Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas

2017 ◽  
Vol 33 (3) ◽  
pp. 150-159 ◽  
Author(s):  
Emily Sartini ◽  
Victoria F. Knight ◽  
Amy D. Spriggs ◽  
R. Allan Allday
Keyword(s):  
Language Arts ◽  
Quality Indicators ◽  
Text Comprehension ◽  
English Language ◽  
Autism Spectrum ◽  
Future Research ◽  
Content Areas ◽  
Core Content ◽  
Comprehension Skills ◽  
Students With Autism

As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed.

Academic Effects of Peer-Mediated Interventions With English Language Learners

2016 ◽  
Vol 87 (1) ◽  
pp. 103-133 ◽  
Author(s):  
Daniel Pyle ◽  
Nicole Pyle ◽  
Benjamin Lignugaris/Kraft ◽  
Lillian Duran ◽  
Jessica Akers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Future Research ◽  
Heterogeneous Grouping ◽  
Study Quality ◽  
Core Content ◽  
Study Characteristics ◽  
Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

2017 ◽  
Vol 40 (3) ◽  
pp. 225-245 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Belva C. Collins ◽  
Fred Spooner ◽  
Seray Olcay-Gul
Keyword(s):  
General Education ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Teacher Student ◽  
Core Content ◽  
Study Results ◽  
Students With Autism ◽  
Academic Content ◽  
Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

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.

Autism and dual immersion: sorting through the questions

2018 ◽  
Vol 4 (4) ◽  
pp. 174-183 ◽  
Author(s):  
Diana Baker ◽  
Audrey Roberson ◽  
Hyejung Kim
Keyword(s):  
Students With Disabilities ◽  
Small Body ◽  
Autism Spectrum ◽  
Dual Immersion ◽  
Future Research ◽  
Educational Placement ◽  
Bilingual Programs ◽  
Content Type ◽  
English Only ◽  
Students With Autism

Purpose The dual immersion (DI) model of bilingual education, which focuses on educating language-minority and majority students side by side using the two languages in roughly equal proportions, is gaining popularity. And yet, students with disabilities – even those who are already multilingual – are routinely steered away from such programs in favor of English-only special education options. The paper aims to discuss these issues. Design/methodology/approach This paper explores the potential benefits and challenges associated with including multilingual students with autism in DI classrooms, beginning with an exploration of literature related to students with autism who are also multilingual learners (MLLs) (irrespective of educational placement), followed by a small body of literature on the inclusion of students with disabilities in general in DI programs, and finally an analysis of the characteristics of DI classrooms to extrapolate about the ways in which this environment might be both supportive of and challenging for students with autism. Findings The analysis reveals that DI programs are simultaneously well positioned (theoretically) and ill equipped (practically) to effectively support MLLs who are also on the autism spectrum. Originality/value In spite of mounting evidence that being multilingual may advantage children with autism, very little scholarship has even raised the question of whether students with autism might benefit from participation in bilingual programs where academic instruction is delivered in two languages (Beauchamp and MacLeod, 2017; Durán et al., 2016; Marinova-Todd et al., 2016; Seung et al., 2006). This paper identifies practical implications related to including students with autism in DI programs and suggests directions for future research.

Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD

2019 ◽  
Vol 57 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Samantha E. Goldman ◽  
Kelli A. Sanderson ◽  
Blair P. Lloyd ◽  
Erin E. Barton
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Case Design ◽  
Design Standards ◽  
Baseline Design ◽  
Functional Relations ◽  
Task Behavior ◽  
Students With Autism ◽  
Spectrum Disorders

AbstractSchool-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.

Use of Humanoid Robots for Students With Intellectual Disabilities

2019 ◽  
pp. 208-228
Author(s):  
Ayşe Tuna ◽  
Emine Ahmetoğlu
Keyword(s):  
Intellectual Disabilities ◽  
Situation Awareness ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Future Research ◽  
Educational Goals ◽  
Future Research Directions ◽  
Students With Autism ◽  
Students With Intellectual Disabilities

In parallel with the significant developments in robotics, humanoid robots have become popular recently. It is known that when humanoid robots are used for educational goals, students become more interested in learning activities, develop better situation awareness through exercises and physical activities, and learn more effectively. Therefore, humanoid robots will possibly play a key role in education in the future. Since humanoid robots have enhanced social skills, are able to repeat a particular sequence many times, and provide real-time feedback, they can improve the engagement of students with intellectual disabilities and may find significant acceptance in specific target groups, such as students with autism spectrum disorder. In this chapter, the authors investigate the use of humanoid robots for students with intellectual disabilities and review existing approaches in this domain. In addition, limitations and challenges to the use of humanoid robots for educational goals are discussed. Finally, the authors investigate research challenges in this domain and state future research directions.

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.

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

2016 ◽  
Vol 38 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jenny R. Root ◽  
Diane M. Browder ◽  
Alicia F. Saunders ◽  
Ya-yu Lo
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Virtual Manipulatives ◽  
Future Research ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Students With Autism ◽  
Based Instruction

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed.

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