scholarly journals Noncontingent Reinforcement in After-School Settings to Decrease Classroom Disruptive Behavior for Students with Autism Spectrum Disorder

2016 ◽  
Vol 9 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Christina R. Noel ◽  
Yvette Q. Getch
Keyword(s):  
Autism Spectrum Disorder ◽  
Disruptive Behavior ◽  
Autism Spectrum ◽  
Noncontingent Reinforcement ◽  
Spectrum Disorder ◽  
After School ◽  
School Settings ◽  
Students With Autism

scholarly journals Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (5) ◽  
pp. 1164-1176 ◽  
Author(s):  
Claire Snell-Rood ◽  
Lisa Ruble ◽  
Harold Kleinert ◽  
John H McGrew ◽  
Medina Adams ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Planning Process ◽  
Transition Planning ◽  
Service Providers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
After School ◽  
Transition Plans ◽  
Adult Service ◽  
Students With Autism

Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by the Exploration, Preparation, Implementation, and Sustainment implementation science framework, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was characterized by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services stipulated in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. Lay abstract Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder.

A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings

Autism ◽  
2021 ◽  
pp. 136236132110128
Author(s):  
Michelle Dean ◽  
Ya-Chih Chang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Outcomes ◽  
Social Skills Interventions ◽  
School Settings ◽  
School Based ◽  
Inclusive School ◽  
Students With Autism

This review examined school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive school settings. Secondary aims sought to explore observation protocols and the resulting social outcomes used to measure the social behaviors of students with autism spectrum disorder within authentic social environments at school. To meet the inclusion criteria, 18 studies (a) tested school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive settings; (b) included typically developing peers to some degree within the intervention condition; (c) used naturalistic observation protocols; and (d) scored “strong” or “adequate” for group design, or “high quality” or “acceptable” for single-case design on methodological rating scales. Interventions were largely rooted in evidence-based practices, but were varied in terms of type, dose, and duration, and the extent to which typically developing peers and school personnel were trained to participate in the intervention. Observable social outcomes were similar across studies, and salient outcomes were able to measure post-intervention change across a wide age range. The identification of the active ingredients used in school-based social skills interventions as well as the salient social outcomes provides a roadmap for school practitioners as they move to incorporate evidence-based social skills interventions into their practice. Lay abstract Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings.

Advances in School-Based Interventions for Students With Autism Spectrum Disorder: Introduction to the Special Issue

2017 ◽  
Vol 42 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Cynthia M. Anderson ◽  
Tristram Smith ◽  
Susan M. Wilczynski
Keyword(s):  
Autism Spectrum Disorder ◽  
Repetitive Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Issue ◽  
School Settings ◽  
School Based ◽  
Effective Interventions ◽  
Students With Autism ◽  
K 12

As the diagnosis of autism spectrum disorder has increased, so too has research on interventions to address core and associated features of autism. Although many methodologically rigorous studies on interventions have been reported, their relevance to educators is somewaht unclear. For example, only about 32% of evidence-based strategies identifed in these reviews were conducted in k-12 settings. Current literature also is limited in that, although many studies show that interventions can improve the communication and social interaction skills of individuals with autism, most of this work has been conducted with pre-school children; questions remain about the generality of these findings to school-aged children. Further, there are relatively few studies demonstrating effective interventions for restricted and repetitive behavior and much of this work was conducted in clinical settings. There is a need for studies documenting effective interventions that are feasible in school settings. The purpose of this special issue is two-fold. First, to highlight the need for school-based research with students with autism and second to highlight recent work delineating intervention strategies found to be effective in school settings.

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.

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