scholarly journals COMPARING STUDENT BEHAVIORS AND SCHOOL SATISFACTION BETWEEN STUDENTS WITH AUTISM SPECTRUM DISORDER AND TYPICALLY DEVELOPING PEERS

2020 ◽  
Vol 6 (4) ◽  
Author(s):  
Gianna DeToro ◽  
Catherine Knowlden ◽  
Karen H. Larwin
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Behavioral Interventions ◽  
Autism Spectrum ◽  
School Satisfaction ◽  
Typically Developing ◽  
Student Behaviors ◽  
Education Study ◽  
Students With Autism ◽  
Using Data

School satisfaction for families of students with autism is a well-researched area. However, research comparing levels of school satisfaction and the number of behavioral incidences between students with autism and typically developing peers is imperative to ascertain the effectiveness of behavioral interventions and how they relate to school satisfaction. This study seeks to answer two questions: (1) Is there a difference in the number of behavior problems for students with autism compared to typically developing peers, and (2) Is there a difference in school satisfaction and satisfaction with discipline for students with autism compared to typically developing peers? Using data from the NCES National Household Education Surveys Program of 2016 Our Children’s Future: A Survey of Young Children’s Care and Education study, statistical analyses showed that there were significant differences between the number of times contacted about behavior problems for students with behavior problems and typically developing peers. However, there were no significant differences in levels of school satisfaction or satisfaction of discipline for students with autism compared to typically developing peers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting

2016 ◽  
Vol 46 (12) ◽  
pp. 3640-3652 ◽  
Author(s):  
Elise T. Pas ◽  
Stacy R. Johnson ◽  
Kristine E. Larson ◽  
Linda Brandenburg ◽  
Robin Church ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Mixed Reality ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Autism

scholarly journals Bullying Prevalence in Students With Autism Spectrum Disorder

2017 ◽  
Vol 41 (2) ◽  
pp. 101-122 ◽  
Author(s):  
Marilyn Campbell ◽  
Yoon-Suk Hwang ◽  
Chrystal Whiteford ◽  
Julie Dillon-Wallace ◽  
Jill Ashburner ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Traditional Bullying ◽  
Methodological Issues ◽  
Bullying Perpetration ◽  
Students With Autism ◽  
And Gender ◽  
Bullying Experiences

All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was found that students with ASD reported significantly more traditional victimisation (physical, verbal, and social) than their typically developing peers. Cyberbullying victimisation was similar for the 2 groups. There were no differences between the groups on traditional bullying perpetration; however, typically developing students reported more cyberbullying perpetration behaviours. Implications for prevention and intervention are discussed.

scholarly journals Examination of Stimulus Over-Selectivity in Children With Autism Spectrum Disorder and Its Relationship to Stereotyped Behaviors and Cognitive Flexibility

2020 ◽  
pp. 108835762094350
Author(s):  
M. P. Kelly ◽  
P. Reed
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Flexibility ◽  
Behavioral Interventions ◽  
Stereotyped Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Mental Age ◽  
Stereotyped Behaviors ◽  
Relationship Of

Stimulus over-selectivity describes a phenomenon in which an individual responds only to a subset of the stimuli present in the environment and, thus, may restrict learning. This study aimed to develop understanding of the nature and role of over-selectivity in autism spectrum disorder (ASD) by analyzing the relationship of over-selectivity to core deficits of ASD: stereotyped responding and inflexibility. Over-selectivity was investigated in a visual discrimination task in 24 children, 12 diagnosed with ASD and 12 mental-age-matched typically developing children. In addition, the participants’ levels of intellectual functioning, stereotypy, and cognitive flexibility were assessed using established tools. Results showed that over-selectivity was associated with IQ and stereotyped behavior but was not related to levels of cognitive flexibility nor did cognitive flexibility significantly correlate with stereotyped behavior in individuals with ASD. The current findings require consideration when designing behavioral interventions for individuals with ASD.

School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature

2016 ◽  
Vol 40 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Joanne Danker ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Autism Spectrum Disorder ◽  
School Experiences ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Student Wellbeing ◽  
Students With Autism

There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.

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