Inclusion of children with autism spectrum disorder in preschool
Investigation of adult–child interactions in two inclusive classes over one school year
Bibliographic Data
| ID | 21723048 |
|---|---|
| Authors | J Despois (0009-0000-3813-6999, INSPE Normandie Rouen Le Havre Université de Rouen Normandie Mont Saint Aignan France, corresponding author), Aline Moreira Brandão André (0000-0003-3115-7679, Normandie Université), A André (INSPE Normandie Rouen Le Havre Université de Rouen Normandie Mont Saint Aignan France) |
| Year | 2024 |
| Volume | 24 |
| Issue | 3 |
| Pages | 786-795 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12668 |
| OpenAlex | W4394845481 |
| Language | EN |
| Citations received | 3 |
| References cited | 30 |
Based on a complex dynamic system approach, this study examined the dynamic of interactions between adults (a teacher and teaching assistant) and two children with ASD. We observed two preschool classrooms, each containing one child with contrasting ASD characteristics. Child engagement and adult participation during welcome time activities were observed once a month for 9 months; dramatic differences in interaction dynamics between the two classes were revealed. In the class including an autistic child with high support needs and low language ability, the active participation of adults associated with active child engagement gradually increased over the year. In the class including an autistic child with a high level of challenging behaviours (but with low support needs and typical language skills), increased variability resulted in a deep change in the landscape of attractors. Whereas the child was mostly engaged with adult participation during the first trimester, he was actively engaged without adult participation in the final trimester
Autism · Autism spectrum disorder · Developmental psychology · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Family and Disability Support Research · Psychology · Social Psychology
Complex Dynamical Systems in Education
Toward objective classification of childhood autism
A Decade of Professional Development Research for Inclusive Education
Video viewing in teacher education and professional development
Dynamics of the interaction between adults and a preschool child with autism
Dynamique du système d’interaction enseignant/élève porteur de troubles du spectre de l’autisme lors de deux activités à l’école maternelle
Australian preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms
The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings
An eco-behavioral analysis of children's engagement in urban public school preschool classrooms
Multivariate relationships among developmental age, global engagement, and observed child engagement
Real-time teacher–student interactions
Developing inclusive education systems
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |