Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors

Steinbrenner, Jessica R.; Watson, Linda R.

doi:10.1007/s10803-015-2406-9

Cited by 40 publications

(32 citation statements)

References 43 publications

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“…Experimental behavioral paradigms also suggest that joint attention can be assessed in schoolaged children with ASD and that atypical joint attention continues to have an impact on the social-communication, learning and information processing of these children (e.g. Bockler et al 2014;Dykstra et al 2015;Mundy et al 2016;Swanson et al 2013). This study attempted to contribute to this literature by examining whether it was possible to develop a parent report measure that was sensitive to differences in joint attention related behaviors among school aged children with HFASD.…”

Section: Discussionmentioning

confidence: 99%

“…Theory explicitly suggests that joint attention is necessary for adaptive engagement with learning in any instructional context (Mundy 2016), and some classroom engagement measures for ASD rely on the construct of joint attention (e.g. Dykstra et al 2015).…”

Section: Limitationsmentioning

confidence: 99%

“…gaze coordination) to disambiguate linguistic references, infer intentions, and enrich mutual understanding in social communication interactions (Lee et al 1998;Shockley et al 2009;Shulze et al 2013;Tribushinina 2014). Other research indicates that joint attention plays a role in establishing a common perceptual and cognitive frame necessary to the development of cooperative and collaborative behavior in childhood (Wu et al 2013), as well as children with ASD (Dykstra Steinbrenner and Watson 2015). Cognitive as well as social psychological research also suggest that the experience of joint attention enhances information processing within individuals and is integral to a sense of intersubjectivity and shared experience in adults and children (e.g., Bayliss et al 2013;Boothby et al 2014;Böckler et al 2012; Kim and Mundy 2012).…”

mentioning

confidence: 99%

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Joint-Attention and the Social Phenotype of School-Aged Children with ASD

Mundy

Novotny

Swain-Lerro

et al. 2017

J Autism Dev Disord

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Section: Discussionmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Joint-Attention and the Social Phenotype of School-Aged Children with ASD

Mundy

Novotny

Swain-Lerro

et al. 2017

J Autism Dev Disord

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“…Con el incremento de alumnos con autismo escolarizados en centros ordinarios se hace necesario facilitar al personal docente formación y herramientas que permitan evaluar las necesidades de apoyos e identificar objetivos y poner en marcha prácticas y estrategias de intervención basadas en la investigación, pero también es preciso dotar a los centros demedios y herramientas adecuadas para hacer frente a estas necesidades. Teniendo en cuenta que uno de los principales retos es la dificultad de identificación y selección de los objetivos prioritarios de la intervención, es preciso (a) una evaluación global, (b) basada en múltiples fuentes, (c) que proporcione información relevante sobre las características personales del niño, (d) incluya factores contextuales (Dykstra y Watson, 2015), (e) se adapte a las necesidades concretas de cada caso (Huber y Carter, 2016); y por tanto indispensable un enfoque multidisciplinar y abierto a la aplicación de múltiples estrategias (Kasari y Smith, 2016).…”

Section: Discussionunclassified

“…Otro de los retos identificados es la dificultad de la evaluación y selección de los objetivos prioritarios de la intervención, siendo precisa (a) una evaluación global, (b) basada en múltiples fuentes, que (c) proporcione información relevante sobre las características personales del niño, (d) incluya factores contextuales (Dykstra y Watson 2015), (e) se adapte a las necesidades concretas de cada caso (Huber y Carter, 2016); por lo que parece necesario un enfoque multidisciplinar y abierto a la aplicación de múltiples estrategias (Kasari y Smith, 2016).…”

Section: La Escuela Entorno Facilitador De Las Relaciones Interpersounclassified

Mediacion entre iguales, competencia social y percepcion interpersonal de los ninos con TEA en el entorno escolar

Rodríguez‐Medina¹

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This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). With an idiographic, follow-up and multidimensional design approach, we used the polar coordinate analysis technique to analyze the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess.

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The effects of small class sizes on students' academic achievement, socioemotional development and well‐being in special education: A systematic review

