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Showing 1 to 8 of 8 entries
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Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters.

Frontiers in psychology

Baten E, Desoete A.
PMID: 29867645
Front Psychol. 2018 May 08;9:667. doi: 10.3389/fpsyg.2018.00667. eCollection 2018.

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no...

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Baten E, Desoete A. Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters. Front Psychol. 2018;9:667doi: 10.3389/fpsyg.2018.00667.
Baten, E., & Desoete, A. (2018). Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters. Frontiers in psychology, 9667. https://doi.org/10.3389/fpsyg.2018.00667
Baten, Elke, and Desoete, Annemie. "Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters." Frontiers in psychology vol. 9 (2018): 667. doi: https://doi.org/10.3389/fpsyg.2018.00667
Baten E, Desoete A. Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters. Front Psychol. 2018 May 08;9:667. doi: 10.3389/fpsyg.2018.00667. eCollection 2018. PMID: 29867645; PMCID: PMC5952253.
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The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders.

Journal of autism and developmental disorders

Baten E, Vlaeminck F, Mués M, Valcke M, Desoete A, Warreyn P.
PMID: 35013867
J Autism Dev Disord. 2022 Jan 11; doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11.

Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children's home learning experiences during the COVID-19 pandemic, thereby examining differences between...

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Baten E, Vlaeminck F, Mués M, et al. The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord. 2022;doi: 10.1007/s10803-021-05383-0.
Baten, E., Vlaeminck, F., Mués, M., Valcke, M., Desoete, A., & Warreyn, P. (2022). The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. Journal of autism and developmental disorders, . https://doi.org/10.1007/s10803-021-05383-0
Baten, Elke, et al. "The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders." Journal of autism and developmental disorders vol. (2022). doi: https://doi.org/10.1007/s10803-021-05383-0
Baten E, Vlaeminck F, Mués M, Valcke M, Desoete A, Warreyn P. The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord. 2022 Jan 11; doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11. PMID: 35013867.
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Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go.

Journal of autism and developmental disorders

Coussens M, Maes J, Desoete A, Vanderstraeten G, Van Waelvelde H, Van de Velde D.
PMID: 34800226
J Autism Dev Disord. 2021 Nov 20; doi: 10.1007/s10803-021-05374-1. Epub 2021 Nov 20.

Participation has become an important measure of outcome in child rehabilitation as young children with developmental disabilities are increasingly at risk of decreased participation. Therefore, this study garnered information on clinicians' perspectives regarding perceived facilitators and barriers when rendering...

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Coussens M, Maes J, Desoete A, et al. Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go. J Autism Dev Disord. 2021;doi: 10.1007/s10803-021-05374-1.
Coussens, M., Maes, J., Desoete, A., Vanderstraeten, G., Van Waelvelde, H., & Van de Velde, D. (2021). Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go. Journal of autism and developmental disorders, . https://doi.org/10.1007/s10803-021-05374-1
Coussens, Marieke, et al. "Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go." Journal of autism and developmental disorders vol. (2021). doi: https://doi.org/10.1007/s10803-021-05374-1
Coussens M, Maes J, Desoete A, Vanderstraeten G, Van Waelvelde H, Van de Velde D. Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go. J Autism Dev Disord. 2021 Nov 20; doi: 10.1007/s10803-021-05374-1. Epub 2021 Nov 20. PMID: 34800226.
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Cognitive skills in mathematical problem solving in Grade 3.

The British journal of educational psychology

Desoete A, Roeyers H.
PMID: 15831185
Br J Educ Psychol. 2005 Mar;75:119-38. doi: 10.1348/000709904X22287.

BACKGROUND: Research on the relationship between cognitive skills and mathematical problem solving is usually conducted on adults or on participants with acquired deficits associated with brain injury (e.g.Cipolotti, 1995; Cohen, Dehaene, & Verstichel, 1994; McCloskey, 1992).AIMS: In these studies...

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Desoete A, Roeyers H. Cognitive skills in mathematical problem solving in Grade 3. Br J Educ Psychol. 2005;75:119-38doi: 10.1348/000709904X22287.
Desoete, A., & Roeyers, H. (2005). Cognitive skills in mathematical problem solving in Grade 3. The British journal of educational psychology, 75119-38. https://doi.org/10.1348/000709904X22287
Desoete, Annemie, and Roeyers, Herbert. "Cognitive skills in mathematical problem solving in Grade 3." The British journal of educational psychology vol. 75 (2005): 119-38. doi: https://doi.org/10.1348/000709904X22287
Desoete A, Roeyers H. Cognitive skills in mathematical problem solving in Grade 3. Br J Educ Psychol. 2005 Mar;75:119-38. doi: 10.1348/000709904X22287. PMID: 15831185.
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The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders.

