The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

2021 ◽  
Vol 36 (3) ◽  
pp. 127-140
Author(s):  
Benjamin S. Riden ◽  
Jonté C. Taylor ◽  
Mary Catherine Scheeler ◽  
David L. Lee ◽  
Andrea V. McCloskey
Keyword(s):  
Autism Spectrum Disorder ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Autism Spectrum ◽  
Report Card ◽  
Spectrum Disorder ◽  
Classroom Behaviors ◽  
Daily Behavior Report Card ◽  
Daily Behavior

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

Modifying Students' Classroom Behaviors Using an Electronic Daily Behavior Report Card

2012 ◽  
Vol 34 (4) ◽  
pp. 269-289 ◽  
Author(s):  
Kashunda L. Williams ◽  
George H. Noell ◽  
Beth A. Jones ◽  
Kristin A. Gansle
Keyword(s):  
Report Card ◽  
Classroom Behaviors ◽  
Daily Behavior Report Card ◽  
Daily Behavior

scholarly journals Special Education Teachers’ Knowledge of Using Assistive Technology with Students with Autism Spectrum Disorder

2020 ◽  
Vol 2 (7) ◽  
pp. 54-63
Author(s):  
Abdullah Alanazi
Keyword(s):  
Autism Spectrum Disorder ◽  
Assistive Technology ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Years Of Teaching Experience ◽  
Students With Autism ◽  
Trained Teachers ◽  
Level Of Instruction

The aim of this study was to explore teachers' knowledge of using assistive technology (AT) with students with Autism Spectrum disorder (ASD) based on their gender, years of teaching experience, level of education, grade level of instruction, and training. A sample of 312 teachers were collected in this study. Multiple Linear Regression was conducted for data analysis. Results indicated that trained teachers showed more knowledge of the using of AT in classrooms for students with ASD. Teachers who have more years of teaching experience reported more knowledge of using AT in classrooms for students with ASD. The results support a greater need for further studies using AT for students with ASD from stakeholders and decision makers perspectives in Saudi Arabia.

Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder

2014 ◽  
Vol 38 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Anne Power ◽  
Debra Costley
Keyword(s):  
Autism Spectrum Disorder ◽  
Preservice Teachers ◽  
Social Power ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Club ◽  
The Social ◽  
Students With Autism ◽  
Survey Responses ◽  
The University

This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.

scholarly journals Mainstream Preschool Teachers’ Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD)

2020 ◽  
Vol 17 (12) ◽  
pp. 4284
Author(s):  
Sahar Mohammed Taresh ◽  
Nor Aniza Ahmad ◽  
Samsilah Roslan ◽  
Aini Marina Ma’rof ◽  
Sumaia Mohammed Zaid
Keyword(s):  
Autism Spectrum Disorder ◽  
Quantitative Methods ◽  
Preschool Teachers ◽  
Teaching Experience ◽  
Children With Autism ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Demographic Variables ◽  
Spectrum Disorder ◽  
Children With Asd

Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers’ ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child’s behaviour could be due to the parents’ inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.

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