The effectiveness of a constructivist educational model on the progress of social interaction for a child with autism: A case study

This study explored the relationship between the constructivist educational model of Nashville Big Picture High School and the impact it had on influencing social interaction skills for one student with autism. Historically, finding interventions that create a positive influence through environment, activities, or an integration of those has not been found to effectively heighten social interaction in children with autism. Through the participation of teachers, parents, faculty, and a one-on-one aide this researcher will gain data through interviews that will be evaluated qualitatively for new insight as well as participant-observer opportunities experienced by this researcher. These findings exposed an environment that was positively influential in sustaining and nurturing the ability to socially interact with peers although the data was obscured by the presence of a one-on-one aide trained in Applied Behavior Analysis to the same educational environment