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Gör så!: En fallstudie kring pedagogiska ställningstaganden vid arbete med intensiv beteendeträning
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Early intensive behavioural intervention is a strongly manual based teaching method. This method is recommended by medical professions for children with difficulties regarding the autism spectra and intellectual disability. The method is based on a behaviouristic view of learning.The aim of this case-study is to describe and explore different pedagogical standingpoints that a teacher who works with early intensive behavioural intervention has to deal with in the every day teaching situation. The empirical material was collected with qualitative methods from an ethnographic point of view. During a total of eight weeks material has been gathered on eleven occations. How the teacher works with early intensive behavioural intervention has been observed. Two semi-structered interviws with the teacher has also been conducted. The study shows that several questions in need of pedagogical reflection occur in work with early intensive behavioural intervention in a school setting. One important finding is the teachers effort to balance the socioculture intentions in the school curriculum and the behavioristic view of learning in the early intensive behavioural intervention. The difference, that the teacher experience, in views of learning is handled by viewing early intensive behavioural intervention as a tool for giving the child a future possibilityto participate in socioculture learning processes. This could be observed in the teachers own adjustments of the content in practice moments in order to make it easier for the child to participate in group activities. The teacher was also reluctant to realize a too high level of training intensity with referens to the childs wellbeing.A starting point for further research involves studying how and if elements with a clear objective to facilitate participation can be incorperated in practice moments when working with early intensive behavioural intervention and what consequenses that might have for the childs participation, learning development but also for the teacher.

Place, publisher, year, edition, pages
2015. , 32 p.
Keyword [en]
early intensive behavioural intervention, pedagogical standingpoints, autism and intellectual disability
National Category
URN: urn:nbn:se:umu:diva-105895OAI: diva2:838602
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2015-06-30Bibliographically approved

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