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1.
Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant’s ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed. 相似文献
2.
Bertina H. Combes Mei Chang Jennifer E. Austin Demarquis Hayes 《Psychology in the schools》2016,53(5):548-563
This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research. 相似文献
3.
Frank J. Sansosti 《Psychology in the schools》2010,47(3):257-281
The quintessential characteristic of autism spectrum disorders (ASD) is having difficulty with basic social interactions. Due to the pervasiveness of their social skills difficulties, it is necessary that supports for increasing social skills of children with ASD are included as part of the educational plan within schools. The purpose of this article is to provide educators with a framework for using multiple tiers of instruction to teach social skills to children with ASD. Specifically, a number of evidence‐based strategies for teaching social skills are summarized within a systemic, multitiered approach. It is anticipated that such a model proves helpful as educators address issues related to service delivery provisions for students with ASD. © 2010 Wiley Periodicals, Inc. 相似文献
4.
Bashir Abu-Hamour Mohammad Muhaidat 《International Journal of Inclusive Education》2013,17(6):567-579
This study investigated the attitudes of parents in Jordan towards the inclusion of students with autism spectrum disorder (ASD) in public schools and what the parents believed to be the most important prerequisite of child-based skills for successful inclusion. A total of 148 parents were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, student's gender, parent's gender, education levels, monthly income, and high- or low-function ASD correlated with the attitudes of parents towards inclusion of students with ASD in public schools. The analyses revealed that the variables that correlated with parents' attitudes towards inclusion were education levels and high- or low-function ASD. The themes behind the parents' attitude for inclusion are discussed. With regard to the prerequisite skills for successful inclusion, the results indicated that parents recommended independent skills, playing skills, behavioural skills, imitation skills, routine skills, social skills, paying attention skills, language skills, and pre-academic and academic skills in that order. 相似文献
5.
Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP practitioners in the UK and Ireland about their use of 31 EBIs for ASD. This survey also explored the factors that influence EP practitioners’ decision-making when planning interventions for students with ASD. Of the 31 EBIs, EP practitioners were most often involved with implementing visual supports, social stories, reinforcement, modelling, antecedent-based interventions, prompting, and social skills training. The most salient factors that influenced EP practitioners’ decision-making when planning interventions for students with ASD included the student’s individual needs and factors related to the school context. Implications for EP practice are discussed in addition to the limitations of this study. 相似文献
6.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
7.
Applied behaviour analysis (ABA)‐based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non‐specified ‘eclectic’ approach is adopted. We explored the social validity of ABA‐based interventions with 15 European families who had experience with home‐based, mainly self‐managed, ABA‐based programmes for their own child/ren with ASD. The results of the study highlighted the overwhelmingly positive impact that ABA‐based interventions had on their children in areas such as social skills, challenging behaviour, communication, gross and fine motor skills, concentration, interaction, independence, overall quality of life and, most importantly, a feeling of hope for the future. Implications for European policy on ASD are discussed. 相似文献
8.
Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described. 相似文献
9.
Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered pre-requisites to success in academics. Thus, there is a significant need for increased parent-professional collaboration in secondary schools. This study examined the effectiveness of coaching parents to implement a technology-mediated (e.g., iPad) approach to increasing the homework-related self-management skills for mathematics of five middle school students with ASD. Results indicate that these five students significantly increased their math homework self-management skills as a consequence of effectively using iPad applications when coached by their parents. 相似文献
10.
Gøril Moljord 《欧洲特需教育杂志》2018,33(5):646-659
Curriculum content, the issue of what to teach is fundamental. For students with intellectual disabilities (ID), the choice of educational content is crucial in a life span perspective. Curriculum research for this learner group is sparse. Drawing on a curriculum approach, the purpose of this content analytic reviw study is to analyse trends in curricular research, and discuss implications for further curricular research and policy. Curricular research articles from 1994 to 2016 were identified from databases, using systematic search procedures and specific criteria for inclusion and categorisation of the literature. Based on prior review studies, functional life skills and cognitive academic content formed the analytical fulcrum. The results showed that cognitive academic articles had the highest coverage in the literature and showed a steep increase in publication frequency compared to functional life skill articles. If curricular research on functional life skills stagnates, curriculum policy and practice may fail to provide students with ID the skills necessary for social and practical adaption in their communities. A discursive connection to normative curricular frameworks is essential to analyse and guide curricular choices. This article provides analytical insight and directions for future research in the field of curriculum research for students with ID. 相似文献
11.
