Classroom Teachers’ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism

2021 ◽  
Author(s):  
Bronwyn M. Sutton ◽  
Marleen F. Westerveld ◽  
Amanda A. Webster
Keyword(s):  
Classroom Teachers ◽  
The Social ◽  
Students With Autism ◽  
Verbal Initiations

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2020 ◽  
pp. 972-994
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Advocacy for Students with Autism in Music Education

2020 ◽  
pp. 143-160
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Learning Environment ◽  
Music Education ◽  
Special Educators ◽  
Music Educators ◽  
Classroom Teachers ◽  
Special Education Administrators ◽  
Music Learning ◽  
Educational Support ◽  
Students With Autism ◽  
Education Administrators

Music students with autism are frequently placed in music learning environments not conducive to their needs. Music educators must advocate for the most appropriate learning environment for their students. This chapter focuses on establishing relationships with parents, special educators, special education administrators, and classroom teachers to advocate for the most appropriate learning environment. In addition, this chapter focuses on understanding the necessary components of the musical learning environment for students with ASD and reaching out to community organizations for educational support.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2017 ◽  
pp. 116-138
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

College-Based Support Programs for Students With Autism

2020 ◽  
Vol 35 (4) ◽  
pp. 234-245 ◽  
Author(s):  
Kathleen D. Viezel ◽  
Elizabeth Williams ◽  
Wesley H. Dotson
Keyword(s):  
Administrative Support ◽  
College Success ◽  
Autism Spectrum ◽  
Support Programs ◽  
Standards Of Care ◽  
Current State ◽  
The Social ◽  
Admission Requirements ◽  
Students With Autism ◽  
Postsecondary Planning

There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports.

scholarly journals The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

SAGE Open ◽  
2015 ◽  
Vol 5 (4) ◽  
pp. 215824401562159 ◽  
Author(s):  
Fatemeh Golzari ◽  
Ghorban Hemati Alamdarloo ◽  
Shahram Moradi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Male Students ◽  
The Social ◽  
Students With Autism

An Examination of the Social Relationships of High School Students with Autism in General Education Settings Using Peer Nomination Methods

2019 ◽  
Vol 12 (1) ◽  
pp. 88-98 ◽  
Author(s):  
Nicole L. Matthews ◽  
Erin Rotheram-Fuller ◽  
Beatriz C. Orr ◽  
Katrina Warriner ◽  
Mary DeCarlo ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Social Relationships ◽  
School Students ◽  
The Social ◽  
Peer Nomination ◽  
Students With Autism

scholarly journals Religious Instruction for Students with Autism in an Inclusive Primary School

2021 ◽  
Vol 20 (12) ◽  
pp. 139-158
Author(s):  
Hakiman Hakiman ◽  
Bambang Sumardjoko ◽  
Waston Waston
Keyword(s):  
Primary School ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Participant Observation ◽  
Islamic Education ◽  
Classroom Teachers ◽  
Interactive Approach ◽  
Religious Instruction ◽  
Students With Autism ◽  
Teachers And Parents

This study describes religious instruction for students with autism conveyed by classroom teachers, Islamic Education teachers, shadow teachers, and parents through a mentoring program in school and family environments. This qualitative phenomenological study was carried out in an inclusive primary school in Surakarta, Central Java, Indonesia. Five students with autism and their parents, five classroom teachers, five shadow teachers, and three Islamic Education teachers were involved in this study. Data were collected through in-depth interviews, participant observation, documentation, and focus group discussions (FGDs). They were analyzed using interpretative phenomenological analysis and an interactive approach. This study reveals that optimal outcomes of religious instruction entail collaboration among Islamic Education teachers, classroom teachers, shadow teachers, and parents with the assistance of psychologists, counsellors, therapists, pedagogues, and school policies. Such collaboration is particularly required in the implementation of an adaptive curriculum, lesson plans, learning implementation, evaluation, mentoring and the habituation of worship. The modification of learning methods, media, and evaluation is also required.

Peer Tutoring versus Structured Interaction Activities: Effects on the Frequency and Topography of Peer Initiations

1986 ◽  
Vol 11 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Gary M. Sasso ◽  
Virginia M. Mitchell ◽  
Esther M. Struthers
Keyword(s):  
Social Integration ◽  
Peer Tutoring ◽  
School Setting ◽  
Children And Youth ◽  
Social Initiations ◽  
The Social ◽  
Presentation Sequence ◽  
Severe Handicaps ◽  
Students With Autism ◽  
Normalization Process

The present study focuses on two methods used to facilitate the social integration of autistic and autistic-like children in a school setting. Specifically, the interactive values of peer tutoring and structured interaction activities on the social initiations of nonhandicapped peers toward students with autism were measured. The nature of the initiations were coded either instructional or cooperative. Results revealed that nonhandicapped students assigned initially to a tutoring phase interacted at far lower rates than did students exposed to structured interactions. Conversely, the structured interaction activities produced the highest rates of cooperative initiations regardless of presentation sequence. The data are discussed in reference to implications for programs which will enhance the normalization process for children and youth with severe handicaps.

Sign in / Sign up

Export Citation Format

Share Document