![]() ![]() Effects of wh-question graphic organizers on readingĬomprehension skills of students with autism spectrum disorders. handbook of autism and pervasive developmental disorders. In: VOLKMAR, Fred ROGERS, Sally PAUL, Rhea PELPHREY, Kevin (Ed.). 738-748, 2015.īELLINI, Scott GARDNES, Lauren MARKOFF, Kimberly. Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: a randomized controlled trial. Does the autistic child have a “theory of mind”? Cognition, v. Journal of Experimental child Psychology, v. Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Review Journal of Autism and Developmental Disorders, v. Academic and related skills interventions for autism: A 20-Year systematic review of single-case research. In: OLOLUBE, Nwachukwu KPOLOVIE, Peter MAKEWA, Lazarus (Ed.), Handbook of research on enhancing teacher education with advanced instructional technologies. Speaking mathematically: the role of language and communication in teaching and learning of mathematics. Este artigo inclui exemplos de estratégias educacionais baseadas em evidências (ou seja, leitura e matemática) para alunos com TEA e explicam como essas estratégias também podem apoiar ToMĪJAYI, Kassim O. O objetivo deste artigo é revisar a construção do ToM, bem como os links entre o ToM e o desenvolvimento de habilidades acadêmicas de alunos com ASD. No entanto, a influência do ToM e da cognição social no desempenho social e acadêmico torna essencial que os educadores comecem a abordar essas habilidades precocemente e em ambientes de sala de aula. Os educadores são responsáveis pela melhora do desempenho acadêmico das crianças com ASD e, devido a essa ênfase na instrução acadêmica, as intervenções que abordam a cognição social, incluindo ToM, podem ser negligenciadas em ambientes de sala de aula. Esses desafios relacionados à competência social são frequentemente atribuídos à cognição social, incluindo a Teoria da Mente (ToM), e não apenas interferem na capacidade de alcançar e manter relacionamentos sociais, mas também podem prejudicar o desempenho acadêmico. O desenvolvimento da competência social é intrinsecamente difícil para os alunos com transtorno do espectro do autismo (TEA). Among the learning theories that consider the social context, we elect the analysis and transfer of the following theories, to the organizational sphere: a) Kurt Lewin’s field theory (and his influence on Dewey) b) Bandura’s cognitive social learning theory (and the influence of the attribution theory) and Giddens’ theory of structuration.Autismo, Teoria da mente, Leitura, Matemática Resumo The understanding of organizational learning requires consideration of the social aspects of learning, and is based on theories capable of interconnecting individual processes, the functioning of the groups, and social relations. ![]() Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. ![]()
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