Quality of Educational Programs for Elementary School-Age Students With Autism

2022 ◽  
Vol 127 (1) ◽  
pp. 29-41
Author(s):  
Samuel L. Odom ◽  
Ann M. Sam ◽  
Brianne Tomaszewski ◽  
Ann W. Cox
Keyword(s):  
Children With Autism ◽  
The United States ◽  
Educational Programs ◽  
Structural Quality ◽  
Rating Systems ◽  
Elementary School Age ◽  
School Aged Children ◽  
Quality Ratings ◽  
Total Program

Abstract The purpose of this study was to assess the quality of educational programs for school-aged children with autism in the United States. Investigators completed the Autism Program Environment Quality Rating Systems-Preschool/Elementary (APERS-PE) in 60 elementary schools enrolling children with autism. The mean total rating scores were near the midpoint rating, indicating schools were providing educational program environments classified as adequate but not of high quality. Domains of the APERS-PE reflecting structural quality tended to be significantly above average and domains reflecting process quality tended to be significantly below average. With a few exceptions, inclusive and special education program did not differ significantly in total program quality ratings and reflected the same pattern of domain quality ratings.

Effect of a group intervention for children and their parents who have cancer

2017 ◽  
Vol 15 (5) ◽  
pp. 575-586 ◽  
Author(s):  
Mariko Kobayashi ◽  
Sue P. Heiney ◽  
Kaori Osawa ◽  
Miwa Ozawa ◽  
Eisuke Matsushima
Keyword(s):  
Quality Of Life ◽  
Posttraumatic Stress ◽  
Group Intervention ◽  
The United States ◽  
Posttraumatic Stress Symptoms ◽  
School Aged Children ◽  
Stress Symptoms ◽  
Children And Parents ◽  
The Impact

ABSTRACTObjective:Although support programs for children whose parents have cancer have been described and evaluated, formal research has not been conducted to document outcomes. We adapted a group intervention called CLIMB®, originally developed in the United States, and implemented it in Tokyo, Japan, for school-aged children and their parents with cancer. The purpose of this exploratory pilot study was to examine the feasibility, acceptability, and impact of the Japanese version of the CLIMB® Program on children's stress and parents' quality of life and psychosocial distress.Methods:We enrolled children and parents in six waves of replicate sets for the six-week group intervention. A total of 24 parents (23 mothers and 1 father) diagnosed with cancer and 38 school-aged children (27 girls and 11 boys) participated in our study. Intervention fidelity, including parent and child satisfaction with the program, was examined. The impact of the program was analyzed using a quasiexperimental within-subject design comparing pre- and posttest assessments of children and parents in separate analyses.Results:Both children and parents experienced high levels of satisfaction with the program. Children's posttraumatic stress symptoms related to a parent's illness decreased after the intervention as measured by the Posttraumatic Stress Disorder–Reaction Index. No difference was found in children's psychosocial stress. The Functional Assessment of Chronic Illness Therapy scores indicated that parents' quality of life improved after the intervention in all domains except for physical well-being. However, no differences were found in parents' psychological distress and posttraumatic stress symptoms.Significance of results:Our results suggest that the group intervention using the CLIMB® Program relieved children's posttraumatic stress symptoms and improved parents' quality of life. The intervention proved the feasibility of delivering the program using manuals and training. Further research is needed to provide more substantiation for the benefits of the program.

scholarly journals The use of tree diagram method on arrange sentences Exercise to improve students’ vocabulary at the Fourth grade students in sdn 37 lubuk gambir

2017 ◽  
Vol 1 (1) ◽  
pp. 218-224
Author(s):  
Ermaniza Ermaniza
Keyword(s):  
Primary School Children ◽  
School Age Children ◽  
Diagram Method ◽  
Elementary School Age ◽  
School Aged Children ◽  
Fourth Grade Students ◽  
The Subject ◽  
Available Information ◽  
The Relationship

The fluency of a person's language is closely related to the vocabulary he has. The more vocabulary you have, the larger the horizon you have. This is where the vocabulary is clearly visible. In general, the increased vocabulary of school-aged children because of the influence of the surrounding environment, such as getting a lesson in school directly reading, listening to teachers or friends who are talking and others. Based on the available information, the number and quality of vocabulary of elementary school age children is running rapidly. SD curriculum states that the vocabulary that must be mastered by primary school children is 6,000 words. The vocabulary has been determined based on a certain level, (Class I to VI). But the subject of the determination is not clear so it hasnot been seen how the relationship between the word one with another word. Speaking of vocabulary almost always implies meaning. Understanding vocabulary means relating to the potential to recognize the sense contained in the word.Thus the form and meaning of words used in everyday life must be linked to the underlying context

scholarly journals Quality of high school programs for students with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 707-717 ◽  
Author(s):  
Bonnie R Kraemer ◽  
Samuel L Odom ◽  
Brianne Tomaszewski ◽  
Laura J Hall ◽  
Leann Dawalt ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Quality Ratings ◽  
School Programs ◽  
High School Programs ◽  
Students With Autism

The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.

Bilingual and Bicultural Education. Alternative Educational Approaches to Ethnic Communities

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Nikolay Georgiev
Keyword(s):  
United States ◽  
The United States ◽  
Educational Programs ◽  
Ethnic Communities ◽  
Cultural Approach ◽  
Educational Integration

The article presents the characteristics of bilingualism according to modern linguistic theories as well as the approaches of elaboration and implementation of bilingual educational programs in Europe and the United States. The advantages of the socio-cultural approach in selection and implementation of educational integration programs are outlined, with the emphasis on the so-called productive training.

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