It Takes a Community: How Environmental Systems Construct (In)Competence in Autistic Peer Interactions

Autor/inn/en	Vidal, Veronica G.; Wachholtz, Daniela P.; Mattie, Laura J.; DeThorne, Laura S.
Titel	It Takes a Community: How Environmental Systems Construct (In)Competence in Autistic Peer Interactions
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 1, S.63-81 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vidal, Veronica G.) ORCID (Wachholtz, Daniela P.) ORCID (Mattie, Laura J.) ORCID (DeThorne, Laura S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Peer Relationship; Interaction; Preadolescents; Students with Disabilities; Autism Spectrum Disorders; Educational Practices; Social Bias; Attitudes toward Disabilities; Student Role; Environmental Influences; Beliefs; Allied Health Personnel; Speech Language Pathology; Occupational Therapy; Interpersonal Relationship; Elementary School Students; Teacher Attitudes; Student Behavior + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Interaktion; Pre-adolescence; Präadoleszenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Bildungspraxis; Environmental influence; Umwelteinfluss; Belief; Glaube; Beschäftigungstherapie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	Purpose: This study aims to illustrate how environmental systems shape the peer interactions of an autistic student within the classroom. Method: Drawing on the bioecological model of human development, this situated discourse analysis used thematic coding and microanalysis to examine data from semistructured interviews and 10 sessions of direct classroom observations of a 9-year-old autistic student and his classroom communication partners. Results: Convergent data across participants, time, and data sources revealed the following systemic influences on peer interaction: predominant medicalized view of autism (macrosystem), educational practices (exosystem), misaligned roles across adults and peers in the classroom (mesosystem), and multimodal opportunities for direct interaction that were supported by objects and physical contact and inhibited by rapid pacing (microsystem). Conclusions: Findings illustrate the environmental complexities associated with the development of peer interactions for autistic students. We offer explicit clinical implications for how environmental factors can be addressed in the school-based eligibility determination process and in the Individualized Education Program. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01