Show simple item record

dc.contributor.authorSchwartz, Lizaan
dc.contributor.authorBeamish, Wendi
dc.contributor.authorMckay, Loraine
dc.date.accessioned2021-05-28T04:07:20Z
dc.date.available2021-05-28T04:07:20Z
dc.date.issued2021
dc.identifier.issn1835-517X
dc.identifier.doi10.14221/ajte.202v46n1.2
dc.identifier.urihttp://hdl.handle.net/10072/404737
dc.description.abstractPoor social-emotional reciprocity (SER) has been identified as one of the defining traits of autism. It is a key criterion in recent Diagnostic and Statistical Manual of Mental Disorders editions, DSM-IV and DSM-V (American Psychiatric Association [APA], 1994, 2013). Yet this difficulty related to socially engaging and interacting with others is poorly understood. The study reported here was a small-scale, qualitative inquiry underpinned by a phenomenological approach in which social-emotional reciprocity (SER) was the phenomenon being studied. Semi-structured interviews with three experienced teachers at an Australian autism-specific school were used to capture their understandings and experiences related to the trait. Interestingly, our teachers found it challenging to discuss SER in isolation from other key autistic traits such as repetitive behaviour and restricted interests. When data were formally explored using Interpretive Phenomenological Analysis (IPA), teacher viewpoints clustered around three interconnected themes: perspectives about SER; relationships and friendships; and impact on teachers. Limitations of this inquiry and recommendations for future research in this area are provided.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherEdith Cowan University
dc.relation.ispartofpagefrom24
dc.relation.ispartofpageto38
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Teacher Education
dc.relation.ispartofvolume46
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode3904
dc.subject.keywordsSocial Sciences
dc.subject.keywordsautism
dc.subject.keywordssex differences
dc.subject.keywordssocial-emotional reciprocity
dc.subject.keywordsEducational Research
dc.titleUnderstanding Social-Emotional Reciprocity in Autism: Viewpoints Shared by Teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationSchwartz, L; Beamish, W; Mckay, L, Understanding Social-Emotional Reciprocity in Autism: Viewpoints Shared by Teachers, Australian Journal of Teacher Education, 2021, 46 (1), pp. 24-38
dc.date.updated2021-05-28T04:04:21Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2021. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorMcKay, Loraine M.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record