Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia / Moya KINNEALEY in American Journal of Occupational Therapy, Vol. 66/5 (septembre-octobre 2012)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 511-519 Titre : Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia Type de document : texte imprimé Auteurs : Moya KINNEALEY ; Beth A. PFEIFFER ; et al. ; Jennifer MILLER Année de publication : 2012 Article en page(s) : p. 511-519 Langues : Anglais (eng) Mots-clés : Autisme  Concentration  Processus apprentissage  Apraxie Résumé : Students with autism display sensory sensitivities to environmental stimuli that affect their attending and engagement in classroom learning activities. The purpose of the study was to determine whether attending of 4 male students, ages 13–20, increased after the installation of sound-absorbing walls and halogen lighting. The multiple single-subject, mixed-method design, AB(B+C), included a 2-wk baseline and two intervention phases: 2 wk after sound-absorbing wall installation using the Owens Corning Basement Finishing System™ (Owens Corning, Toledo, OH) and 2 wk after halogen light installation. We calculated nonattending frequencies from videotaped class sessions and used visual analysis to measure within-phase and between-phase characteristics. Results included increased frequency and stability of attending and engagement and improved classroom performance, comfort, and mood. Journaling provided students’ perspective on the modifications and reflected overall increased sensory comfort and themes of improved classroom environment, positive emotional response (mood), and improved classroom performance. Permalink : ./index.php?lvl=notice_display&id=14056 [article] Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia [texte imprimé] / Moya KINNEALEY ; Beth A. PFEIFFER ; et al. ; Jennifer MILLER . - 2012 . - p. 511-519. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 511-519 Mots-clés : Autisme  Concentration  Processus apprentissage  Apraxie Résumé : Students with autism display sensory sensitivities to environmental stimuli that affect their attending and engagement in classroom learning activities. The purpose of the study was to determine whether attending of 4 male students, ages 13–20, increased after the installation of sound-absorbing walls and halogen lighting. The multiple single-subject, mixed-method design, AB(B+C), included a 2-wk baseline and two intervention phases: 2 wk after sound-absorbing wall installation using the Owens Corning Basement Finishing System™ (Owens Corning, Toledo, OH) and 2 wk after halogen light installation. We calculated nonattending frequencies from videotaped class sessions and used visual analysis to measure within-phase and between-phase characteristics. Results included increased frequency and stability of attending and engagement and improved classroom performance, comfort, and mood. Journaling provided students’ perspective on the modifications and reflected overall increased sensory comfort and themes of improved classroom environment, positive emotional response (mood), and improved classroom performance. Permalink : ./index.php?lvl=notice_display&id=14056

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