Strategies for Support Social Inclusion of an Autistic Child in the Classroom

Heuck, Emily; De Vries, Lauren

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https://hdl.handle.net/2142/99887 Copy

Description

Title

Strategies for Support Social Inclusion of an Autistic Child in the Classroom

Author(s)

• Heuck, Emily
• De Vries, Lauren

Contributor(s)

DeThorne, Laura S.

Issue Date

2018-04

Keyword(s)

• Speech and Hearing Science
• Autism
• school
• children
• inclusion
• support

Abstract

Although the inclusion of children on the autism spectrum in regular education has become more commonplace, facilitating positive peer interaction continues to be a challenge. The purpose of this study is to illustrate four clinician strategies aimed at facilitating peer interactions and describe how they shape classroom dynamics. Data will be drawn from a mixed methods case study focused on peer interactions involving one autistic child, John, and two of his non-autistic peers during 3rd grade art class. John presents with significant sensory-motor differences, produces limited recognizable speech, and uses a speech-generating communication device. Video-recordings of approximately 20 art classes will be coded in ELAN for the frequency of peer interaction and four different instructor strategies: direct prompts, behavioral interpretation, environmental arrangement, and scaffolding. In addition, discourse course analyses paired with iterative viewing of salient video segments will be used to illustrate each strategy and highlight potential influences on peer dynamics. Findings will help guide teachers, therapists, and paraprofessionals in supporting peer interactions in the classroom.

Type of Resource

image

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http://hdl.handle.net/2142/99887

Copyright and License Information

• Copyright 2018 Emily Heuck
• Copyright 2018 Lauren De Vries

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