Promoting class participation in children with autism spectrum disorder

DOI
  • Matsushita Hiroyuki
    Faculty of Education, Graduate Faculty of Interdisciplinary Research, University of Yamanashi
  • Kiyosawa Azusa
    Omachi-Minami Elementary School, Omachi City, Nagano Prefecture

Bibliographic Information

Other Title
  • 自閉症スペクトラム障害のある児童の授業参加促進に関する事例検討
  • Case study on effects of visual feedback for maintaining posture in class
  • 授業中の姿勢保持に対する視覚的フィードバックの効果

Abstract

<p>Recently, many children have difficulties in sitting with an appropriate posture for long periods. Unsuitable postures might lead to reprimands and cautions. The increase in reprimands and warnings at home and school might cause secondary disabilities and problems, such as aggressive behaviors and school maladjustment, particularly in children with developmental disabilities. Therefore, instructions focusing on specific behaviors such as maintaining the seated posture during learning are necessary. We examined the efficacy of visual instructions and feedback to promote class participation, focusing on maintaining a seated posture when studying. The participants were two first-grade students with autism spectrum disorder enrolled in a special needs class. The results indicated that developing an environment encouraging maintaining posture, evaluations at one-minute intervals, and visual feedback using a token economy system promoted participation in the class. It is possible to reduce the need for direct attention and reprimands for encouraging class participation when focusing only on the “posture.” Moreover, teachers and the target children highly evaluated the procedure’s validity. These results suggest that these procedures could help devise learning methods in special needs classrooms.</p>

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