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To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students / Kristen BOTTEMA-BEUTEL in Autism, 21-1 (January 2017)
[article]
Titre : To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur Article en page(s) : p.51-60 Langues : Anglais (eng) Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.51-60[article] To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur . - p.51-60.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.51-60
Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 49-1 (January 2019)
[article]
Titre : College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur Article en page(s) : p.307-323 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Disability Exclusion Learning disability Moral reasoning Social domain theory Index. décimale : PER Périodiques Résumé : This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. En ligne : http://dx.doi.org/10.1007/s10803-018-3769-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323[article] College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur . - p.307-323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323
Mots-clés : Autism spectrum disorder Disability Exclusion Learning disability Moral reasoning Social domain theory Index. décimale : PER Périodiques Résumé : This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. En ligne : http://dx.doi.org/10.1007/s10803-018-3769-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377