scholarly journals Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

2021 ◽  
Vol 12 ◽  
Author(s):  
Abdulkarim Alhossein
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Saudi Arabia ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Development Programs ◽  
Students With Autism ◽  
Professional Development Programs ◽  
Evidenced Based

The evidenced-based practices (EBPs) movement in the field of special education began ~20 years ago. This study contributes to that literature. It investigates the teachers' knowledge and use of EBPs to teach students with autism spectrum disorder (ASD) in Saudi Arabia. The Teachers' Knowledge and Use of EBPs Survey was administered to 240 special education teachers. The participants generally reported a medium level of knowledge and use of EBPs for students with ASD. Female teachers' use of EBPs was greater than that of males, and teachers who attended more than five professional development programs reported greater use of EBPs than those that attended fewer programs. Knowledge and use of EBPs were related. Gender and professional development programs were predictors of teachers' use of EBPs for students with ASD. Teachers' knowledge of EBPs for students with ASD is a vital indicator of teachers' use of those practices, professional development programs can improve such knowledge and use, and teachers' use of EBPs for students with ASD could be improved by offering high-quality professional development programs.

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).

The Use of iPad® Devices and “Apps” for ASD Students in Special Education and Speech Therapy

2017 ◽  
pp. 267-283
Author(s):  
Johnny R. O'Connor Jr. ◽  
Keonta N. Jackson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Speech Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Flexible Approach ◽  
Proper Training ◽  
Static Approach ◽  
Students With Autism

This chapter presents an examination of the various uses of iPads and applications (“apps”) for students with Autism Spectrum Disorder (ASD) in special education and speech therapy settings. Although many individuals view these technologies as less academic and as more entertainment or “busy tasks,” if appropriately vetted, and with proper training, they can serve a significant purpose in the lives of individuals with ASD. Using this technology in educational and therapeutic environments can further extend the often static approach to education and therapy treatments to a more fluid and flexible approach meeting the varied and individualized needs of students with ASD.

Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder

2021 ◽  
pp. 016264342199632
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root ◽  
Deidre Gilley
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Problem Solving ◽  
High Quality ◽  
Students With Autism ◽  
Based Instruction

The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utilizing VBI has successfully been used by teachers and researchers to improve additive and multiplicative problem solving skills for students with ASD. This manuscript describes how special education teachers can support students and their caregivers by providing high-quality problem solving instruction in a virtual environment.

scholarly journals Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

Revista CEFAC ◽  
2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Eduardo Pimentel da Rocha ◽  
Amanda Tragueta Ferreira-Vasques ◽  
Dionísia Aparecida Cusin Lamônica
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Teaching And Learning ◽  
Motor Coordination ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Assistance ◽  
Behavior Learning ◽  
Students With Autism ◽  
Effective Teaching And Learning

ABSTRACT Purpose: to describe the panorama of the pedagogical context in the preschool teaching of students with Autism Spectrum Disorder (ASD), in a municipality in the state of São Paulo, Brazil. Methods: 32 teachers, including early childhood education (ECE), special education (SE), and specialized educational assistance (SEA), participated answering a questionnaire about their performance with autistic students. A descriptive qualitative analysis of the data was performed. Results: the average age of the teachers was 40.6 years old, with an undergraduate degree in Teaching, Pedagogy, Special Education, and/or Visual Arts, of which 84.4% were postgraduate. 87.4% knew ASD characteristics; 80%, SEA, 66.7%, SE, 57.1% of ECE teachers had receive the medical report. 78.1% reported difficulties in socialization, communication, behavior, learning; 15.6%, aggressive behavior / irritation; 12.5%, difficulties in attention / concentration; 6.2%, motor coordination difficulties in their autistic students. 62.5% considered that their autistic students had the potential to follow mainstream education; 68.8% received guidance from team professionals; 78.1% participated in courses/lectures on the theme; 28.1% considered they were able to teach autistic children; 78.1% stated that adjustments in the teaching structure were necessary. Conclusion: the scenario of the pedagogical context in the preschool teaching of students with ASD, in the studied municipality, needs reflections. Information on ASD characteristics, training courses, knowledge on individual follow-ups, so that teachers are prepared to promote effective teaching and learning, are needed.

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