Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder

2019 ◽  
Vol 62 ◽  
pp. 26-38 ◽  
Author(s):  
Thea Brain ◽  
Pat Mirenda
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Middle School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Low Intensity ◽  
Students With Autism ◽  
Peer Mediated Intervention

Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder

2018 ◽  
Vol 41 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Problem Solving ◽  
Middle School Students ◽  
Word Problems ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism ◽  
Based Instruction

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.

scholarly journals Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2155-2163
Author(s):  
Leann Smith DaWalt ◽  
Julie Lounds Taylor ◽  
Somer Bishop ◽  
Laura J. Hall ◽  
Jessica Dykstra Steinbrenner ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
High School Students ◽  
Social Participation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

scholarly journals Student, Educator, and Parent Perspectives of Self‐Determination in High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2164-2176
Author(s):  
Brianne Tomaszewski ◽  
Bonnie Kraemer ◽  
Jessica R. Steinbrenner ◽  
Leann Smith DaWalt ◽  
Laura J. Hall ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Determination ◽  
Parent Perspectives ◽  
School Students ◽  
Students With Autism

scholarly journals Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 45 (1) ◽  
pp. 66-98 ◽  
Author(s):  
Michael Solis ◽  
Colleen K. Reutebuch ◽  
Terry Falcomata ◽  
Paul K. Steinle ◽  
Veronica L. Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Main Idea ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
School Students ◽  
School Based ◽  
Validity Measures ◽  
Students With Autism

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

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