Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders

2019 ◽  
Vol 34 (2) ◽  
pp. 91-96 ◽  
Author(s):  
Lupita Santillan ◽  
Lindsay Frederick ◽  
Sean Gilmore ◽  
Jill Locke
Keyword(s):  
Social Network ◽  
General Education ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Linear Regression Models ◽  
Public Elementary Schools ◽  
Peer Engagement ◽  
Spectrum Disorders ◽  
General Education Classrooms

Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools.

scholarly journals Use of a Teacher Nomination Strategy to Screen for Autism Spectrum Disorders in General Education Classrooms: A Pilot Study

2007 ◽  
Vol 38 (2) ◽  
pp. 373-382 ◽  
Author(s):  
Susan L. Hepburn ◽  
Carolyn DiGuiseppi ◽  
Steven Rosenberg ◽  
Kristina Kaparich ◽  
Cordelia Robinson ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Pilot Study ◽  
General Education ◽  
Autism Spectrum ◽  
Spectrum Disorders ◽  
General Education Classrooms ◽  
Teacher Nomination

scholarly journals Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method

2021 ◽  
Vol 17 (3) ◽  
pp. 51-57
Author(s):  
E.N. Soldatenkova
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Communicative Action ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Main Question ◽  
Central Defect ◽  
Spectrum Disorders ◽  
Universal Communication

The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).

scholarly journals The Progress of Approbation of the Approximate Adapted General Education Program of Preschool Education for Children with Autism Spectrum Disorders

2018 ◽  
Vol 16 (4) ◽  
pp. 3-11 ◽  
Author(s):  
S.A. Morozov
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Education Program ◽  
Educational Program ◽  
Preschool Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Pilot Test ◽  
Spectrum Disorders

The article summarizes the key results of the first four months of approbation of an approximate adapted basic general educational program for preschool education of children with autism spectrum disorders: a description of the contingent of pupils, diagnostic, organizational, methodological and personnel support of organizations, which are pilot test sites.

CREATING ACTIVITIES USING PUPPETS TO PROMOTE LANGUAGE AND SOCIAL INTERACTIONS FOR CHILDREN OF 4-TO-5 YEARS OLD WITH AUTISM SPECTRUM DISORDERS

2020 ◽  
Vol 65 (12) ◽  
pp. 129-137
Author(s):  
Thu Nguyen Thi Anh ◽  
Huyen Trinh Khanh ◽  
Ut Nguyen Thi ◽  
Dung Ha Ba Thuy ◽  
Thu Dinh Nguyen Trang
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Interactions ◽  
Lesson Plan ◽  
Implementation Process ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Teaching Resources ◽  
Puppet Theatre ◽  
Spectrum Disorders ◽  
Puppet Therapy

Puppets have been one of teaching resources to develop language and social interactions for children including children with special needs. This paper explores how puppets can be used in activities to promote language skills and social interactions for 4-to- 5 years old children with autism spectrum disorders. The article provides the implementation process including how to design puppets based on recycled materials, how to design a lesson plan using puppets, and technical suggestions for using puppet theatre when teaching children with autism spectrum disorders. The article also presents the experimental results of applying these in a typical case study of children with autism spectrum disorders aged 4-5. The initial outcomes have proved both theoretical and ractical effectiveness on these children, shown in the evaluation results in both quantitative and qualitative aspects. This is the basis for the researchers of this study to expand and transfer application results of applying puppet therapy to enhance language ability and social interaction for children with autism spectrum disorders in many other caring facilities for children at 4-5 years old with autism spectrum disorders

scholarly journals PARENT OPINIONS ON THE INDIVIDUALISATION OF EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS AT SCHOOLS / TĖVŲ NUOMONĖS APIE VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMŲ, UGDYMO INDIVIDUALIZAVIMĄ MOKYKLOSE

2020 ◽  
Vol 1 (41) ◽  
pp. 53
Author(s):  
Živilė Kulešė ◽  
Irena Kaffemanienė
Keyword(s):  
General Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Descriptive Statistics ◽  
Educational Strategies ◽  
Raising Children ◽  
Qualitative And Quantitative ◽  
Children With Asd ◽  
Quantitative Content ◽  
Spectrum Disorders

