Challenging Situations when Teaching Children with Autism Spectrum Disorders in General Physical Education

Autor/inn/en	Obrusnikova, Iva; Dillon, Suzanna R.
Titel	Challenging Situations when Teaching Children with Autism Spectrum Disorders in General Physical Education
Quelle	In: Adapted Physical Activity Quarterly, 28 (2011) 2, S.113-131 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-5829
Schlagwörter	Physical Education; Autism; Measures (Individuals); Pervasive Developmental Disorders; Regular and Special Education Relationship; Inclusion; Mainstreaming; Physical Education Teachers; Questionnaires; Cooperative Learning; Competition; Individualized Instruction; Attention Deficit Disorders; Hyperactivity; Antisocial Behavior; Emotional Problems; Compliance (Psychology); Social Isolation; Peer Influence; Student Needs + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Autismus; Messdaten; Inklusion; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Fragebogen; Kooperatives Lernen; Wettkampf; Individualisierender Unterricht; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Soziale Isolation
Abstract	As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D'Zurilla's (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates' learning, and need for support. (Contains 3 tables.) (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10