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Scrapbook Interviewing : = Exploring Children with Autism Spectrum Disorder's Experiences in Physical Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Scrapbook Interviewing :/
Reminder of title:	Exploring Children with Autism Spectrum Disorder's Experiences in Physical Education.
Author:	Yessick, Amanda.
Description:	1 online resource (82 pages)
Notes:	Source: Masters Abstracts International, Volume: 58-01.
Contained By:	Masters Abstracts International58-01(E).
Subject:	Physical education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438154704

Scrapbook Interviewing : = Exploring Children with Autism Spectrum Disorder's Experiences in Physical Education.
Yessick, Amanda.

Scrapbook Interviewing :Exploring Children with Autism Spectrum Disorder's Experiences in Physical Education. - 1 online resource (82 pages)

Source: Masters Abstracts International, Volume: 58-01.

Thesis (M.S.Ed.)--Old Dominion University, 2018.

Includes bibliographical references

The purpose of this study was to explore the meaning that students with autism spectrum disorder (ASD) ascribed to their experiences in self-contained physical education (PE) classes. Four participants with a primary diagnosis of ASD who attended a self-contained PE class in a separate public day school were purposively selected for this study. Data were collected through semi-structured interviews, observational field notes, and reflective notes. Methodological triangulation, researcher reflexivity, and peer debriefing were utilized to support trustworthiness. After interview transcription, thematic development was conducted using a three-step analytic process informed by the purpose and research approach adopted in this study. Overall, the participants' experiences in PE were positive and meaningful, and three interrelated themes emerged from the data. The first theme, "They care about my feelings": Teachers' attitudes in PE, highlighted participants' descriptions of why their physical educators played a critical role in shaping their experiences. The second theme, "My friends make it more meaningful": Importance of positive peer interactions, revealed the significance the participants ascribed to participating in PE with their peers. Finally, the third theme "Oh, but the noise": Structural and sensory considerations, describe accommodations within PE the participants attributed to a more enjoyable and successful PE experience. Additionally, sensory sensitivities described hyper- and hypo-sensitive sensory stimulations the participants experienced in PE. The themes highlight several contributing factors influencing participants' positive PE experiences which should be considered by PE teachers to enhance the quality of education for students with ASD.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438154704Subjects--Topical Terms:

1179721
Physical education.
Index Terms--Genre/Form:

554714
Electronic books.

Scrapbook Interviewing : = Exploring Children with Autism Spectrum Disorder's Experiences in Physical Education.
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500 $a Source: Masters Abstracts International, Volume: 58-01.
500 $a Adviser: Justin A. Haegele.
502 $a Thesis (M.S.Ed.)--Old Dominion University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to explore the meaning that students with autism spectrum disorder (ASD) ascribed to their experiences in self-contained physical education (PE) classes. Four participants with a primary diagnosis of ASD who attended a self-contained PE class in a separate public day school were purposively selected for this study. Data were collected through semi-structured interviews, observational field notes, and reflective notes. Methodological triangulation, researcher reflexivity, and peer debriefing were utilized to support trustworthiness. After interview transcription, thematic development was conducted using a three-step analytic process informed by the purpose and research approach adopted in this study. Overall, the participants' experiences in PE were positive and meaningful, and three interrelated themes emerged from the data. The first theme, "They care about my feelings": Teachers' attitudes in PE, highlighted participants' descriptions of why their physical educators played a critical role in shaping their experiences. The second theme, "My friends make it more meaningful": Importance of positive peer interactions, revealed the significance the participants ascribed to participating in PE with their peers. Finally, the third theme "Oh, but the noise": Structural and sensory considerations, describe accommodations within PE the participants attributed to a more enjoyable and successful PE experience. Additionally, sensory sensitivities described hyper- and hypo-sensitive sensory stimulations the participants experienced in PE. The themes highlight several contributing factors influencing participants' positive PE experiences which should be considered by PE teachers to enhance the quality of education for students with ASD.
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538 $a Mode of access: World Wide Web
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710 2 $a Old Dominion University. $b Human Movement Sciences. $3 1185542
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