A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

2019 ◽  
Vol 35 (4) ◽  
pp. 179-190 ◽  
Author(s):  
Laura Bassette ◽  
Emily Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park ◽  
McKenzie Cremeans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Advanced Mathematics ◽  
Mathematical Problems ◽  
Students With Autism ◽  
The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

scholarly journals Predictors of postsecondary success for students with autism spectrum disorder

2018 ◽  
Author(s):  
◽  
Sarah E. Kimmel
Keyword(s):  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Predictor Variables ◽  
Future Research ◽  
Postsecondary Outcomes ◽  
Study Results ◽  
Students With Autism ◽  
The Impact

The purpose of this quantitative study was to analyze the impact of three predicting factors, low socioeconomic status (SES), participation in community based work experience (CBWE) programs, and the presence of multiple disability diagnoses, on postsecondary outcomes of students with Autism Spectrum Disorder (ASD). The case study specifically analyzed postsecondary outcomes of 70 high school students with an educational diagnosis of ASD, who graduated from public, self-contained special education secondary schools during the 2014-2017 academic years. Postsecondary outcomes were measured through data gathered by the school district's Graduate Six Month Follow Up questionnaire. Study results found no statistically significant impact of any predictor variables on postsecondary outcomes. Results also indicated no significant relationship between the three predictor variables. Limitations of the study include sample size, qualification for free and reduced lunch, data collection tools, and time frames. Implications for practice and future research opportunities are discussed.

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

scholarly journals Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives

2020 ◽  
pp. 1-17
Author(s):  
Jennifer Stephenson ◽  
Leah Browne ◽  
Mark Carter ◽  
Trevor Clark ◽  
Debra Costley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
South Australia ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary School Children ◽  
Future Research ◽  
Teacher Interviews ◽  
Students With Autism ◽  
Facilitators And Barriers ◽  
Principal Interviews

Abstract The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.

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.

The Impact of Funding Models on the Education of Students With Autism Spectrum Disorder

2019 ◽  
Vol 43 (01) ◽  
pp. 1-11
Author(s):  
Umesh Sharma ◽  
Brett Furlonger ◽  
Chris Forlin
Keyword(s):  
Autism Spectrum Disorder ◽  
Best Practices ◽  
Inclusive Education ◽  
Relevant Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Policy Documents ◽  
Students With Autism ◽  
Education Of Students ◽  
The Impact

AbstractCurrently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

Accessibility and Students With Autism Spectrum Disorder

2017 ◽  
pp. 316-338
Author(s):  
Kirsten Brown
Keyword(s):  
Autism Spectrum Disorder ◽  
Academic Success ◽  
Postsecondary Education ◽  
Functional Limitations ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Federal Law ◽  
Major Life ◽  
Reasonable Accommodations ◽  
Students With Autism

This chapter contributes to important conversations about accessibility in higher education by examining legal issues that shape experiences of students with autism spectrum disorder (ASD). The chapter begins by outlining the relationship between reasonable accommodations and academic success. Then, it provides an overview of ASD in relation to postsecondary education. A substantive portion of the chapter delineates current legal topics, including federal law, case law, and Office of Civil Rights (OCR) letters. Functional limitations associated with ASD are social or sensory in nature. However, legal precedent in the United States defines the major life activity of learning in a manner that does not usually include these components, thereby limiting access to sensory and social accommodations. The chapter concludes by discussing Title IX and students with ASD that experience sexual assault, the value of neurodiversity, and future implications for accessibility as the number of students with ASD in postsecondary education increases.

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

2015 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Cathy H. Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin ◽  
Charisse Montoya
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Causal Relation ◽  
Single Case ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.

Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability

2018 ◽  
Vol 37 (4) ◽  
pp. 207-218 ◽  
Author(s):  
Bethany R. McKissick ◽  
Luann Ley Davis ◽  
Fred Spooner ◽  
Larry B. Fisher ◽  
Carlie Graves
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted Instruction ◽  
Future Research ◽  
Computer Assisted ◽  
Students With Autism ◽  
Assisted Instruction

Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

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