[article]
| Titre : |
Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur |
| Article en page(s) : |
p.812-831 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. |
| En ligne : |
https://doi.org/10.1007/s10803-024-06242-4 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 |
in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831
[article] Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children [Texte imprimé et/ou numérique] / Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur . - p.812-831. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831
| Index. décimale : |
PER Périodiques |
| Résumé : |
Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. |
| En ligne : |
https://doi.org/10.1007/s10803-024-06242-4 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 |
|
Faire une suggestion Affiner la rechercheAntecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)
