Understanding Social-Emotional Reciprocity in Autism: Viewpoints Shared by Teachers

Autor/inn/en	Schwartz, Lizaan; Beamish, Wendi; McKay, Loraine
Titel	Understanding Social-Emotional Reciprocity in Autism: Viewpoints Shared by Teachers
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 1, S.24-38, Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Autism; Pervasive Developmental Disorders; Social Development; Emotional Development; Interpersonal Relationship; Emotional Response; Interaction; Special Schools; Teacher Attitudes; Symptoms (Individual Disorders); Friendship; Foreign Countries; Gender Differences; Children; Preadolescents; Teacher Responsibility; Behavior Problems; Student Behavior; Interpersonal Communication; Australia + Suchen Sie Ihr Suchwort? Autismus; Soziale Entwicklung; Gefühlsbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Interaktion; Special school; Sonderschule; Lehrerverhalten; Psychiatrische Symptomatik; Freundschaft; Ausland; Geschlechterkonflikt; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Lehrverpflichtung; Student behaviour; Schülerverhalten; Interpersonale Kommunikation; Australien
Abstract	Poor social-emotional reciprocity (SER) has been identified as one of the defining traits of autism. It is a key criterion in recent Diagnostic and Statistical Manual of Mental Disorders editions, DSM-IV and DSM-V (American Psychiatric Association [APA], 1994, 2013). Yet this difficulty related to socially engaging and interacting with others is poorly understood. The study reported here was a small-scale, qualitative inquiry underpinned by a phenomenological approach in which social-emotional reciprocity (SER) was the phenomenon being studied. Semi-structured interviews with three experienced teachers at an Australian autism-specific school were used to capture their understandings and experiences related to the trait. Interestingly, our teachers found it challenging to discuss SER in isolation from other key autistic traits such as repetitive behaviour and restricted interests. When data were formally explored using Interpretive Phenomenological Analysis (IPA), teacher viewpoints clustered around three interconnected themes: perspectives about SER; relationships and friendships; and impact on teachers. Limitations of this inquiry and recommendations for future research in this area are provided. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01