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Academic help seeking in lower secondary school students with ASD and ensuing teachers’ answers
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In: European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs) ; https://hal-inshea.archives-ouvertes.fr/hal-03152161 ; European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs), Aug 2020, Louvain, Belgium (2020)
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Abstract:
International audience ; We analysed the participation of lower secondary school students with autism spectrum disorder (ASD) in classroom interactions. More precisely, we focused on with spontaneous academic help seeking addressed by these students to their teachers in an inclusive setting. Traditionally, research on academic help seeking refers to the notion of self-regulation (e.g., Nelson-Le Gall, 1981). However, it is also a situation of social interaction between (at least) two individuals, a student and an expert (Nelson-Le Gall, 1981). Furthermore, a high level of participation in social interaction reflects successful inclusion of students with ASD (Emam & Farrell, 2009). Within this context, we argue that it is particularly important to explore these students’ social behavior using data collected in ecological setting. The participants were 11 6th to 9th graders with ASD attending a mainstream lower secondary school in France (both in general and resource class) and 17 of their teachers. The students and the teachers were filmed during about 60 hours of class and interviewed about help in the classroom. The analyses showed that despite the students’ low level of adaptive and social behavior (cf. Vineland II scale), a majority of them sought help in the classroom. Moreover, coding of the video data allowed us to create new help-seeking categories in addition to existing ones (i.e., instrumental, executive, confirmatory). It also gave us the opportunity to identify the ensuing answers of the teachers that can be considered, in the light of existing literature, as generic pedagogical practices.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.SOCIO]Humanities and Social Sciences/Sociology; aide apportée; autism spectrum disorder (ASD); Demande d'aide; étayage; help provided; Help seeking; interactions élève-enseignant; interactions sociales en classe; scaffolding; social interaction; student-teacher interaction; trouble du spectre de l'autisme (TSA)
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URL: https://hal-inshea.archives-ouvertes.fr/hal-03152161
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| 2 |
The inter-relationships between cerebral visual impairment, autism and intellectual disability
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In: ISSN: 1873-7528 ; Neuroscience & Biobehavioral Reviews ; https://hal.archives-ouvertes.fr/hal-03026222 ; Neuroscience & Biobehavioral Reviews, Oxford: Elsevier Ltd., 2020, 114, pp.201-210. ⟨10.1016/j.neubiorev.2020.04.008⟩ (2020)
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| 3 |
Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11
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In: ISSN: 1939-3806 ; EISSN: 1939-3806 ; Autism Research ; https://hal.archives-ouvertes.fr/hal-02880841 ; Autism Research, International Society for Autism Research, Wiley Periodicals, Inc., 2020, ⟨10.1002/aur.2268⟩ (2020)
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| 4 |
Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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| 6 |
The Relationship between Expressive Language Sampling and Clinical Measures in Fragile X Syndrome and Typical Development.
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In: Brain sciences, vol 10, iss 2 (2020)
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USE OF MULTIMODAL COMMUNICATION IN PLAY INTERACTIONS WITH CHILDREN WITH AUTISM ...
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Rain, Avery. - : Digital Repository at the University of Maryland, 2020
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| 8 |
Caregiver descriptions of joint activity routines with young children with autism spectrum disorder in South Africa.
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| 9 |
The Relationship between Expressive Language Sampling and Clinical Measures in Fragile X Syndrome and Typical Development
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In: Brain Sciences ; Volume 10 ; Issue 2 (2020)
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An Action Research Project using the Dialogic Story Reading Approach with Children with Autism Spectrum Disorder
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| 11 |
An Action Research Project using the Dialogic Story Reading Approach with Children with Autism Spectrum Disorder.
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| 12 |
Gender Differences in Social Communication in Autism Spectrum Disorder (ASD): Narratives
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| 13 |
The influence of bilingualism in school-aged children : an examination of language development in neurotypically developing children and in children with ASD
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| 14 |
A Distinction Between Linguistic and Social Pragmatics Helps the Precise Characterization of Pragmatic Challenges in Children With Autism Spectrum Disorders and Developmental Language Disorder
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| 15 |
How confident are final year students with the speech and language interventions utilised for the educational and social development of children with autism in one mainstream school in South Devon?
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USE OF MULTIMODAL COMMUNICATION IN PLAY INTERACTIONS WITH CHILDREN WITH AUTISM
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| 18 |
An Account of Constructions in ASD-STE100: formalizing Non-propositional Meaning in Aviation Instructional Texts
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 19, Nº. 1, 2020, pags. 24-41 (2020)
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Clausal Arguments and Peripheries in ASD-STE100: the Parsing of Subordination in ARTEMIS
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 19, Nº. 1, 2020, pags. 1-23 (2020)
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