Engaged Moments: Mediated Action and Children with Autism in the Classroom Setting

Abstract

The purpose of this microethnographic study is to explore ways to better understand engagement in occupation of children with autism spectrum disorder. Using video data, moments of engagement were examined in a child with autism spectrum disorder during the daily classroom activity of Circle Time. The interpretive frame focused on mediated action, the interaction between the agent, and cultural tools. Three scenes were analyzed using narrative and micro-analytic strategies. Analyses of two scenes highlighted how social and material mediators offer opportunities for engagement. Other children with autism provided appropriate scaffolds and demonstrated evidence of intersubjectivity, whereas material tools provided proximal prompts that enabled the child to engage. The third scene suggests that engagement may not always be observable (i.e., engagement may be a subjective state). Implications for practice and methodological insights are offered.