Students with ASD always used verbal means to solicit help, plus nonverbal and verbal means to draw teachers' attention¶

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? Students always used verbal means to solicit help; in addition, both nonverbal and verbal means to draw teachers' attention were identified. → 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-based analysis of help-seeking episodes in general and resource class. The study reports that "Students always used verbal means to solicit help" and identified additional nonverbal and verbal attention-drawing means.

"Students always used verbal means to solicit help; in addition, both nonverbal and verbal means to draw teachers’ attention were identified."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Students with ASD used new help-seeking categories — ambiguous and organizational help seeking — beyond traditional instrumental help seeking and confirmation-asking — related
• Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations — related
• Active verbal cues from experts most often prompt nonverbal action from novices, often preceding explanatory information — related
• 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
• More than 70% of teachers' help giving to students with ASD consisted of providing direct feedback, explaining, or instructing — related