Sparapani Nicole, Morgan Lindee, Reinhardt Vanessa P, Schatschneider Christopher, Wetherby Amy M
Florida State University Autism Institute, College of Medicine, Florida State University, 1940 North Monroe Street, Suite 72, Tallahassee, FL, 32303, USA.
The Institute of the Science of Teaching and Learning, Arizona State University, P.O. Box 872111, Tempe, AZ, 85287-2111, USA.
J Autism Dev Disord. 2016 Mar;46(3):782-96. doi: 10.1007/s10803-015-2615-2.
This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD.
本研究评估了课堂主动参与度测量法（CMAE），这是一种旨在测量自闭症谱系障碍（ASD）学生主动参与度的观察工具。参与者包括196名患有ASD的学生及其教育工作者（n = 126），他们在学年开始时被录像。研究结果表明，总体上主动参与度有限，学生在观察期间处于良好调节、高效或独立状态的时间不到一半，很少有目光接触和交流。验证性因素分析表明，CMAE的结构由一个五因素模型表示。这些发现强调了提高ASD学生主动参与度的必要性，并显示出该工具在测量与ASD学生积极教育成果相关行为方面的前景。
