Les comportements d’éducateurs soutenant l’intégration en classe ordinaire d’élèves ayant un trouble envahissant du développement
Bibliographic record
Abstract
Cette étude permet de décrire les comportements de quatre éducateurs de soutien œuvrant dans une classe ordinaire de niveau primaire au sein de laquelle un élève ayant un trouble envahissant du développement (TED) est intégré. Les comportements sont définis à partir de cinq catégories : a) le soutien à l’intégration sociale, b) la gestion de comportements, c) le soutien à l’apprentissage scolaire d) les soins et le soutien à l’autonomie personnelle, et e) les communications interpersonnelles. Les données sont recueillies à partir d’observations directes par intervalle de temps (5s/5s). Les résultats montrent que, pendant les périodes d’observation, la plupart des interventions des éducateurs concernent le soutien aux ap‐ prentissages scolaires. Mots‐clés : éducateur, comportements, classe ordinaire, trouble envahissant du dévelop‐ pement, intégration TED This study describes the behaviours of four educational assistants in regular primary class‐ rooms where children with autism spectrum disorders (ASD) are integrated. Five catego‐ ries of behaviours are described: a) social integration support, b) behaviour management, c) academic support, d) care and support for personal autonomy, e) interpersonal communi‐ cations. Behaviours are recorded using a 5s/5s interval procedure. During the observation periods, the educational assistants most frequently displayed academic support behaviour. Key words: educational assistants, behaviours, regular classroom, autism spectrum disor‐ ders, PDD mainstreaming
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".