학술논문
Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder.
Document Type
Article
Author
Source
Subject
*AUTISM
*CHI-squared test
*STATISTICAL correlation
*EMOTIONS
*LEARNING strategies
*QUESTIONNAIRES
*RESEARCH funding
*SCHOOL children
*STUDENTS
*TEACHING methods
*COURSE evaluation (Education)
*INTER-observer reliability
*DATA analysis software
*DESCRIPTIVE statistics
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Language
ISSN
0162-3257
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. [ABSTRACT FROM AUTHOR]