Thesis
An investigation into the impact of mediated learning strategies on the learning outcomes for autistic students
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2024
- Thesis identifier
- T17117
- Person Identifier (Local)
- 202177417
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Autism is a much discussed condition due to its profound impact and prevalence of approximately 1.5% of the population (Zeidan et al., 2022). Whether the condition is conceptualised from a strengths-based or deficit perspective, research findings have demonstrated the benefits of autistic children accessing early intervention through therapeutic and educational settings. Educational placements for autistic children encompass a range of settings that include mainstream and specialist provision, depending on a child’s profile of needs, with teachers using a wide range of teaching methodologies and evidence-based interventions. Despite the increased awareness and provision of specialist support for autistic learners in schools, learning outcomes for students are poor. The heterogeneous presentation of autism makes it challenging for teachers to develop education plans to meet individual needs, however, research has shown that one factor that has a positive impact on learning is teacher self-efficacy (Lauermann & ten Hagen, 2021). The competing demands in the classroom where there are complex needs result in higher levels of teacher burn out that can have a negative impact on students’ learning (Huber et al., 2016). This suggests the need for teachers to access bespoke training in autism and to use flexible teaching methodologies such as the mediated learning framework to meet their students’ diverse range of needs. Study One employed a systematic literature review framework to identify and synthesise the findings from previous research studies on autism interventions that use a dynamic assessment approach and their impact on children’s outcomes. The review also sought to identify the critical factors that need consideration when developing autism interventions for schools, with findings indicating the importance of developing interventions in the real classroom setting and input from teachers in the early design stage to optimise effectiveness. Findings also highlighted the importance of researchers and schools using an implementation science framework in the development and delivery of interventions to optimise effectiveness and sustainability. Study Two built on the findings from Study One and involved the delivery and evaluation of training to teachers working with autistic students on the mediated learning methodology. The training, which consisted of three sessions, was delivered online to sixty-seven teachers working in specialised autism classes in primary and post-primary schools in Ireland. The study, which employed a mixed-methods research design, focused on teacher self-efficacy with results indicating a statistically significant increase in teacher self-efficacy following completion of the training. Teachers’ understanding and use of mediated learning strategies were also explored and while analysis of pre and post data did not demonstrate a significant improvement, the identification of small effect sizes indicated promising results. Of the three key skills of mediated learning that were the focus of the research, the principle of intentionality and reciprocity was shown to have a positive impact on teacher self-efficacy, which provides evidence for the benefits of teachers integrating the mediated learning methodology into their daily interactions with students. Qualitative information provided by teachers from semi-structured interviews and training evaluation questionnaires cited the benefits of using the mediated learning framework in their classrooms to understand their students’ unique learning profiles as well as enhance the quality of their interactions which would impact positively on their learning experiences. Teachers also provided suggestions to develop the training further to enhance its use in classrooms. The research contributes to the development of autism interventions in school settings and is unique in its integration of a core aspect of the dynamic assessment methodology with best practice autism intervention design into a training programme for teachers that can be used to enhance the learning experiences of autistic children and young people who present with complex needs. Recommendations for future development of the intervention as well as key implications for the role of the educational psychologist are also discussed.
- Advisor / supervisor
- Boyle, James M. E.
- Daly, Clare
- Resource Type
- DOI
Relations
Items
| Thumbnail | Title | Date Uploaded | Visibility | Actions |
|---|---|---|---|---|
|
|
PDF of thesis T17117 | 2024-10-08 | Public | Download |