Marisa Simoni
Biographic Data
| ID | 9510278 |
|---|---|
| NAME | Marisa Simoni |
| GIVEN NAMES | Marisa |
| FAMILY NAME | Simoni |
| SIGNATURE | SIMONI M |
| AFFILIATIONS | Marsico Institute for Early Learning, University of Denver, Denver, Colorado, USA |
| ORCID | 0000-0003-1181-2525 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Don't go it alone
Students with intellectual disabilities (ID) have reduced access to sexuality education at school, tasking families with filling the gap. This limited access contributes to persistent health inequities, psychosocial risk, and reduced self‐determination for individuals with ID. To understand the resources that families may encounter when filling this service gap, a naturalistic scoping review and content analysis of ID‐specific sexual health curri…
Let's go shopping
Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18–21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild–moderate intellectual and developmental disabilities (IDD) benefit from adaptive‐skills programs and curricula. School psychologis…
Teaching moves and preschoolers’ arithmetical accuracy
Several teaching moves have been suggested to support young children’s simple addition and subtraction performance, including use of a number path, directly modeling addition and subtraction, using mathematical symbols, and modifying problem difficulty. In the present study, teacher-researchers implemented an early arithmetic activity, Big Fish Story, with dyads of 3 to 4-year-old students. As part of the implementation, the teacher-researchers u…
No prominent works on this page.
Teaching moves and preschoolers’ arithmetical accuracy
Several teaching moves have been suggested to support young children’s simple addition and subtraction performance, including use of a number path, directly modeling addition and subtraction, using mathematical symbols, and modifying problem difficulty. In the present study, teacher-researchers implemented an early arithmetic activity, Big Fish Story, with dyads of 3 to 4-year-old students. As part of the implementation, the teacher-researchers u…
Don't go it alone
Students with intellectual disabilities (ID) have reduced access to sexuality education at school, tasking families with filling the gap. This limited access contributes to persistent health inequities, psychosocial risk, and reduced self‐determination for individuals with ID. To understand the resources that families may encounter when filling this service gap, a naturalistic scoping review and content analysis of ID‐specific sexual health curri…
Let's go shopping
Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18–21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild–moderate intellectual and developmental disabilities (IDD) benefit from adaptive‐skills programs and curricula. School psychologis…
Psychology (3 works) · Best practice (2 works) · Computer Science (2 works) · Curriculum (2 works) · Intervention (counseling) (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Arithmetic function (1 work)