Analyzing Cooperative Learning and Direct Instruction for Students with High Functioning Autism in a General Education Classroom

Autor/in	Johnson, Monique
Titel	Analyzing Cooperative Learning and Direct Instruction for Students with High Functioning Autism in a General Education Classroom
Quelle	(2014), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5675-4
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Teaching Methods; Constructivism (Learning); Questionnaires; Anxiety; Interpersonal Competence; Inclusion; Interviews; Cooperative Learning; Educational Quality; Qualitative Research; Case Studies; Direct Instruction; General Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Angst; Interpersonale Kompetenz; Inklusion; Interviewing; Interviewtechnik; Kooperatives Lernen; Quality of education; Bildungsqualität; Qualitative Forschung; Case study; Fallstudie; Case Study; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Students with high-functioning autism (HFA) often have high anxiety levels and poor social skills, and general education teachers may lack the specialized training needed for this population of students. The purpose of this qualitative case study was to investigate teachers' perceptions about the direct teaching and the cooperative learning instructional strategies on social skills and anxiety of students with HFA. Guided by Vygotsky's social constructivism, which asserts that learning takes place in social contexts, the research questions examined teachers' observations of students' social skills in core content inclusion classes that use both instructional strategies. Also examined were teachers' thoughts on the benefits and disadvantages of each strategy on social skills and anxiety among students with HFA. Data was collected from 43 participants using an open-ended questionnaire and then analyzed for themes and patterns. In order to triangulate the data from the questionnaire, several respondents participated in a follow-up panel interview. According to the results, both strategies offered benefits. Direct instruction provided for academic skills development in students with HFA so that they would subsequently be better equipped to engage with peers in related cooperative learning activities. The benefits of both strategies are realized with established routines and frontloading. This study contributed best instructional practices for general education teachers working with students with high-functioning autism so that all students, including those with HFA, receive the highest quality education leading to the best chance of independence at maturation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01