Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings

2012 ◽  
Vol 19 (3) ◽  
pp. 401-412 ◽  
Author(s):  
Lynn Koegel ◽  
Rosy Matos-Freden ◽  
Russell Lang ◽  
Robert Koegel
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Settings ◽  
Inclusive School ◽  
Spectrum Disorders

scholarly journals On the efficiency of the educational organization interactions with the parents of children with ASD

2018 ◽  
Vol 16 (4) ◽  
pp. 35-41
Author(s):  
G.V. Mitrofanova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Organization ◽  
Educational Support ◽  
Children With Asd ◽  
Education Environment ◽  
Inclusive School ◽  
Spectrum Disorders

The article deals with the problem of psychological and pedagogical support of parents of children with autism spectrum disorders in the inclusive education environment. The results of the efficacy study of secondary schools specialists’ interaction with parents are presented. Findings reveal that many parents are satisfied with the form of interaction with the educational organization, but at the same time they need additional consultations and various events that promote the establishment of partnerships with school specialists. Conclusion is made about the necessity for a specially organized psychological and educational support for parents of children with autism spectrum disorders studying in an inclusive school.

scholarly journals Profession of a tutor in national and foreign practice

2016 ◽  
Vol 5 (3) ◽  
pp. 75-82 ◽  
Author(s):  
T.M. Ovsyannikova
Keyword(s):  
United States ◽  
Autism Spectrum Disorders ◽  
School Environment ◽  
Children With Autism ◽  
The United States ◽  
Autism Spectrum ◽  
Foreign Experience ◽  
Inclusive School ◽  
Spectrum Disorders

The paper presents the phenomenon of tutoring in support of children with autism spectrum disorders (ASD) in Israel, the United States and Russia. It describes the role of a tutor, as a member of the team of teachers in creating an inclusive school environment for students with ASD. Special attention is paid to the issues of competencies and skills necessary for a tutor. Consolidated national and foreign experience of tutoring made it possible to articulate the proposal aimed at formation of a new professional function for teachers in Russia - a specialist in the ASD

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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