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

Autor/inn/en	Sparapani, Nicole; Morgan, Lindee; Reinhardt, Vanessa P.; Schatschneider, Christopher; Wetherby, Amy M.
Titel	Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 3, S.782-796 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2615-2
Schlagwörter	Pervasive Developmental Disorders; Autism; Elementary School Students; Class Activities; Student Participation; Classroom Observation Techniques; Interaction Process Analysis; Factor Analysis; Protocol Materials; Measures (Individuals) + Suchen Sie Ihr Suchwort? Autismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prozessanalyse; Faktorenanalyse; Unterrichtsprotokoll; Messdaten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01