Analysis and contextual intervention in disruptive and challenging behaviour of a student with ASD

Abstract

The objective of this work is to analyze if the transformation of the educational context of a student with autism spectrum disorder (ASD) can reduce their defiant behaviours derived from perceptual, communicative and social deficits associated with this disorder. Starting from this assumption, we propose modifying the environment and the development of educational strategies in a class for children of 4 years of a fall, a very numerous class with students of special features, attending a child with ASD. The data we have collected and analyzed with a qualitative methodology. And the first results indicate that the shortcut modification helps to mitigate the social limitations of children with ASD, facilitates their inclusion in the classroom and can be an educational alternative to what has been conducted so far.