<p>The article examines the opinions of parents raising children with ASD about the individualisation of their children's education at schools. A theoretical analysis of the relevance of the partnership of parents raising children with ASD with teachers and possibilities of their participation in the process of institutional education of their children has been carried out; special educational strategies for children with ASD and opportunities for individualisation of education in general education schools were reviewed. The empirical study was performed by the method of questionnaire survey of the parents (N = 104) raising children with ASD; the methods of descriptive statistics were used to analyse quantitative data. The answers to the open-ended questions were examined using qualitative and quantitative content analysis.</p><p><em> </em></p><p>Straipsnyje nagrinėjamos tėvų, auginančių vaikus, turinčius ASS, nuomonės apie jų vaikų ugdymosi individualizavimą mokyklose. Atlikta teorinė tėvų, auginančių ASS turinčius vaikus, partnerystės su mokytojais aktualumo, jų dalyvavimo jų vaikų institucinio ugdymo procese galimybių analizė; apžvelgtos vaikų, turinčių ASS, specialiosios ugdymo strategijos ir ugdymo individualizavimo bendrosiose mokyklose galimybės. Empirinis tyrimas atliktas tėvų (N=104), auginančių ASS turinčius vaikus, anketinės apklausos metodu, kiekybinių duomenų analizei taikomi aprašomosios statistikos metodai. Atsakymai į atvirus klausimus išnagrinėti taikant kokybinę ir kiekybinę turinio analizę.</p><p><em> </em></p>

scholarly journals Life Competencies in the Context of Education Planning in Children with Autism Spectrum Disorders

2016 ◽  
Vol 21 (3) ◽  
pp. 120-130 ◽  
Author(s):  
E.Yu. Davydova ◽  
A.B. Sorokin
Keyword(s):  
General Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Department Of Education ◽  
Education Programs ◽  
Educational Support ◽  
Education Planning ◽  
Children With Asd ◽  
Competency Based ◽  
Spectrum Disorders

The article examines contemporary views on the structure and contents of the life competency concept and evaluates how it can contribute to education planning if used as a tool for evaluating effectiveness of functioning. The article reveals the problems associated with ambiguity of semantically similar terminology used in psychology, medicine and education. It presents a blueprint for structuring key life competencies and practicing the competency-based activity approach to educating children with ASD including universal criteria for evaluating basic skills and major planning steps. This paper was written within the framework of the state-financed work “Rendering psychological and educational support and methodological assistance to organizations educating individuals with difficulties in acquiring general education programs” of the Department of Education of Moscow.

Prevent-Teach-Reinforce: Addressing Problem Behaviors of Students with Autism in General Education Classrooms

2011 ◽  
Vol 36 (3) ◽  
pp. 160-171 ◽  
Author(s):  
Phillip S. Strain ◽  
Kelly Wilson ◽  
Glen Dunlap
Keyword(s):  
General Education ◽  
Problem Behaviors ◽  
Implementation Fidelity ◽  
Autism Spectrum ◽  
Behavior Support ◽  
School Students ◽  
Educational Environments ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
General Education Classrooms

Children with autism and other disabilities are often prohibited from participating in inclusive educational environments due to the occurrence of problem behaviors. In this study, a standardized model for individualizing procedures of behavior support, Prevent–Teach–Reinforce (PTR), was evaluated in general education settings with three elementary school students with autism spectrum disorders and serious problem behaviors. A multiple baseline across students design was used to test the effects of PTR on the occurrence of problem behaviors and academic engagement. Results indicated that problem behaviors were reduced and engagement was increased for all of the participants. The findings are discussed in relation to the importance and the challenges of implementation fidelity and effective behavior support in general education settings.

scholarly journals The games they play: Observations of children with autism spectrum disorder on the school playground

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1343-1353
Author(s):  
Sean Gilmore ◽  
Lindsay K Frederick ◽  
Lupita Santillan ◽  
Jill Locke
Keyword(s):  
Autism Spectrum Disorder ◽  
Mixed Methods ◽  
General Education ◽  
Quantitative Methods ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mixed Methods Approach ◽  
Peer Engagement ◽  
Neutral Affect

The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school–aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement.

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