Students with ASD used new help-seeking categories — ambiguous and organizational help seeking — beyond traditional instrumental help seeking and confirmation-asking¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student help seeking partly fell into traditional categories (instrumental help seeking, confirmation-asking) but new categories, ambiguous and organizational help seeking, also emerged. → Sabine Zorn 2022

Evidence¶

Sabine Zorn 2022¶

Sabine Zorn, Minna Puustinen. (2022). Seeking academic help: The case of lower secondary students with autism spectrum disorder and their teachers. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101624

q2 · i? · qualitative · r?

Video analysis of the same 11 students with ASD's actual help-seeking behavior in everyday classroom situations. The study found help seeking "partly fell into “traditional” help-seeking categories" while ambiguous and organizational help seeking emerged as new categories.

"Although student help seeking partly fell into “traditional” help-seeking categories (i.e., instrumental help seeking, confirmation-asking), new help-seeking categories also emerged (i.e., ambiguous and organizational help seeking)."

Discussion¶

Learner Variables¶

• Autism Spectrum Disorder — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Most lower secondary students with ASD sought help from teachers at least once in both general and resource class contexts, but interpersonal differences were observed — related
• Students with ASD always used verbal means to solicit help, plus nonverbal and verbal means to draw teachers' attention — related
• More than 70% of teachers' help giving to students with ASD consisted of providing direct feedback, explaining, or instructing — related