Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado

Pinto, Ana Isabel; Barros, Sílvia; Aguiar, Cecília; Pessanha, Manuela; Bairrão, Joaquim

doi:10.14417/ap.538

Cited by 9 publications

(8 citation statements)

References 18 publications

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“…Children´s degree of participation has often been determined by measuring their engagement in stimulating everyday activities, which in turn has been linked to wellbeing, learning and development over time [9] [10] [11]. This link is particularly relevant for children with disabilities, who often experience participation restrictions [6].…”

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confidence: 99%

Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings

Pinto

Grande

Coelho

et al. 2018

Developmental Neurorehabilitation

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This study aims to explore the role of three specific factors within the childenvironment interaction process-engagement, independence and social interactions-in influencing development and learning of children with disabilities in inclusive preschool settings. The main question is whether children can be categorised in homogenous groups based on engagement, independence and social interactions (proximal variables within a biopsychosocial framework of human development). The study also examined whether children with the same diagnosis would group together or separately, when trying to identify clusters of engagement, independence and social interactions, and additionally whether such clusters vary as a function of individual child characteristics, and/or as a function of structural and process characteristics of preschool environment. Data was taken from an intervention study conducted in mainstream preschools in Portugal. A person-centred cluster analysis was conducted to explore group membership of children with various diagnoses, based on their engagement, independence and social interaction profiles. Results show that children clustered based on similarity of engagement, independence and social interaction patterns, rather than on diagnosis. Besides, it was found that quality of peer interaction was the only predictor of cluster membership. These findings support the argument that participation profiles may be more informative for intervention purposes than diagnostic categories, and that preschool process quality, namely peer interaction, is crucial for children's participation.

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confidence: 99%

Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings

Pinto

Grande

Coelho

et al. 2018

Developmental Neurorehabilitation

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“…Relacionando la implicación con el desarrollo de los niños (Pinto, Barros, Aguiar, Pessanha y Bairrão, 2006), el aumento de la satisfacción con la escuela (Gutiérrez, Tomás, Romero y Barrica, 2017), la reducción del abandono escolar (Wang y Eccles, 2012), las dificultades académicas y los problemas de conducta (Finn y Zimmer, 2012;Fredricks, Blumenfeld y Paris, 2004), la desmotivación (Arguedas-Negrini, 2010), y su contribución al éxito académico y el aprendizaje de habilidades (Christenson, Reschly y Wylie, 2012;McWilliam, Scarborough y Kim, 2003;Pinto et al, 2006).…”

Section: Evolución Del Estudio Del Engagement Desde Tres Perspectivasunclassified

Evolución del Estudio de la Implicación desde Tres Enfoques

Murillo

McWilliam

Sevilla

et al. 2019

revEDU

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Engagement in classroom activities is relevant for the development and learning of children and adolescents with and without disabilities. Although researchers in Spanish speaking countries are studying the construct of engagement, a need prevails to present a synthesis in Spanish language on the onset and evolution of engagement. This article presents the historical evolution of the construct of engagement from three perspectives: time on task, ecological-behavioral studies and experiential education. The first two perspectives are born in the United States during the 60s and 70s, while the latter emerged in the late 70s in Belgium. We present the chronological evolution of the investigations for each of these perspectives and the challenges that arise to continue the study of engagement.RESUMENLa implicación en las actividades del aula es relevante para el desarrollo y aprendizaje de los niños y jóvenes con y sin discapacidad. Aunque la implicación se ha estudiado en el contexto de países de lengua española, existe la necesidad de presentar una síntesis en español sobre cómo surge y se desarrolla la investigación de este constructo. Este trabajo presenta la evolución histórica del constructo de la implicación desde tres perspectivas: el tiempo en la tarea, los estudios ecológico-conductuales y la educación experiencial. Las dos primeras surgen en Estados Unidos durante los años 60 y 70, mientras que la última surge a finales de los 70 en Bélgica. Se presenta una evolución cronológica de las investigaciones llevadas a cabo desde cada una de estas perspectivas y de los retos que se presentan de cara a continuar el estudio de este constructo.

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“…The importance of engagement, a form of participation (McWilliam & Casey, 2008; Pinto, Barros, Aguiar, Pessanha, & Bairrão, 2006), constitutes the third issue. A number of reasons can be claimed for focusing on engagement.…”

Section: What Have We Learned About Ifsp Development?mentioning

confidence: 99%

Implementing and Preparing for Home Visits

McWilliam

2011

Topics in Early Childhood Special Education

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68.4 to 82.7. What decreased in terms of percentage during that time was infants and toddlers whose primary setting was a program designed for children with developmental delay or disabilities. Over the past 40 years, two parallel but not necessarily similar versions of home visiting have evolved: those for infants and young children with disabilities and those for young children from disadvantaged backgrounds (Ramey et al.

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Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado

Cited by 9 publications

References 18 publications

Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings

Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings

Evolución del Estudio de la Implicación desde Tres Enfoques

Implementing and Preparing for Home Visits

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