Abstract
IntroductionPrevious research has indicated that students with Autism Spectrum Disorder (ASD) show lower levels of engagement in the classroom and often struggle to focus in most learning environments compared to neurotypical students. It has been noted that the teacher plays a crucial role in creating a safe learning environment for ASD students. Successful teachers establish rapport with their students in order to create this safe learning environment. When teachers provide encouragement to students or make an effort to engage them through personal conversations, the student is more likely to engage in the material. The purpose of this study was to determine what teacher behaviors result in the highest brain activation in the frontal lobe of ASD students.MethodsTeachers and students wore functional Near Infrared Spectroscopy (fNIRS) NIRSIT systems (Soterix Medical, Inc.) during a 30‐minute simulated math lesson consisting of three phases ‐ didactic instruction, facilitated practice problem solving, and supervised independent study. Teachers with 3 or fewer years experience teaching ASD students, and those with more than 3 years teaching high‐functioning ASD high school students ranging in grade‐level math from 6th grade to 12th grade were recruited for the study. Blood Oxygenation Level Dependence (BOLD) activation of the participants were monitored to indicate what teaching and learning moments resulted in the most frontal lobe activation of the students, and the results were compared between groups. In addition, we used grounded theory thematic analysis to analyze the video recordings of the learning space.ResultsWe observed that teacher rapport was an important factor in engaging students. Friendly remarks and encouragement allowed for students to feel comfortable to engage in learning the material, resulting in a successful lesson flow with increased participation from the students. When students were engaged with material due to teacher rapport, frontal lobe BOLD signal increased. In addition, some students were actively engaged when answering questions or providing explanations for answers, while others showed concomitant brain activation while quietly listening to the teacher or the other student.ConclusionsThe creation of a friendly learning environment is an important component in engaging students and should be emphasized for teachers seeking to engage both ASD students. The results of this study illustrate that students present different behaviors in a learning environment and can be actively engaged even when their behaviors deviate from what is typically defined as engagement.
Published Version
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