Jimmy Frerejean Jeroen J.G. van Merriënboer Paul A. Kirschner Ann Roex Bert Aertgeerts Marco Marcellis 《European Journal of Education》2019,54(4):513-524
Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task‐centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task‐centred instructional design model, namely the Four‐Component Instructional Design (4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task‐centred educational programmes are discussed. 相似文献
12.
Keith C. Radley William R. Jenson Elaine Clark Robert E. O'Neill 《Psychology in the schools》2014,51(3):241-255
Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and outcomes of a parent‐facilitated social skills training program, designed to overcome the shortcomings of acquisition, generalization, and maintenance of other programs for children with ASD. Participants in the current study included 5 children with ASD and their parents, recruited from a western state. This study expands previous research by training parents in implementation of a social skills training program comprising several evidence‐based practices. The results of the parent‐facilitated intervention are provided, and implications for practice and future research are discussed. 相似文献
13.
Janice M. Y. Cheong Zachary M. Walker Kara Rosenblatt 《International Journal of Disability, Development & Education》2017,64(2):150-168
Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between intellectual ability and the development of number sense and arithmetic abilities in individuals with ID. Thirty-two students from a special school for individuals with ID in Singapore participated in this research study. Based on the results, basic numeracy is more closely correlated to the mental ages of the students than their intelligence quotient. This finding will be discussed and suggestions for future research will be provided. 相似文献
14.
Noemi Schoop‐Kasteler Christoph M. Müller 《Journal of Research in Special Educational Needs》2020,20(2):130-145
Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in special needs classrooms for students with ID. Studies that provided information on social status, social interactions, friendships, or the classroom networks of students with ID in special needs classrooms were included. Findings from 36 studies suggest that students with ID in special needs classrooms develop and maintain differentiated peer relationships. The characteristics of these peer relationships vary depending on student (e.g., cognitive skills) and classroom factors (e.g., type of special needs classroom). Results are discussed in terms of their relevance for supporting peer relationships between students with ID. Future directions for studying peer relationships in special needs classrooms are proposed. 相似文献
15.
An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD) 
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下载免费PDF全文 Fuk Chuen Ho Cici Sze‐Ching Lam Sam Ka‐lam Sam Michael Arthur‐Kelly 《Support for Learning》2018,33(2):142-164
This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings. 相似文献
16.
Vasilis Strogilos Elias Avramidis 《Journal of Research in Special Educational Needs》2016,16(1):24-33
Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations. Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed. 相似文献
17.
The academic achievements of students with Autism Spectrum Disorder (ASD) are usually lower than those of their peers. It is therefore important to know what educational professionals need to provide these students with optimal support. To identify these needs, we applied Q methodology, a qualitative method using quantitative techniques. We found four groups of professionals with different needs. The first group emphasized a need for collaboration within school; the second valued practical suggestions to guide their teaching, the third emphasized gaining more confidence to teach students with ASD, and the fourth group focused on enhancing students’ social and communication skills. 相似文献
18.
Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups. 相似文献
19.
Yiyu Cai Ruby Chiew Zin Tun Nay Chandrasekaran Indhumathi Lihui Huang 《Interactive Learning Environments》2017,25(8):1098-1109
Basic social interaction and executing certain tasks can be difficult for children with autism spectrum disorder (ASD). The symptoms of such behaviour include inappropriate gestures, body language and facial expressions, lack of interest in certain tasks, cognitive disability in coordination of limbs, and a difficulty in comprehending tasks’ requirements. This paper will discuss our efforts to develop virtual learning environments for children with ASD to improve their gestures and their interests in comprehending tasks’ requirements. Virtual environments are ideal for imparting skills necessary for independence before encouraging children with ASD to try these out in the real world and gain real-life experience. A high-end solution and a simplified solution will be presented together with a discussion on their comparison study. 相似文献