikel
This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
American Psychiatric Association. (2013). DSM 5. Arlington: American Psychiatric Association.
Baio, J. (2012). Prevalence of autism spectrum disorders: Autism and developmental disabilities monitoring network, 14 sites, United States, 2008. In Morbidity and mortality weekly report. surveillance summaries. vol 61(3). Centers for Disease Control and Prevention. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22456193
Brownell, R. (Ed.). (2000). Expressive one-word picture vocabulary test. Novato: Academic Therapy Publications.
Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorder—Autism and developmental disability monitoring network, 11 sites, United States, 2010. In Surveillance summary. 28, March, 2014. Morbidity and Mortality Weekly Report, 63, pp. 1–21.
Charman, T., Drew, A., Baird, C., & Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form). Journal of Child Language, 30(1), 213–236. doi: 10.1017/S0305000902005482. CrossRefPubMed
Charman, T., Taylor, E., Drew, A., Cockerill, H., Brown, J. A., & Baird, G. (2005). Outcome at 7 years of children diagnosed with autism at age 2: Predictive validity of assessments conducted at 2 and 3 years of age and pattern of symptom change over time. Journal of Child Psychology and Psychiatry, 46(5), 500–513. doi: 10.1111/j.1469-7610.2004.00377.x. CrossRefPubMed
DSM-IV-TR. (2002). Diagnostic and statistical manual of mental disorders, text revision. American Psychiatric Association, Arlington
Dunn, D. M., & Dunn, L. M. (2007). Peabody picture vocabulary test: Manual. Pearson.
Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052. doi: 10.1007/s10803-010-1127-3. CrossRefPubMed
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: current perspectives on research and practice. School Psychology Review, 31, 328–349. Retrieved from http://www.naspweb.org/publications/index.html
Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system: Preschool, elementary level. St Paul: American Guidance Service.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: A Division of Guilford Publications Inc.
Lord, C., Rutter, M., DiLavore, P., & Risi, S. (2002). Autism diagnostic observation schedule-generic. Los Angeles, CA: Western Psychological Services.
Mundy, P., & Burnette, C. (2005). Joint attention and neurodevelopment. In F. Volkmar, A. Klin, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., pp. 650–681). Hoboken, NJ: Wiley.
Muthen, L. K., & Muthen, B. O. (1998). Mplus: The comprehensive modeling program for applied researchers. Los Angeles, CA: Muthen and Muthen.
National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism.
Pelios, L., MacDuff, G., & Axelrod, S. (2003). The effects of a treatment package in establishing independent academic work skills in children with autism. Education and Treatment of Children. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ678678
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, J. P. (2006). The SCERTS model: Volume I assessment: Volume II program planning and intervention. Baltimore, MD: Brookes Publishing.
Roid, G. H. (2003). Stanford–Binet intelligence scale (5th ed.). Itasca, IL: Riverside Publishing.
Shapiro, E. S. (2003). Behavioral observation of students in schools (BOSS). Computer Software. San Antonio, TX: Psychological Corporation.
Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 237–257. doi: 10.1016/j.jaac.2013.10.013. CrossRefPubMed
Wellborn, J. & Connell, J. P. (1998). Rochester assessment package for schools, student report. Unpublished manuscript, University of Rochester, Rochester, New York.
Wetherby, A., & Prizant, B. (2002). Communication and symbolic behavior scales developmental profile—First (Normed ed.). Baltimore, MD: Paul H. Brookes.
- Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder
Vanessa P. Reinhardt
Amy M. Wetherby
- Springer US