Abstract:This case study examined t

Abstract:
This case study examined the role that providing teachers with research-based information about brain development, executive functioning, Theory of Mind, prosody, and other nonverbal language elements, can play in supporting the literacy skills of students who have been diagnosed with Asperger Syndrome or high functioning autism. Furthermore, the purpose of this study was to determine which strategies teachers might find the most successful in improving the literacy skills of their students with Asperger Syndrome or high functioning autism through a series of five professional development sessions and follow-up classroom visits to support teachers in their execution of strategies meant to strengthen the literacy skills of these students. This study looked at the perceived effectiveness of various instructional strategies and interventions implemented in the classroom based on the current research in each of the areas listed above. These strategies and interventions included: the use of graphic organizers to facilitate expressive and receptive language organization and comprehension; 'keep the conversation going;' pre-teaching and post-teaching lesson content; teaching students to read nonfiction effectively; providing graphic organizers to support students' interpretation of fiction; Theory of Mind training; 'thinking with your eyes,' 'thinking with your body,' and 'thinking with your mind' to teach non-verbal language skills; language scenes to teach prosody; teaching idioms to foster an understanding of metaphors and words and phrases with double meanings; and using journaling and computers to facilitate written expression. This research explored teachers' perceptions and understandings of the various areas of literacy research, their willingness to incorporate new strategies and interventions into their classroom/teaching repertoire, and their perceptions of students' improvement in their literacy skills. Findings indicated that teachers found the strategies of explicit teaching and scaffolding most successful with their students with Asperger Syndrome or high functioning autism. More specifically, strategies such as QAR (Raphael, 1982, 1986), graphic organizers, writing territories (Atwell, 2002), or heart mapping (Atwell, 2002), seemed to be especially successful due to their highly structured and explicit nature. Teachers' perceptions of their abilities to teach students with Asperger Syndrome or high functioning autism seemed to change as a result of their participation in professional development. Changes were due to the professional development addressing a topic of interest to the teachers, the on-going nature of the professional development (over five months), and the frequent feedback provided to the teachers through workshops and bi-monthly classroom visits, which thereby improved their confidence in teaching students with Asperger Syndrome or high functioning autism. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

النتائج (العربية) 1:

الخلاصة:This case study examined the role that providing teachers with research-based information about brain development, executive functioning, Theory of Mind, prosody, and other nonverbal language elements, can play in supporting the literacy skills of students who have been diagnosed with Asperger Syndrome or high functioning autism. Furthermore, the purpose of this study was to determine which strategies teachers might find the most successful in improving the literacy skills of their students with Asperger Syndrome or high functioning autism through a series of five professional development sessions and follow-up classroom visits to support teachers in their execution of strategies meant to strengthen the literacy skills of these students. This study looked at the perceived effectiveness of various instructional strategies and interventions implemented in the classroom based on the current research in each of the areas listed above. These strategies and interventions included: the use of graphic organizers to facilitate expressive and receptive language organization and comprehension; 'keep the conversation going;' pre-teaching and post-teaching lesson content; teaching students to read nonfiction effectively; providing graphic organizers to support students' interpretation of fiction; Theory of Mind training; 'thinking with your eyes,' 'thinking with your body,' and 'thinking with your mind' to teach non-verbal language skills; language scenes to teach prosody; teaching idioms to foster an understanding of metaphors and words and phrases with double meanings; and using journaling and computers to facilitate written expression. This research explored teachers' perceptions and understandings of the various areas of literacy research, their willingness to incorporate new strategies and interventions into their classroom/teaching repertoire, and their perceptions of students' improvement in their literacy skills. Findings indicated that teachers found the strategies of explicit teaching and scaffolding most successful with their students with Asperger Syndrome or high functioning autism. More specifically, strategies such as QAR (Raphael, 1982, 1986), graphic organizers, writing territories (Atwell, 2002), or heart mapping (Atwell, 2002), seemed to be especially successful due to their highly structured and explicit nature. Teachers' perceptions of their abilities to teach students with Asperger Syndrome or high functioning autism seemed to change as a result of their participation in professional development. Changes were due to the professional development addressing a topic of interest to the teachers, the on-going nature of the professional development (over five months), and the frequent feedback provided to the teachers through workshops and bi-monthly classroom visits, which thereby improved their confidence in teaching students with Asperger Syndrome or high functioning autism. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

