Teacher-student -task -interactions in a motor skills programme for an adolescent boy with autism spectrum disorder: a systematic observation study (Interacción profesor-alumno-tarea en un programa de desarrollo de capacidades motrices en un adolescente con TEA: un estudio de observación sistemática)

Abstract

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 nonverbally 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. RESUMENEste 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 ARTICLE HISTORY

New insights into the behavioral structure of Pikler educators: An application of T-pattern detection and analysis with THEME

“…Applying the aforementioned criteria, two educators were selected (henceforth, Educator-1 and Educator-2) who habitually manage breakfast in their groups. Various studies within the OM framework show that, despite working with a reduced number of participants, the intensive monitoring of their everyday activity makes it possible to collect a large quantity of data and extract insightful conclusions about the studied reality (Rodríguez-Medina et al, 2018;Belza, 2020;Lapresa et al, 2020;Sagastui et al, 2020;Arias-Pujol et al, 2022).…”

Haurraren autonomia goiztiarrariematen zaion sostenguaren behaketa sistematikoa

“…diseinua Ikerlan honetarako proposatutako helburuak eta behaketa bidezko metodologiaren printzipio espezifikoak kontuan hartuta (Anguera et al, 2001;Anguera et al, 2011), proposatutako diseinua idiografikoa, jarraipenezkoa eta dimentsio anitzekoa da (I/J/DA). Idiografikoa da, hezitzaile baten jokabidea behatu eta aztertzen duelako -alde batera utzita testuinguruaren maila sozialak bere taldeko haurrak hartzen dituela kontuan- (Anguera, 2003;Belasko et al, 2019;Belasko et al, 2022;Belasko et al, in press;Belza et al, 2019;Lapresa et al, 2020;Rodríguez-Medina et al, 2018); jarraipenezkoa da, bai saio artekoa -hainbat saio aztertzen baitira hiru hilabetean zehar- Portell et al, 2015), bai saio barnekoa -saioa diakronikoki erregistatuz hasieratik bukaerara- (Anguera et al, in press); eta, azkenik, dimentsio anitzekoa da, hezitzailearen jokabidearen dimentsio desberdinak kontuan hartu direlako (Sánchez-Algarra eta Anguera, 2013) eta txertatu direlako behaketa-tresnan.…”

Implementation and evaluation in low intensity intervention programs from the CONNECT perspective of mixed methods: Application in a case of an autistic child

“…This special attention implies that the intervention itself blends into daily life, searching for an alternative to traditional conventionality. In this study, we focus on a low level of intervention intensity , an expression coined by Anguera (2008 , p. 154), in the face of an “incessant increment in cases in which intervention programs are implemented without the imposition of instructions, and in contexts that are natural and/or habitual for the users of the program, taking advantage of activities that are spontaneous and/or everyday for them.” There have been numerous studies over the last few decades that have dealt with the handling of an intervention in the habitual context of a user, with the different programs having very diverse aims ( Weil, 1985 ; Bryant and Bickman, 1996 ; Lapresa et al, 2020 ), and with beneficial effects in terms of the ‘normalization’ of the user’s life ( Dvoskin and Steadman, 1994 ; Roustan et al, 2013 ; Alcover et al, 2019 ), studying the interaction in the therapeutic conversation ( Arias-Pujol and Anguera, 2017 , 2020a , 2020b ; Del Giacco et al, 2020 ).…”