Evolution during and after an inclusive preschool classroom: An analysis of individual trajectories for four students with autism spectrum disorder (notice n° 461976)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02035cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121045311.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Briet, Gaëtan |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Evolution during and after an inclusive preschool classroom: An analysis of individual trajectories for four students with autism spectrum disorder |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 65 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The goal of the present study is to evaluate the developmental trajectories of four children with ASD, from the beginning of their inclusive education in an innovative preschool classroom until the first months after they leave this kind of class. For all participants, analysis of individual trajectories showed a decrease in autistic behaviors during their first months in the inclusive preschool classroom. All children also made progress in cognitive, language, motor and imitative skills. Despite a variety of exit orientations and a large variability between the children’s trajectories, these progresses seem to continue after they leave the inclusive classroom. Finally, an examination of individual profiles suggests that the schooling pathway and outcome after leaving the inclusive classroom could be linked with the children’s initial clinical characteristics. The implications of this study are discussed with a view to optimizing the implementation of this type of inclusive classroom and promoting the continuity of schooling pathways for students with ASD. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | developmental trajectories |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | early inclusive education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autism spectrum disorder |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | developmental trajectories |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | early inclusive education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autism spectrum disorder |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Le Maner-Idrissi, Gaïd |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Seveno, Tanguy |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Le Sourn-Bissaoui, Sandrine |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Devenir | 33 | 4 | 2022-01-03 | p. 265-286 | 1015-8154 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-devenir-2021-4-page-265?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-devenir-2021-4-page-265?lang=en&redirect-ssocas=7080</a> |
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