The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

2019 ◽  
Vol 22 (2) ◽  
pp. 43-53
Author(s):  
Irene Rämä ◽  
Elina Kontu ◽  
Raija Pirttimaa
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Behavior ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
World Health ◽  
International Classification Of Functioning ◽  
Coding System ◽  
Students With Autism

Abstract An Individualized Education Plan (IEP) is a multi-disciplinary, team-developed plan that is required for a child receiving special education services. IEPs are tools for setting objectives that are responsive to students with special needs. The International Classification of Functioning, Disability and Health (ICF) is a hierarchical classification for human functioning and disability developed by the World Health Organization (WHO). The ICF classification can be used as a structural and conceptual instrument in goal setting. In this study the educational IEP objectives of five Finnish students with autism spectrum disorder (ASD) are examined within the ICF framework. The focus is in the goals concerning the development of communication and social behavior because the main criteria for ASD comprise disabilities and challenges in communication and social behavior. The aim of the study was to assess the usefulness of the ICF coding system with regard to educational goals and objectives of students with ASD. The core content of the goals was extracted to linking units, which were coded into categories of the ICF classification. The results revealed that only few of possible ICF categories were used, the goals linked to communication technologies were heavily stressed, and the relation between the goals and general curriculum was vague. As a conclusion it is suggested that teachers and multi-disciplinary teams might benefit from standardizing their mutual conceptual framework with the help of the ICF when setting goals or objectives for students with disabilities.

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).

scholarly journals The inclusion of students with autism spectrum disorder in regular school

2020 ◽  
pp. 159-173
Author(s):  
Andriele Morais de Santana ◽  
Aurélia Emilia de Paula Fernandes ◽  
Érica Fernanda Reis de Matos ◽  
Magna Oliveira Sant'ana
Keyword(s):  
Autism Spectrum Disorder ◽  
Students With Disabilities ◽  
School Environment ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Resource Room ◽  
Regular School ◽  
Students With Autism ◽  
Teaching Learning

This article discusses an analysis of the inclusion process of a student with Autism Spectrum Disorder (ASD) in a private regular school. In this sense, the objective is to understand the challenges and possibilities around the school inclusion of students with ASD from the following question that started from the problem that evidences the impasses of inclusive experiences in the school space: how does the school enhance inclusive practices during the teaching-learning process of students with disabilities, especially with ASD? Therefore, it evidences a bibliographic approach focused on the understanding of autism and its characteristics, as well as the difficulties of interaction and socialization in the school environment. In view of this, it was analyzed through some observations and dialogues held in the institution, the possibilities developed to include when understanding the need expressed in order to help in overcoming this challenge. Throughout the study, some interventions were performed during observations in the regular room and multifunctional resource room during specialized educational care, with the objective of experiencing inclusive actions in school through the challenges arising from this demand directed to respect and valorization of human diversity. Thus, it is necessary to make continuous adaptations in the educational institution in order to enable the development of children with ASD, valuing their potentialities.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Development and Validation of a Questionnaire to Assess Parent Reported Quality of Life Pre and Post Vision Therapy in a Population with Autism Spectrum Disorder

2019 ◽  
pp. 195-207
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Social Behavior ◽  
Psychometric Properties ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Behavior ◽  
The Mean ◽  
Vision Therapy

Background: Autism spectrum disorder is characterized in part by atypical behavior in the communication, social, and visual domains. Success in vision therapy is judged not only by changes in optometric findings, but through improvement in quality of life involving communication, social behavior and visual behavior. It would therefore be beneficial to have a validated questionnaire to assess parent reported quality of life pre and post vision therapy specific to patients with autism spectrum disorder. To our knowledge, a questionnaire of this nature has not been previously published in the literature. Methods: Questionnaire items were generated through surveying medical literature based on symptoms in three different categories: visual behavior, social behavior and communication. A pool of 34 questions was developed initially and then with thorough discussion with other experts, a 20-point questionnaire was developed with each item reflected in the construct concept. A draft of 20 questions was then sent to 10 subject experts with clinical experience in the field for more than 20 years, to review the pooled items. Validity and reliability was established prior to assessing the psychometric properties of the ASD/QOL-VT. Prospective observational study was conducted for a duration of 18 months. The study included individuals undergoing vision therapy in the age range of 3 to 15 years who had been diagnosed with ASD. The questionnaire was administered to parents of these children prior to the start of vision therapy. All subjects completed a minimum of 60 vision therapy sessions. The questionnaire was readministered after completing 60 sessions of vision therapy. Results: Cronbach’s alpha value for this questionnaire was 0.93, which reflected very good internal consistency. Factorial analysis yielded four factors with an Eigen value exceeding 1.0 which accounted for 68% variation in the model. The Cronbach alpha value for subscales identified by factorial analysis is 0.97 indicating excellent internal reliability. The mean pre vision therapy social behavior, communication and visual behavior score was 12.0±3.21, 17.07±4.57 and 26.97±6.41 respectively. The mean post vision therapy scores for social behavior, communication and visual behavior was 8.27±4.16, 11.33±5.27 and 17.93±6.52 respectively. On paired t test, the mean difference in score was statistically significant with P<0.001 in all three subcategories. Conclusions: Our study presents the development of a valid and reliable parent questionnaire, the ASD/QOL-VT, that judges communication, social behavior, and visual behavior in autism. Results of the study conducted indicate that vision therapy can result in significant improvements in the quality of life of patients with ASD as judged by their parents. This is evidenced by statistically significant changes in psychometric properties of the ASD/QOL-VT in social behavior, communication and visual behavior.

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