Journal of autism and developmental disorders

Baten E, Vlaeminck F, Mués M, Valcke M, Desoete A, Warreyn P.
PMID: 35013867
J Autism Dev Disord. 2022 Jan 11; doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11.

Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children's home learning experiences during the COVID-19 pandemic, thereby examining differences between...

Cite
Baten E, Vlaeminck F, Mués M, et al. The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord. 2022;doi: 10.1007/s10803-021-05383-0.
Baten, E., Vlaeminck, F., Mués, M., Valcke, M., Desoete, A., & Warreyn, P. (2022). The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. Journal of autism and developmental disorders, . https://doi.org/10.1007/s10803-021-05383-0
Baten, Elke, et al. "The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders." Journal of autism and developmental disorders vol. (2022). doi: https://doi.org/10.1007/s10803-021-05383-0
Baten E, Vlaeminck F, Mués M, Valcke M, Desoete A, Warreyn P. The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord. 2022 Jan 11; doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11. PMID: 35013867; PMCID: PMC8747872.
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Preschool predictors of mathematics in first grade children with autism spectrum disorder.

Research in developmental disabilities

Titeca D, Roeyers H, Josephy H, Ceulemans A, Desoete A.
PMID: 25068926
Res Dev Disabil. 2014 Nov;35(11):2714-27. doi: 10.1016/j.ridd.2014.07.012. Epub 2014 Jul 26.

Up till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of...

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Titeca D, Roeyers H, Josephy H, et al. Preschool predictors of mathematics in first grade children with autism spectrum disorder. Res Dev Disabil. 2014;35(11):2714-27doi: 10.1016/j.ridd.2014.07.012.
Titeca, D., Roeyers, H., Josephy, H., Ceulemans, A., & Desoete, A. (2014). Preschool predictors of mathematics in first grade children with autism spectrum disorder. Research in developmental disabilities, 35(11), 2714-27. https://doi.org/10.1016/j.ridd.2014.07.012
Titeca, Daisy, et al. "Preschool predictors of mathematics in first grade children with autism spectrum disorder." Research in developmental disabilities vol. 35,11 (2014): 2714-27. doi: https://doi.org/10.1016/j.ridd.2014.07.012
Titeca D, Roeyers H, Josephy H, Ceulemans A, Desoete A. Preschool predictors of mathematics in first grade children with autism spectrum disorder. Res Dev Disabil. 2014 Nov;35(11):2714-27. doi: 10.1016/j.ridd.2014.07.012. Epub 2014 Jul 26. PMID: 25068926.
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Editorial: Individual Differences in Arithmetical Development.

Frontiers in psychology

Dowker A, De Smedt B, Desoete A.
PMID: 31849776
Front Psychol. 2019 Dec 03;10:2672. doi: 10.3389/fpsyg.2019.02672. eCollection 2019.

No abstract available.

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Dowker A, De Smedt B, Desoete A. Editorial: Individual Differences in Arithmetical Development. Front Psychol. 2019;10:2672doi: 10.3389/fpsyg.2019.02672.
Dowker, A., De Smedt, B., & Desoete, A. (2019). Editorial: Individual Differences in Arithmetical Development. Frontiers in psychology, 102672. https://doi.org/10.3389/fpsyg.2019.02672
Dowker, Ann, et al. "Editorial: Individual Differences in Arithmetical Development." Frontiers in psychology vol. 10 (2019): 2672. doi: https://doi.org/10.3389/fpsyg.2019.02672
Dowker A, De Smedt B, Desoete A. Editorial: Individual Differences in Arithmetical Development. Front Psychol. 2019 Dec 03;10:2672. doi: 10.3389/fpsyg.2019.02672. eCollection 2019. PMID: 31849776; PMCID: PMC6902078.
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Metacognition and mathematical problem solving in grade 3.

Journal of Learning Disabilities

Desoete A., Roeyers H., Buysse A..
UIID-AC: 85
2001;34:435-447.

This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of...

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Desoete A., Roeyers H., Buysse A.. Metacognition and mathematical problem solving in grade 3. 2001;34:435-447
Desoete A., Roeyers H., & Buysse A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34435-447.
Desoete A., et al. "Metacognition and mathematical problem solving in grade 3." Journal of Learning Disabilities vol. 34 (2001): 435-447.
Desoete A., Roeyers H., Buysse A.. Metacognition and mathematical problem solving in grade 3. 2001;34:435-447. UIID-AC: 85.
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Showing 1 to 8 of 8 entries