Challenging Social Situations for Students with Autism Spectrum Disorder Integrated into Mainstream Classrooms in Quebec: The Specialists' Perspective
Bibliographic record
Abstract
Social communication deficits are underlined as the most salient symptoms of autism spectrum disorder (ASD) in the DSM-5. Although there is some information from the educational sector about how students with ASD who have been integrated into mainstream classrooms are coping with challenging social situations, there is a lack of information from ASD specialists about this important issue, especially in the Quebec school system. To address this gap in knowledge, 34 ASD specialists answered an online questionnaire regarding their perception of such students who were aged 8 to 13 years old. They described the challenging social situations these students face, the personal and environmental characteristics that facilitate their social integration, and the strategies used in school to prevent the occurrence of challenging social situations, including the use of new technologies. Data were analyzed with the continuous thematization method. Participants indicated that understanding and abiding to social rules was the most challenging social situation experienced by students with ASD. Flexibility and open-mindedness of the school were the most reported personal and environmental characteristics required to facilitate integration and child specific interventions were the most common strategies. The strategies to reduce challenging social situations are centred on the student—eclectic and of varied levels of efficiency. Participants were generally favourable to the use of technology in teaching social communication skills to students with ASD. In Quebec, the structure of services given to students with ASD places ASD specialists in key positions to increase collaboration between students, parents, educators and governmental services. The present findings underline the unique perspective of such specialists and the potential of their key positions in this regard.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
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".