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Journal of Autism and Developmental Disorders

Gepubliceerd in:

03-10-2015 | Original Paper

Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder

Auteurs: Nicole Sparapani, Lindee Morgan, Vanessa P. Reinhardt, Christopher Schatschneider, Amy M. Wetherby

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2016

Abstract

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.

vorige artikel Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers?

volgende artikel The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home

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Titel: Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder
Auteurs: Nicole Sparapani
Lindee Morgan
Vanessa P. Reinhardt
Christopher Schatschneider
Amy M. Wetherby
Publicatiedatum: 03-10-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-015-2615-2

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