An Observational Study on Teacher Guidance Behavior During Lunchtime Routine Activities in Nursery Class Inclusive Classrooms
Abstract
including two with mild Autism Spectrum Disorder (ASD) and one with Attention-Deficit/Hyperactivity Disorder (ADHD). Using timesampling observation across two sessions, guidance behaviors were analyzed for type, frequency, and temporal distribution. Findings show
guidance was mainly verbal, followed by verbalphysical guidance, with physical guidance least used. Core behaviors included directives,
reminders/prompts, and assisting. Guidance frequency was significantly higher in the second half of the meal. However, guidance for children
with special educational needs lacked individualization. The results offer practical insights for supporting inclusive mealtime practices.
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DOI: http://dx.doi.org/10.70711/wef.v3i8.8817
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