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

Any de publicació: 2021

Volum: 44

Número: 3

Pàgines: 553-585

Tipus: Article

beta Ver similares en nube de resultados
DOI: 10.1080/02103702.2020.1802148 WoS: WOS:000573128800001 DIALNET GOOGLE SCHOLAR

Altres publicacions en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Objectius de Desenvolupament Sostenible

Resum

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.

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Informació de finançament

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.

Finançadors

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