Here’s How to Provide Intervention for Children with Autism Spectrum Disorder: A Balanced Approach     

Lauren Sperotto 《International Journal of Disability, Development & Education》2015,62(6):678-679

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A Bridge Built One Brick at a Time: An Open Letter of Thanks to the Arts     

Lauren Lavoie 《Teaching Artist Journal》2015,13(1):36-38

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Storylines in public news media about mathematics education and minoritized students     

Andersson  Annica  Ryan  Ulrika  Herbel-Eisenmann  Beth  Huru  Hilja Lisa  Wagner  David 《Educational Studies in Mathematics》2022,111(2):323-343

Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for...  相似文献   

Editorial: Single-blind or double-blind review processes?     

Prediger  Susanne  Wagner  David 《Educational Studies in Mathematics》2022,110(1):1-21

Educational Studies in Mathematics - The investigation at scale of the tensions that teachers need to manage when deciding to follow recommendations for practice has been hampered by the problem of...  相似文献   

‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies     

Lauren A. Delisio  Diane Casale-Giannola  Caitlyn A. Bukaty 《Journal of Research in Special Educational Needs》2023,23(2):136-146

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.  相似文献   

Lower grade students tend to give up early in multimedia learning     

Zhao  Fang  Gaschler  Robert  Wagner  Inga  Schnotz  Wolfgang 《European Journal of Psychology of Education - EJPE》2023,38(2):545-565

European Journal of Psychology of Education - This study examined the relationship between grade and the ability of text-picture integration in terms of task completion and the pattern of using...  相似文献   

Assessing anxiety in youth with autism spectrum disorder     

Lauren J. Moskowitz  Megan Braconnier 《Psychology in the schools》2023,60(2):329-344

Anxiety is now recognized as one of the most common co-occurring conditions in youth diagnosed with autism spectrum disorder (ASD). Despite the prevalence of this comorbid condition, accurate assessment and diagnosis of anxiety in ASD has proven difficult. This paper will address the considerable research literature on assessing anxiety in youth with ASD, including difficulties related to assessment and differential diagnosis. In addition, this paper will describe relevant tools and methods for assessing anxiety in this complex population.  相似文献   

Ties that Bind: Familial Homophobia and Its Consequences by Sarah Schulman     

Lauren Walleser 《Journal of American culture (Malden, Mass. : 2003)》2010,33(2):163-164

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Bruce W. Tuckman (1938–2016)     

Lauren Hensley  D'Arcy Oaks  Brian Janssen 《Journal of Experimental Education》2017,85(1):1-2

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