النتائج (العربية) 2:

ملخص:
تناولت الدراسة حالة هذا الدور الذي يمكن أن تقوم به تزويد المعلمين بالمعلومات القائمة على البحوث حول تطور الدماغ، الأداء التنفيذي، نظرية العقل، علم العروض، وعناصر اللغة غير اللفظية الأخرى، في دعم مهارات القراءة والكتابة لدى الطلاب الذين تم تشخيص مع اسبرجر متلازمة أو ارتفاع التوحد عمل. وعلاوة على ذلك، كان الغرض من هذه الدراسة هو تحديد استراتيجيات المعلمين قد تجد الأكثر نجاحا في تحسين مهارات القراءة والكتابة لدى طلابهم الذين يعانون من متلازمة اسبرجر أو التوحد أداء عال من خلال سلسلة من خمس جلسات التطوير المهني ومتابعة الزيارات الصفية لدعم المعلمين في تنفيذها استراتيجيات تهدف إلى تعزيز مهارات القراءة والكتابة لدى هؤلاء الطلاب. وقد بحثت هذه الدراسة في فعالية ينظر الاستراتيجيات والتدخلات التعليمية المختلفة التي تنفذ في الفصول الدراسية على أساس البحوث الحالية في كل من المجالات المذكورة أعلاه. وشملت هذه الاستراتيجيات والتدخلات: استخدام المخططات الرسومية لتسهيل تنظيم اللغة التعبيرية والاستقبالية والفهم. "يبقى الحوار مستمرا." قبل التدريس ومحتوى الدرس بعد التدريس؛ تعليم الطلاب لقراءة قصصي على نحو فعال؛ توفير المخططات الرسومية لدعم تفسير الطلاب من الخيال. نظرية تدريب العقل. "التفكير مع عينيك"، "التفكير مع جسمك،" و "التفكير مع عقلك" لتعليم مهارات اللغة غير اللفظية. مشاهد لغة لتعليم علم العروض. تدريس التعابير إلى تعزيز فهم الاستعارات والكلمات والعبارات مع المعاني المزدوجة. وباستخدام اليومية وأجهزة الكمبيوتر لتسهيل التعبير الكتابي. استكشاف هذا البحث تصورات ومفاهيم من مختلف مجالات البحوث محو الأمية، واستعدادهم لدمج استراتيجيات وتدخلات جديدة في ذخيرة الفصول الدراسية / تدريسهم، وتصوراتهم من الطلاب المعلمين تحسن في مهارات القراءة والكتابة. وأشارت النتائج إلى أن المعلمين وجدت استراتيجيات التدريس الصريح والسقالات الأكثر نجاحا مع طلابهم الذين يعانون من متلازمة اسبرجر أو ارتفاع التوحد عمل. وبشكل أكثر تحديدا، استراتيجيات مثل ريال قطري (رافائيل، 1982، 1986)، المخططات الرسومية والكتابة الأراضي (أتويل، 2002)، أو رسم الخرائط القلب (أتويل، 2002)، ويبدو أن تكون ناجحة خاصة نظرا لطبيعتها منظم للغاية وصريحة. تصورات المعلمين من قدراتهم على تعليم الطلاب الذين يعانون من متلازمة اسبرجر أو التوحد أداء عال بدا لتغيير نتيجة لمشاركتهم في التنمية المهنية. وكانت التغيرات بسبب التطوير المهني معالجة موضوع الفائدة للمعلمين، وطبيعة مستمرة من التطوير المهني (أكثر من خمسة أشهر)، وردود الفعل المتكرر قدمت للمعلمين من خلال ورش العمل والزيارات الصفية نصف الشهرية، والتي بالتالي تحسن الثقة في تعليم الطلاب الذين يعانون من متلازمة اسبرجر أو ارتفاع التوحد عمل. (قاعدة بيانات PsycINFO سجل (ج) 2016 APA، جميع الحقوق محفوظة)