Évaluation des professeurs de langue dans les classes d'enseignement général et spécialisé au service des élèves autistes du primaire

Aperçu: G.M.

Cette étude a examiné comment les enseignants et les paraprofessionnels de 126 classes d'enseignement général et spécialisé de la maternelle à la deuxième année ont parlé avec leurs 194 élèves autistes, et en outre, comment les caractéristiques individuelles des élèves en termes de langage, de symptômes de l'autisme et de capacités sociales ont influencé cette conversation. 

À l'aide de méthodes d'observation systématiques et d'analyses factorielles, nous avons identifié un modèle unidimensionnel de langage des enseignants pour les classes d'enseignement général et spécialisé, tout en observant des différences entre les paramètres, avec plus de langage observé dans les classes d'enseignement spécialisé, dont une grande partie comprenait des directives et des questions fermées. 

Le vocabulaire réceptif des élèves expliquait une quantité significative de variance dans le langage des enseignants au-delà de sa covariance partagée avec les troubles sociaux et les problèmes de comportement dans les classes d'enseignement général, mais n'était pas significatif dans les classes d'enseignement spécialisé. Les implications pour la recherche sont discutées.

. 2021 Jun 9.   doi: 10.1007/s10803-021-05115-4. 

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

Nicole Sparapani  ^{1   2} , Vanessa P Reinhardt  ^{3   4} , Jessica L Hooker  ⁴ , Lindee Morgan  ^{4   5} , Christopher Schatschneider  ⁶ , Amy M Wetherby  ⁴

Affiliations

• PMID: 34106392
• DOI: 10.1007/s10803-021-05115-4

Abstract

This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

Keywords: Autism; Autism spectrum disorder; Measurement invariance; Student characteristics; Teacher language.

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Maternité : Perspectives et expériences féminines d'être parent avec un diagnostic de TSA

Aperçu: G.M.

On sait peu de choses sur les pressions émotionnelles et la gestion pratique des défis quotidiens et des exigences intra et interpersonnelles d'élever un enfant en tant que parent avec un diagnostic de "trouble du spectre de l'autisme". 

La présente étude a utilisé une approche qualitative pour comprendre les perceptions des femmes diagnostiquées autistes d' « être un parent ». 

Huit entretiens semi-structurés ont été analysés à l'aide de l'analyse phénoménologique interprétative.

Les avantages et les défis d'être parent ont été mis en évidence aux côtés des compétences et des caractéristiques spécifiques à la population associées à la force et à la résilience, à l'amour, à l'éducation, à la routine et aux considérations sensorielles. 

Les résultats identifient le besoin d'un soutien parental spécialisé spécifique à la population, fournissent une orientation aux professionnels en milieu clinique et élargissent la rareté de la recherche dans ce domaine.

. 2021 Jun 9.   doi: 10.1007/s10803-021-05122-5. 

Motherhood: Female Perspectives and Experiences of Being a Parent with ASC

Rebecca Winnard  ^{1   2} , Mark Roy  ^{1   2} , Hannah Butler-Coyne  ^{3   4}

Affiliations

• PMID: 34106393
• DOI: 10.1007/s10803-021-05122-5

Abstract

Little is known about the emotional pressures and practical management of daily challenges and, intra and interpersonal demands of raising a child as a parent with a diagnosis of Autistic Spectrum Conditions. The present study utilised a qualitative approach to understand perceptions of females diagnosed on the autistic spectrum of 'being a parent'. Eight semi-structured interviews were analysed using Interpretative Phenomenological Analysis. Benefits and challenges of being a parent were highlighted alongside population-specific skill and characteristics associated with strength and resilience, love, nurture, routine and sensory considerations. Findings identify the need for population-specific specialist parenting support, provide direction for professionals in clinical settings and expand the paucity of research in this area.

Keywords: Autistic spectrum conditions; Interpretative phenomenological analysis; Parenting.

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