‘A new adventure’: a case study of autistic children at Forest School

Friedman, Samantha; Gibson, Jenny; Jones, C. T.; Hughes, Claire

doi:10.1080/14729679.2022.2115522

Cited by 12 publications

(10 citation statements)

References 54 publications

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“…This is in line with the theory of acquired system. According to previous study there are two independent systems of second language performance: 'the acquired system' and 'the learned system' (Friedman et al, 2022). The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language.…”

Section: Discussionmentioning

confidence: 99%

“…They further claim that the use of diorama can support teacher to facilitate student with ASD learning. Instead of using artificial media, use of a real Ni Nyoman Padmadewi / Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis object, school forest, is used as a learning project by (Friedman et al, 2022;Riga et al, 2020). The school forest project, they find, can improve ASD learner learning autonomy and collaboration.…”

Section: Introductionmentioning

confidence: 99%

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Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis

Padmadewi,

Artini,

Sindu

et al. 2023

JERE

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ASD children exhibit social functioning issues that indicate difficulty communicating with others and often do not understand why they have to have social interactions with other people. One way of helping them is to develop media based on their needs. This research aimed to analyze the specifications of the media required. The study is designed as a mixed-methods study. The data were collected using a questionnaire in the form of a survey and combined with interviews. The respondents to the survey consisted of 24 respondents from Malaysia, the Netherlands, Canada, and Indonesia, and include teachers from inclusive schools. The selection of the sample used purposive sampling techniques to ensure that they had background knowledge either in education, linguistics, or special education and were willing to be included in the research. The data were analyzed qualitatively and quantitatively. The results of the study show that the media have essential specifications that are: the media should be in the language that supports their learning; the media developed should be able to establish their purpose; the media developed should be able to provide learning support; the media should be in different variations to provide meaningful learning; the media should consider various factors that can affect their ability to access and benefit from different forms of media; the media should be meaningful for assessing students' progress and achievement; and the media should provide various functions. These specifications are the basis for developing the media based on the needs of students with ASD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis

Padmadewi,

Artini,

Sindu

et al. 2023

JERE

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“…Ecological intelligence is a new awareness in an effort to preserve nature in order to deal with global environmental problems (Friedman, 2022;Rosati, 2017). Ecology, which is a science that studies the relationship between living things and the environment, is integrated with intelligence in protecting and managing the environment efficiently (Amodio et al, 2019;Wang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Indonesian language learning based on ecological intelligence: A case of Bengawan Solo Nature School

Saputra,

Ginting,

Pramadhanti

et al. 2023

RJAH

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Ecological intelligence has a complex structure for improving education. Learning Indonesian needs to contain ecological intelligence. It aims to make students love, protect and preserve the environment. The purpose of this article is to analyze the way teachers carry out ecological intelligence mapping and assess the potential of advanced students at the Bengawan Solo Natural School. This research method is qualitative with a case study approach. Data and data sources were obtained from the results of document analysis, observation, and in-depth interviews with teachers and students. Test the validity of the data used in this study is the technique of data triangulation and source triangulation. The results of this study are that the teacher maps ecological intelligence by becoming a partner or co-parent in developing the potential that exists in students based on spiritual, intelligence, social-emotional, and physical and motor skills of students. The Bengawan Solo natural school has four types of assessment to measure the potential of students. The types of assessments are (1) moral assessments in the form of Al-Qur'an report cards; (2) leadership assessment in the form of narrative report cards; (3) cognitive and scientific assessments in the form of numerical report cards and portfolio reports; and (4) business assessment in the form of business reports. The Bengawan Solo Nature School does not only educate students to become great people in the future, but also has the character of loving nature and being useful to others.

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“…Nature-based interventions (NBIs) are professional-led, purposeful approaches that enhance health and well-being by actively involving individuals in structured, nature-based experiences tailored to address specific needs and achieve defined objectives, such as quality of life, 10 general well-being, 11 mental well-being, 12 psychological well-being, 13 self-efficacy, and life satisfaction. 7,[14][15][16][17] NBIs for children with ASD in the existing literature [18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36] are typically classified either as animalassisted interventions or categorized under the other category. 2 Evidence of improved health-related outcomes following interacting with nature has been demonstrated in different populations.…”

Section: Introductionmentioning

confidence: 99%

Nature-Based Interventions for Autistic Children

Fan,

Li,

et al. 2023

JAMA Netw Open

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ImportanceThere is a gap in the evidence regarding nature-based interventions (NBIs) for children with autism spectrum disorder (ASD).ObjectiveTo systematically review and meta-analyze available evidence on the health-related outcomes in NBIs for children with ASD.Data SourcesThe Cumulative Index to Nursing and Allied Health Literature, Cochrane, Embase, Emcare, Education Resources Information Center, Global Health, MEDLINE, PsycInfo, SPORTDiscus, and Web of Science were searched from inception until May 2023. Google Scholar and references from included studies were searched for additional studies.Study SelectionIncluded studies were randomized clinical trials (RCTs), controlled studies, and single-group before-and-after studies that reported health-related outcomes.Data Extraction and SynthesisThis review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) reporting guidelines. Random-effects meta-analyses were used to synthesize the data. The findings of studies that were ineligible for meta-analysis were summarized according to the Synthesis Without Meta-analysis (SWIM) reporting guidelines.Main Outcomes and MeasuresThe outcomes of interest were health-related outcomes (ie, social functioning, behavioral functioning, emotional functioning, sensory functioning) and the self-reported well-being of children with ASD.ResultsA total of 24 studies with 717 participants (mean age range, 5.3 to 17.8 years; 141 [21.9%] female) were included. A meta-analysis from 13 studies indicated a significant negative moderate association between NBIs and social communication (standardized mean difference [SMD], −0.59; 95% CI, −0.85 to −0.34). For behavioral functioning outcomes, NBIs showed a significant moderate association with reduced hyperactivity (SMD, −0.56; 95% CI, −0.86 to −0.26) and a small to moderate association with reduced irritability (SMD, −0.49; 95% CI, −0.79 to −0.19). For sensory functioning, NBIs were significantly associated with improved inattention and distractibility (SMD, 1.13; 95% CI, 0.67 to 1.60). Significant moderate associations were observed in sensory seeking (SMD, 0.77; 95% CI, 0.33 to 1.22; P &lt; .001; I2 = 0%) and sensory sensitivity (SMD, 0.56; 95% CI, 0.12 to 1.00; P = .01; I2 = 0%). Heterogeneity of the intervention effects was not high, and I2 ranged from 0% to 67%.Conclusions and RelevanceThe findings of this systematic review and meta-analysis suggested an association of NBIs in group-based recreational therapy with experiential learning with positive short-term outcomes on sensory, social, and behavioral functioning for children with ASD. Future evidence using robust study design to aid the health and functional trajectories of children with ASD is recommended.

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‘A new adventure’: a case study of autistic children at Forest School

Cited by 12 publications

References 54 publications

Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis

Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis

Indonesian language learning based on ecological intelligence: A case of Bengawan Solo Nature School

Nature-Based Interventions for Autistic Children

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