Resumen
Purpose: This study aims to illustrate how environmental systems shape the peer interactions of an autistic student within the classroom. Method: Drawing on the bioecological model of human development, this situated discourse analysis used thematic coding and microanalysis to examine data from semistructured interviews and 10 sessions of direct classroom observations of a 9-year-old autistic student and his classroom communication partners. Results: Convergent data across participants, time, and data sources revealed the following systemic influences on peer interaction: predominant medicalized view of autism (macrosystem), educational practices (exosystem), misaligned roles across adults and peers in the classroom (mesosystem), and multimodal opportunities for direct interaction that were supported by objects and physical contact and inhibited by rapid pacing (microsystem). Conclusions: Findings illustrate the environmental complexities associated with the development of peer interactions for autistic students. We offer explicit clinical implications for how environmental factors can be addressed in the school-based eligibility determination process and in the Individualized Education Program.
| Idioma original | Inglés |
|---|---|
| Páginas (desde-hasta) | 63-81 |
| Número de páginas | 19 |
| Publicación | Language, Speech, and Hearing Services in Schools |
| Volumen | 54 |
| N.º | 1 |
| DOI | |
| Estado | Publicada - ene. 2023 |
Nota bibliográfica
Funding Information:The first author of the article has received funding from the Chilean Government through the Becas Chile program and from the University of Illinois through Marion Morse Wood and Goldstick Fellowship to conduct this research. This study derives from the qualifying exam and dissertation of the first author (V. V.). She received support through Becas Chile PhD scholarship abroad from the Chilean Government, the Goldstick Family Fellowship for the study of Communication Disorders from the Department of Special Education of University of Illinois at Urbana-Champaign, and the Marion Morse Wood Fellowship for interpersonal communication studies from the Graduate College of University of Illinois at Urbana-Champaign. The authors gratefully thank the participating school and families and Michelle Chan, Stephanie Cheng, Lauren DeVries, Mindy Eng, Jacey Ernd, Emily Heuck, Mackenzie Kamen, Reagan Kelley, Amanda Moy, Emily Peruba, Claudia Cuevas, and Pamela López for their help with data collection, coding, and reference organization. The authors would also like to thank Julie Hengst and Cynthia Johnson for their insights.
Publisher Copyright:
© 2022 American Speech-Language-Hearing Association.