Title & URL Address: Action Research During Recess: A Time for Children with Autism to Play and Learn http://www.autismoutreach.ca/sites/default/files/action_research_recess.pdf Author of Source: Sharon F. Schoen &am
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Title & URL Address: Action Research During Recess: A Time for Children with Autism to Play and Learn http://www.autismoutreach.ca/sites/default/files/action_research_recess.pdf Author of Source: Sharon F. Schoen & Megan Bullard Type of Source: Autism Outreach - PDF Scholarly Article Date of Publication: Copyright 2002 Summary of Source: This article describes how action research can improve students’ social skillshe current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.. Title & URL Address: Action Research During Recess: A Time for Children with Autism to Play and Learn http://www.autismoutreach.ca/sites/default/files/action_research_recess.pdf Author of Source: Sharon F. Schoen & Megan Bullard Type of Source: Autism Outreach - PDF Scholarly Article Date of Publication: Copyright 2002 Summary of Source: This article describes how action research can improve students’ social skillshe current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study
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