Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities

This synthesis paper summarizes research literature addressing challenging be-haviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a stan-dard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were in-tegrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future re-search.

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Using Augmented and Virtual Reality to Improve Social, Vocational, and Academic Outcomes of Students With Autism and Other Developmental Disabilities

10.4018/978-1-6684-3670-7.ch041 ◽

2022 ◽

pp. 737-756

Author(s):

Ryan O. Kellems ◽

Gulnoza Yakubova ◽

Jared R. Morris ◽

Alex Wheatley ◽

Briella Baer Chen

Keyword(s):

Virtual Reality ◽

Developmental Disabilities ◽

Augmented Reality ◽

Students With Disabilities ◽

Learning Environments ◽

Academic Outcomes ◽

After School ◽

Community Learning ◽

Vocational Skills ◽

Students With Autism

Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.

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Assessing Preference for Activities and Instructional Contexts

Intervention in School and Clinic ◽

10.1177/10534512211047575 ◽

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.

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Assessing the efficacy of pictorial preference assessments for children with developmental disabilities

Journal of Applied Behavior Analysis ◽

10.1002/jaba.342 ◽

2016 ◽

Vol 49 (4) ◽

pp. 848-868 ◽

Cited By ~ 5

Author(s):

Megan R. Heinicke ◽

James E. Carr ◽

Sacha T. Pence ◽

Danika R. Zias ◽

Amber L. Valentino ◽

...

Keyword(s):

Developmental Disabilities ◽

Preference Assessments ◽

Children With Developmental Disabilities

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Simple Steps for Teaching Prepositions to Students with Autism and Other Developmental Disabilities

Intervention in School and Clinic ◽

10.1177/1053451215585807 ◽

2015 ◽

Vol 51 (3) ◽

pp. 163-169

Author(s):

S. Christy Hicks ◽

Christopher J. Rivera ◽

Dawn R. Patterson

Keyword(s):

Developmental Disabilities ◽

Students With Autism

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EXPLORING PARENTS' EXPERIENCE ON DISTANCE LEARNING FOR STUDENTS WITH ASD

European Journal of Special Education Research ◽

10.46827/ejse.v7i1.3525 ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

M. Efstratopoulou ◽

S. Delligianidou ◽

M. Sofologi

Keyword(s):

Distance Learning ◽

Developmental Disabilities ◽

Learning Process ◽

Structured Interviews ◽

Daily Routines ◽

Qualitative Research Design ◽

Learning Procedure ◽

Students With Autism ◽

Spectrum Disorders

During the lock-down period, many educational programs have been changed making possible to continue the learning process for learners with disabilities and particularly for students with Autistic Spectrum Disorders (ASD). However, changing daily routines can result for elevated anxiety and stress for ASD learners. The aim of the study was to explore the experience of parents on Distance Learning with their children with Autism and Developmental disabilities. A qualitative research design was used, and semi-structured interviews were conducted with parents of ASD students discussing about benefits and challenges of the distance learning procedure. Parents’ responses indicated some benefits of the DL procedure during lockdown situations, however many challenges for both the ASD students and their parents were reported. Training for both parents and teachers were highly suggested to overcome the challenges during DL and improve the experience. Their overall experience and their suggestions can be used to improve the quality of the distance learning process for students with Autism and Developmental disabilities. Article visualizations:<img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" />

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