Browsing by Subject "autismin kirjon piirteet"

Aims. The subjects of the study are autistic pupils and their potential prosocial behavior during the school day. The study discusses the factors which are relevant to the autistic student's receptiveness in both guided and free interaction situation. In addition, the aim of the study is to present types of interaction that the autistic students use. The theoretical framework is based on literature on the phenomenon of autism. Methodology. The data was collected in two ways. The first collection was carried out by observing the way the students behaved during the school day and by doing a research diary for a month. Another research data collecting method was videotaping three occupational therapy sessions. The research complies with the characteristics of qualitative research and it has strong ethnographic features. The primary research method is observation. The research data analysis was carried out by theory based content analysis. The study group consisted of ten students and six adults, excluding the researcher. The students were in grades 1 to 6 and from 6 to 12 years of age. Results and Conclusions. Prosocial behaviour such as helping, sharing and comforting was identified in the study. Sharing with the adults was the most common behaviour shown by the students. Also, although not to the same degree, sharing between students themselves was observed. In addition to sharing, helping was observed to some extent and comforting was observed only once. The number, attitude and behaviour of the supervising adults affected significantly an autistic child's capacity to absorb the guided interaction. The students had access to four different interaction methods, as Kangas (2009) had categorized. The methods included, being in their own peace, defending one's own territory, resort to the adults' support and to show willingness to attend a peer support group. In conclusion, this research studied students with autism spectrum disorder. The research observed examples of prosocial behaviour including, helping, sharing and comforting which are not common among children with autism. Additionally, students exhibited a variety of unique and different ways to interact. These have led to the development of the student's social skills during the school day.