Teacher-student -task -interactions in a motor skills programme for an adolescent boy with autism spectrum disordera systematic observation study

  1. Lapresa, Daniel 1
  2. Gutiérrez, Ianire 1
  3. Pérez-de-Albéniz, Alicia 1
  4. Merino, Patricia 1
  5. Anguera, M. Teresa 2
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2021

Volumen: 44

Número: 3

Páginas: 553-585

Tipo: Artículo

DOI: 10.1080/02103702.2020.1802148 WoS: WOS:000573128800001 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

Este estudio ilustra el potencial de la metodología observacional para el análisis de la conducta y de las interacciones espontáneas de los estudiantes con trastorno del espectro autista (TEA). En este artículo se presenta un estudio de caso en el que se observa, analiza e interpreta la interacción verbal y no verbal de un adolescente con TEA y su profesora de educación física en diversas tareas realizadas en el gimnasio y en la piscina en el marco de un programa de desarrollo de capacidades motrices. Se registraron los datos con el programa libre LINCE utilizando un instrumento de observación ad hoc que es una combinación de formato de campo y sistemas de categorías. El alto nivel de concordancia inter observador (calculado cuantitativamente mediante el estadístico Kappa de Cohen) confirmó la fiabilidad de los datos. Se utilizaron dos técnicas de análisis diacrónicos punteras en metodología observacional: el análisis secuencial de retardos (GSEQ) y el análisis de coordenadas polares (HOISAN) para investigar las relaciones de activación e inhibición vinculadas a las interacciones deseables y no deseables, tanto verbales como no verbales, entre el adolescente y las distintas zonas de los circuitos del programa y las respuestas de la profesora a estas interacciones.

€ Ver financiación

Información de financiación

The authors gratefully acknowledge the support of the Spanish government subproject ‘Integration ways between qualitative and quantitative data, multiple case development, and synthesis review as main axis for an innovative future in physical activity and sports research’ [PGC2018-098742-B-C31] (2019-2021) (Ministerio de Ciencia, Innovación y Universidades / Agencia Estatal de Investigación / Fondo Europeo de Desarrollo Regional), which is part of the coordinated project ‘New approach of research in physical activity and sport from mixed methods perspective’ (NARPAS_MM) [SPGC201800X098742CV0]. In addition, we thank the support of the Generalitat de Catalunya Research Group, Grup de recerca i innovació en dissenys (GRID), Tecnología i aplicació multimedia i digital als dissenys observacionals [2017 SGR 1405]. Also, this study was funded by grants from the University of La Rioja. / Los autores agradecen el apoyo del subproyecto ‘Vías de integración entre datos cualitativos y cuantitativos, desarrollo del caso múltiple, y síntesis como ejes principales para un futuro innovador en investigación de actividad física y deporte’ [PGC2018-098742-B-C31] (2019-2021) (Ministerio de Ciencia, Innovación y Universidades/Agencia Estatal de Investigación/Fondo Europeo de Desarrollo Regional), que forma parte del proyecto coordinado ‘New approach of research in physical activity and sport from mixed methods perspective’ (NARPAS_MM) [SPGC201800X098742CV0]. Asimismo, los autores agradecen el apoyo del grupo de investigación de la Generalitat de Catalunya, Grup de recerca i innovació en dissenys (GRID), Tecnología i aplicació multimedia i digital als dissenys observacionals [2017 SGR 1405]. Este estudio ha recibido también ayuda de fondos de investigación de la Universidad de La Rioja.

Financiadores

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