Steffie Van Der Steen
Biographic Data
| ID | 3052677 |
|---|---|
| NAME | Steffie Van Der Steen |
| GIVEN NAMES | Steffie |
| FAMILY NAME | Van Der Steen |
| SIGNATURE | VAN DER STEEN S |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-7827-4525 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
How do autistic students experience need‐supportive teaching in mainstream secondary schools? A joint display analysis
The international shift towards inclusive education has increased the enrolment of autistic students in mainstream schools. While mainstream education provides autistic students with valuable opportunities for their (social) development, research consistently shows that these environments struggle to fully include autistic students and address their needs. Taking self‐determination theory as a guiding framework for assessing students' basic psych…
Teachers’ needs in mainstream secondary schools regarding the inclusion of students with Autism Spectrum Disorder
The Dutch and Mexican education systems face different challenges in building inclusive schools, but in both countries, teachers play an essential role in the inclusion of students with special educational needs. This study therefore identifies the needs of mainstream secondary school teachers (n = 79) within both countries, specifically when teaching students with Autism Spectrum Disorder (ASD). Using Q methodology, we distinguished four specifi…
The needs of autistic male students in secondary education in the Netherlands and Mexico
Secondary education can be a challenging environment for autistic students. Previous investigations show that autistic learners go through negative and distressful school experiences, possibly due to a lack of identification and understanding of their unique needs. Yet, research on the needs of autistic students, and particularly from their own perspective, is limited. Therefore, the purpose of this study was to distinguish different need‐profile…
Group Changes in Cortisol and Heart Rate Variability of Children with Down Syndrome and Children with Autism Spectrum Disorder during Dog-Assisted Therapy
Dog-assisted therapy is hypothesized to lower stress in children with autism spectrum disorder (ASD) and children with Down syndrome (DS), which may be visible on a physiological level. In this study, we measured heart rate variability (HRV) and salivary cortisol of 20 children with DS or ASD at the beginning and end of six weekly sessions of dog-assisted therapy. We found a decrease of cortisol levels during single sessions, but no overall effec…
Movers and shakers of cognition
Children move their hands to explore, learn and communicate about hands-on tasks. Their hand movements seem to be "learning" ahead of speech. Children shape their hand movements in accordance with spatial and temporal task properties, such as when they feel an object or simulate its movements. Their speech does not directly correspond to these spatial and temporal task properties, however. We aimed to understand whether and how hand movements' ar…
Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy
Social communication and self-esteem are often affected in adults with autism spectrum disorder. Implementation and evaluation of interventions targeting social skills are challenged due to specific characteristics of autism. Intensive, valid evaluation of social skills programs is needed. In this explorative multiple case study, we examined effects and working mechanisms of dog-assisted therapy on social communication and self-esteem, by analyzi…
Teaching students with Autism Spectrum Disorders
The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning
Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students’ long-term learning trajectories, thereby providing empirical support for the link between the short- and long-term time scale in cognitive develop…
How do youth in foster care view the impact of traumatic experiences
To talk or not to talk?’
A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts
This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5, n = 14 ) reach lower understanding levels than regular students (age 3–5, n = 17 ) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understanding was measured microgenetically, per utterance, using a scale related to Skill Theory. Monte Carl…
A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts
This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5, n = 14 ) reach lower understanding levels than regular students (age 3–5, n = 17 ) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understanding was measured microgenetically, per utterance, using a scale related to Skill Theory. Monte Carl…
To talk or not to talk?’
The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning
Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks. The aim of this study is to examine the coupling between short-term teacher-student dynamics and students’ long-term learning trajectories, thereby providing empirical support for the link between the short- and long-term time scale in cognitive develop…
How do youth in foster care view the impact of traumatic experiences
Movers and shakers of cognition
Children move their hands to explore, learn and communicate about hands-on tasks. Their hand movements seem to be "learning" ahead of speech. Children shape their hand movements in accordance with spatial and temporal task properties, such as when they feel an object or simulate its movements. Their speech does not directly correspond to these spatial and temporal task properties, however. We aimed to understand whether and how hand movements' ar…
Social Development of Adults with Autism Spectrum Disorder During Dog-Assisted Therapy
Social communication and self-esteem are often affected in adults with autism spectrum disorder. Implementation and evaluation of interventions targeting social skills are challenged due to specific characteristics of autism. Intensive, valid evaluation of social skills programs is needed. In this explorative multiple case study, we examined effects and working mechanisms of dog-assisted therapy on social communication and self-esteem, by analyzi…
Teaching students with Autism Spectrum Disorders
Group Changes in Cortisol and Heart Rate Variability of Children with Down Syndrome and Children with Autism Spectrum Disorder during Dog-Assisted Therapy
Dog-assisted therapy is hypothesized to lower stress in children with autism spectrum disorder (ASD) and children with Down syndrome (DS), which may be visible on a physiological level. In this study, we measured heart rate variability (HRV) and salivary cortisol of 20 children with DS or ASD at the beginning and end of six weekly sessions of dog-assisted therapy. We found a decrease of cortisol levels during single sessions, but no overall effec…
Teachers’ needs in mainstream secondary schools regarding the inclusion of students with Autism Spectrum Disorder
The Dutch and Mexican education systems face different challenges in building inclusive schools, but in both countries, teachers play an essential role in the inclusion of students with special educational needs. This study therefore identifies the needs of mainstream secondary school teachers (n = 79) within both countries, specifically when teaching students with Autism Spectrum Disorder (ASD). Using Q methodology, we distinguished four specifi…
The needs of autistic male students in secondary education in the Netherlands and Mexico
Secondary education can be a challenging environment for autistic students. Previous investigations show that autistic learners go through negative and distressful school experiences, possibly due to a lack of identification and understanding of their unique needs. Yet, research on the needs of autistic students, and particularly from their own perspective, is limited. Therefore, the purpose of this study was to distinguish different need‐profile…
How do autistic students experience need‐supportive teaching in mainstream secondary schools? A joint display analysis
The international shift towards inclusive education has increased the enrolment of autistic students in mainstream schools. While mainstream education provides autistic students with valuable opportunities for their (social) development, research consistently shows that these environments struggle to fully include autistic students and address their needs. Taking self‐determination theory as a guiding framework for assessing students' basic psych…
Psychology (10 works) · Autism (6 works) · Developmental psychology (6 works) · Medicine (6 works) · Autism spectrum disorder (4 works) · Mathematics education (4 works) · Autism Spectrum Disorder Research (3 works) · Computer Science (3 works) · Family and Disability Support Research (3 works) · Pedagogy (3 works)