Social and Individual Aspects of Classroom Learning in Students with Autism Spectrum Disorder: An Action Research Pilot Study on Assessment

Autor/inn/en	Asberg, Jakob; Zander, Ulla; Zander, Eric; Sandberg, Annika Dahlgren
Titel	Social and Individual Aspects of Classroom Learning in Students with Autism Spectrum Disorder: An Action Research Pilot Study on Assessment
Quelle	In: European Journal of Special Needs Education, 27 (2012) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2011.640488
Schlagwörter	Action Research; Autism; Measures (Individuals); Foreign Countries; Reading Ability; Pervasive Developmental Disorders; Questionnaires; Test Construction; Psychometrics; Social Influences; Classroom Techniques; Interviews; Teaching Methods; Teacher Attitudes; Parent Attitudes; Individualized Education Programs; Comparative Analysis; Disability Identification; Vocabulary; Asperger Syndrome; Special Schools; Sweden + Suchen Sie Ihr Suchwort? Projektforschung; Autismus; Messdaten; Ausland; Reading competence; Lesekompetenz; Fragebogen; Testaufbau; Psychometry; Psychometrie; Sozialer Einfluss; Klassenführung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Elternverhalten; Individualized education program; Individualisierendes Lernen; Wortschatz; Asperger-Syndrom; Special school; Sonderschule; Schweden
Abstract	The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students' teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study. (Contains 2 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10