The Effects of Vocational Training through Least Prompt of Employer and Text Production on the Cooking Task Skills for Individuals with Autism Spectrum Disorder Who is in the Transition Classroom of a Special Education School

2016 ◽  
Vol 55 (3) ◽  
pp. 25-56
Author(s):  
Young-Jun Kim ◽  
Myung-Ae Do
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Vocational Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Text Production ◽  
Education School ◽  
Special Education School

scholarly journals Various techniques of adaptation to dental treatment of children with autism spectrum disorder

2020 ◽  
Vol 73 (11-12) ◽  
pp. 375-379
Author(s):  
Jelena Komsic ◽  
Duska Blagojevic ◽  
Bojan Petrovic ◽  
Sanja Vujkov ◽  
Isidora Neskovic ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Success Rate ◽  
Dental Treatment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Education School ◽  
Special Education School ◽  
Novi Sad ◽  
Combined Interventions

Introduction. Autism is a severe and lifelong developmental disorder characterized by impaired social interaction and interpersonal communication, as well as characteristic repetitive patterns of interest and behavior. The purpose of this study is to point to the possibility of applying various techniques of adaptation of children with autism to dental interventions in order to maintain oral health. Material and Methods. A multidisciplinary project was carried out by the Dental Clinic of Vojvodina, Special Education School ?Dr. Milan Petrovic? and the Autism Society of Novi Sad. The following education models were used in the project: behaviororiented models, developmental strategies, therapy based interventions, and combined interventions. The success rate of applied education models and adaptation of children with autism spectrum disorders to dental interventions was examined. The success criteria included the ability to make contact, communicate, cooperate, and perform dental treatment. Results. The multidisciplinary project included 20 active members the Autism Society of Novi Sad and 20 members of the Special Education School ?Dr. Milan Petrovic? day care program. The results of the study showed a 95% success rate of the most commonly used applied behavior analysis. The success rate of the communication oriented interventions was 90%, while therapy based interventions showed an 85% success rate. The combined interventions showed a 100% success rate. Conclusion. Only integration of several methods, multidisciplinary cooperation and an individual approach to work with children with autism can lead to success in work and adaptation to dental interventions of persons with autism spectrum disorder.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

A review of the literature on vocational training interventions with individuals with autism spectrum disorder

2021 ◽  
Author(s):  
Alexandra M. Campanaro ◽  
Jason C. Vladescu ◽  
Christopher J. Manente ◽  
Meghan A. Deshais ◽  
Ruth M. DeBar
Keyword(s):  
Autism Spectrum Disorder ◽  
Vocational Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Review Of The Literature ◽  
Training Interventions

scholarly journals Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder

2017 ◽  
Vol 42 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Tiffany Kodak ◽  
Tom Cariveau ◽  
Brittany A. LeBlanc ◽  
Jacob J. Mahon ◽  
Regina A. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Receptive Identification ◽  
Prerequisite Skills ◽  
Based Instruction

The present investigation examined special education teachers’ selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers’ classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

scholarly journals A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources

2016 ◽  
Vol 21 (3) ◽  
pp. 111-119
Author(s):  
E.V. Demina ◽  
A.N. Trubitsyna
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Activity ◽  
Learning Needs ◽  
Twice Exceptional ◽  
Education School ◽  
Intellectually Gifted

The article examines the case of integration of an intellectually gifted adolescent with autism spectrum disorder in a general education school. It provides results of the applied behavioral analysis aimed at developing general learning skills. The child, diagnosed with Asperger’s syndrome at early school age, encountered difficulties related to the inability to study effectively at school in spite of the clear evidence of intellectual giftedness (including such motivational and instrumental preconditions as high levels of cognitive interest, verbal and abstract reasoning, and educability). The article reflects on the risks and advantages of the developmental work with the “twice exceptional” adolescent following an individual behavioral plan. Based on the results of the study, the article outlines the possible ways of forming the learning behavior skills: learning activity-based, communicative and organizational. The article discusses the necessity of further support of the “twice exceptional” adolescent based on an integrated approach with regard to the special learning needs of the intellectually gifted adolescent.

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