Bondebjerg

Dalgaard

Filges

et al. 2023

Campbell Systematic Reviews

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BackgroundClass size reductions in general education are some of the most researched educational interventions in social science, yet researchers have not reached any final conclusions regarding their effects. While research on the relationship between general education class size and student achievement is plentiful, research on class size in special education is scarce, even though class size issues must be considered particularly important to students with special educational needs. These students compose a highly diverse group in terms of diagnoses, functional levels, and support needs, but they share a common need for special educational accommodations, which often entails additional instructional support in smaller units than what is normally provided in general education. At this point, there is however a lack of clarity as to the effects of special education class sizes on student academic achievement and socioemotional development. Inevitably, such lack of clarity is an obstacle for special educators and policymakers trying to make informed decisions. This highlights the policy relevance of the current systematic review, in which we sought to examine the effects of small class sizes in special education on the academic achievement, socioemotional development, and well‐being of children with special educational needs.ObjectivesThe objective of this systematic review was to uncover and synthesise data from studies to assess the impact of small class sizes on the academic achievement, socioemotional development, and well‐being of students with special educational needs. We also aimed to investigate the extent to which the effects differed among subgroups of students. Finally, we planned to perform a qualitative exploration of the experiences of children, teachers, and parents with class size issues in special education.Search MethodsRelevant studies were identified through electronic searches in bibliographic databases, searches in grey literature resources, searches using Internet search engines, hand‐searches of specific targeted journals, and citation‐tracking. The following bibliographic databases were searched in April 2021: ERIC (EBSCO‐host), Academic Search Premier (EBSCO‐host), EconLit (EBSCO‐host), APA PsycINFO (EBSCO‐host), SocINDEX (EBSCO‐host), International Bibliography of the Social Sciences (ProQuest), Sociological Abstracts (ProQuest), and Web of Science (Clarivate, Science Citation Index Expanded & Social Sciences Citation Index). EBSCO OPEN Dissertations was also searched in April 2021, while the remaining searches for grey literature, hand‐searches in key journals, and citation‐tracking took place between January and May 2022.Selection CriteriaThe intervention in this review was a small special education class size. Eligible quantitative study designs were studies that used a well‐defined control or comparison group, that is, studies where there was a comparison between students in smaller classes and students in larger classes. Children with special educational needs in grades K‐12 (or the equivalent in European countries) in special education were eligible. In addition to exploring the effects of small class sizes in special education from a quantitative perspective, we aimed to gain insight into the lived experiences of children, teachers, and parents with class size issues in special education contexts, as they are presented in the qualitative research literature. The review therefore also included all types of empirical qualitative studies that collected primary data and provided descriptions of main methodological issues such as selection of informants, data collection procedures, and type of data analysis. Eligible qualitative study designs included but were not limited to studies using ethnographic observation or field work formats, or qualitative interview techniques applied to individual or focus group conversations.Data Collection and AnalysisThe literature search yielded a total of 26,141 records which were screened for eligibility based on title and abstract. From these, 262 potentially relevant records were retrieved and screened in full text, resulting in seven studies being included: three quantitative and five qualitative studies (one study contained both eligible quantitative and qualitative data). Two of the quantitative studies could not be used in the data synthesis as they were judged to have a critical risk of bias and, in accordance with the protocol, were excluded from the meta‐analysis on the basis that they would be more likely to mislead than inform. The third quantitative study did not provide enough information enabling us to calculate an effect size and standard error. Meta‐analysis was therefore not possible. Following quality appraisal of the qualitative studies, three qualitative studies were judged to be of sufficient methodological quality. It was not possible to perform a qualitative thematic synthesis since in two of these studies, findings particular to special education class size were scarce. Therefore, only descriptive data extraction could be performed.Main ResultsDespite the comprehensive searches, the present review only included seven studies published between 1926 and 2020. Two studies were purely quantitative (Forness, 1985; Metzner, 1926) and from the U.S. Four studies used qualitative methodology (Gottlieb, 1997; Huang, 2020; Keith, 1993; Prunty, 2012) and were from the US (2), China (1), and Ireland (1). One study, MAGI Educational Services (1995), contained both eligible quantitative and qualitative data and was from the U.S.Authors' ConclusionsThe major finding of the present review was that there were virtually no contemporary quantitative studies exploring the effects of small class sizes in special education, thus making it impossible to perform a meta‐analysis. More research is therefore thoroughly needed. Findings from the summary of included qualitative studies reflected that to the special education students and staff members participating in these studies, smaller class sizes were the preferred option because they allowed for more individualised instruction time and increased teacher attention to students' diverse needs. It should be noted that these studies were few in number and took place in very diverse contexts and across a large time span. There is a need for more qualitative research into the views and experiences of teachers, parents, and school administrators with special education class sizes in different local contexts and across various provision models. But most importantly, future research should strive to represent the voices of children and young people with special needs since they are the experts when it comes to matters concerning their own lives.

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Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors

Cited by 40 publications

References 43 publications

Joint-Attention and the Social Phenotype of School-Aged Children with ASD

Joint-Attention and the Social Phenotype of School-Aged Children with ASD

Mediacion entre iguales, competencia social y percepcion interpersonal de los ninos con TEA en el entorno escolar

The effects of small class sizes on students' academic achievement, socioemotional development and well‐being in special education: A systematic review

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