[article] 
inAmerican Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015)

Titre :	Development of the Classroom Sensory Environment Assessment (CSEA)
Type de document :	texte imprimé
Auteurs :	Heather Miller Kuhaneck ; Jaqueline KELLEHER
Année de publication :	2015
Langues :	Anglais (eng)
Mots-clés :	Comportement  Ergothérapeute  Enseignant  Travail pluridisciplinaire  Autisme  Ecole élémentaire  Handicap sensoriel
Résumé :	The Classroom Sensory Environment Assessment (CSEA) is a tool that provides a means of understanding the impact of a classroom’s sensory environment on student behavior. The purpose of the CSEA is to promote collaboration between occupational therapists and elementary education teachers. In particular, students with autism spectrum disorder included in general education classrooms may benefit from a suitable match created through this collaborative process between the sensory environment and their unique sensory preferences. The development of the CSEA has occurred in multiple stages over 2 yr. This article reports on descriptive results for 152 classrooms and initial reliability results. Descriptive information suggests that classrooms are environments with an enormous variety of sensory experiences that can be quantified. Visual experiences are most frequent. The tool has adequate internal consistency but requires further investigation of interrater reliability and validity.
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[article] Development of the Classroom Sensory Environment Assessment (CSEA) [texte imprimé] / Heather Miller Kuhaneck ; Jaqueline KELLEHER . - 2015.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015)

Mots-clés :	Comportement  Ergothérapeute  Enseignant  Travail pluridisciplinaire  Autisme  Ecole élémentaire  Handicap sensoriel
Résumé :	The Classroom Sensory Environment Assessment (CSEA) is a tool that provides a means of understanding the impact of a classroom’s sensory environment on student behavior. The purpose of the CSEA is to promote collaboration between occupational therapists and elementary education teachers. In particular, students with autism spectrum disorder included in general education classrooms may benefit from a suitable match created through this collaborative process between the sensory environment and their unique sensory preferences. The development of the CSEA has occurred in multiple stages over 2 yr. This article reports on descriptive results for 152 classrooms and initial reliability results. Descriptive information suggests that classrooms are environments with an enormous variety of sensory experiences that can be quantified. Visual experiences are most frequent. The tool has adequate internal consistency but requires further investigation of interrater reliability and validity.
Permalink :	./index.php?lvl=notice_display&id=41519