Teacher-Student -Task -Interactions in a Motor Skills Programme for an Adolescent Boy with Autism Spectrum Disorder: A Systematic Observation Study (Interacción profesor-alumno-tarea en un programa de desarrollo de capacidades motrices en un adolescente con TEA: un estudio de observación sistemática)

Autor/inn/en	Lapresa, Daniel; Gutiérrez, Ianire; Pérez-de-Albéniz, Alicia; Merino, Patricia; Anguera, M. Teresa
Titel	Teacher-Student -Task -Interactions in a Motor Skills Programme for an Adolescent Boy with Autism Spectrum Disorder: A Systematic Observation Study (Interacción profesor-alumno-tarea en un programa de desarrollo de capacidades motrices en un adolescente con TEA: un estudio de observación sistemática)
Quelle	In: Journal for the Study of Education and Development, 44 (2021) 3, S.553-585 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lapresa, Daniel) ORCID (Pérez-de-Albéniz, Alicia) ORCID (Anguera, M. Teresa)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2020.1802148
Schlagwörter	Students with Disabilities; Autism Spectrum Disorders; Males; Interaction; Physical Education Teachers; Psychomotor Skills; Skill Development; Verbal Communication; Nonverbal Communication; Teacher Student Relationship; Early Adolescents; Special Schools + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Male; Männliches Geschlecht; Interaktion; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Special school; Sonderschule
Abstract	This study illustrates the potential offered by observational methodology for analysing spontaneous behaviours and interactions by students with autism spectrum disorder (ASD). We present a case study in which we observed, analysed and interpreted how an adolescent boy with ASD interacted both verbally and non-verbally with his physical education teacher and with different gym- and pool-based tasks within a motor skills development programme. The data were annotated in the free software LINCE using an "ad hoc" observation instrument combining a field format and category systems. The quality of the data was confirmed by high levels of interobserver agreement (calculated quantitatively using Cohen's kappa statistic). Two diachronic techniques at the forefront of observational methodology, lag sequential analysis (GSEQ) and polar coordinate analysis (HOISAN), were used to investigate activating and inhibitory relationships corresponding to desirable and undesirable verbal and non-verbal interactions between the boy and the different zones in the motor skills circuits and the teacher's responses to these interactions. [Translation from English by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01