Assessing Preference for Activities and Instructional Contexts

2021 ◽  
pp. 105345122110475
Author(s):  
Kristina K. Vargo ◽  
Lindsey J. Loflin
Keyword(s):  
Autism Spectrum Disorder ◽  
Preference Assessment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Preference Assessments ◽  
Concurrent Chains ◽  
Educational Activities ◽  
Effective Implementation ◽  
Students With Autism ◽  
Instructional Contexts

Many teachers of students with autism spectrum disorder (ASD) are familiar with traditional preference assessment methodologies to identify high-preferred items. Traditional preference assessments are valuable; however, they may not be appropriate when identifying preferences for some educational activities and instructional contexts. The concurrent-chains preference assessment (CCPA) is a preference assessment variation that has been effectively used with students with ASD to identify preferred and nonpreferred activities and contexts. This article introduces teachers to the CCPA and discusses its utility and applications for students with ASD, as well as recommendations for effective implementation.

Evaluation of Free-operant Preference Assessment: Outcomes of Varying Session Duration and Problem Behavior

2020 ◽  
pp. 014544552092542
Author(s):  
Casey J. Clay ◽  
Brittany A. Schmitz ◽  
Anne M. Clohisy ◽  
Aqdas F. Haider ◽  
SungWoo Kahng
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behavior ◽  
Preference Assessment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Preference Assessments ◽  
Reinforcing Efficacy ◽  
Session Duration ◽  
Free Operant ◽  
Preferred Stimulus

Previous researchers have found brief versions of preference assessments correspond to outcomes of longer preference assessments, and that varying levels of problem behavior occur in different preference assessments. Researchers conducted two studies to examine 1-, 2-, and 5-min duration outcomes of the free-operant preference assessment and evaluated the correspondence between the shorter and longer session durations and to identify frequency of problem behavior at each duration. Researchers also assessed relative reinforcing efficacy of the highest preferred stimulus from the shortest duration sessions. Moderate to high correlations were found between the 1- and 2-min sessions and 1- and 5-min sessions across six of eight participants diagnosed with autism spectrum disorder in Study 1 and two of three participants in Study 2. Furthermore, all highest preference stimuli identified in the shortest duration assessment served as reinforcers. Researchers found problem behavior generally occurred more in longer duration sessions.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

ROBOTS AND STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE EDUCATIONAL CONTEXT

2019 ◽  
Author(s):  
Elena Pérez Vázquez ◽  
◽  
Alba Gilabert Cerdá ◽  
Alejandro Lorenzo Lledó ◽  
Asunción Lledó Carreres ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Context ◽  
Students With Autism

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

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