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1.
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2.
Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.  相似文献   

3.
Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers’ challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.  相似文献   

4.
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced.  相似文献   

5.
Autism spectrum disorder (ASD) refers to several conditions that share the feature of persistent social impairment. The rate of ASD diagnosis has climbed to one in 88 (CDC, 2012), and increasing numbers of individuals with ASD attend college. College students with ASD may share academic challenges related to critical thinking, executive functioning, and classroom anxiety. These challenges can manifest in the classroom, and there are a number of simple strategies for instructors that directly address characteristics of ASD. These strategies are not just good for students on the spectrum, but they can benefit other learners as well.  相似文献   

6.
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   

7.
Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994 ). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin ( 2004 ) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994 ). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.  相似文献   

8.
This study examined the self-perceptions, motivational orientations, and classroom adjustment of children with learning disabilities (LD), matched-IQ non-LD, randomly selected non-LD, and low achieving children. Elementary-age children (N = 148; 37 from each group) completed domain-specific measures of their self-concepts, perceptions of control, and motivation. Teachers rated children on motivational and competence indices and classroom behavioral adjustment. Comparisons among groups indicated that children with LD were lower in perceived cognitive competence and academic self-regulation relative to the nondisabled control groups, but were comparable to the low achieving children. Children with LD were most likely to perceive academic outcomes as controlled by powerful others. No group differences were found for general self-perceptions of control or competence. Teacher ratings of children with LD were more discrepant from those of comparison groups than were self-ratings of children with LD. The results suggest the need for matched-IQ and low achieving control groups in research on children with LD. The origin and role of both environmental inputs and self-perceptions in the adjustment of students with LD are discussed.  相似文献   

9.
The self-images of 49 adolescents with learning disabilities (Grades 9 through 12, mean age = 15.9) and 49 normally achieving peers (Grades 9 through 12, mean age = 16.0) were compared using the Offer Self-Image Questionnaire (OSIQ). The group with LD scored significantly lower than the comparison group on 4 of the 10 OSIQ scales. Later-diagnosed adolescents with LD scored significantly higher than early-diagnosed adolescents on two of the scales. Severity of the learning disability was not found to be related to self-image scores. In a second study, parental perceptions of the self-images of 28 of the 49 students with LD were studied by administering the Offer Parent-Adolescent Questionnaire (OPAQ) and an informal questionnaire to their parents. On 6 of the 10 OPAQ scales, parents perceived their children as having a lower self-image than the adolescents themselves reported. Significant but moderate relationships were found between parents' perceptions and adolescent self-image scores. Results of the two studies are interpreted in terms of a multidimensional conception of self-image that considers factors inherent to the individual as well as interpersonal and institutional factors.  相似文献   

10.
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.  相似文献   

11.
The results of two evaluation studies with respect to a programme for enhancing inductive reasoning ability of third grade students are presented. The programme is a classroom version of the German programme ‘Denktraining für Kinder 1’ (Cognitive training for children; Klauer, 1989). In the first formative evaluation study, two experimental groups with 30 students in total and one control group with 9 students were involved. Observations during the lessons, and teachers' reports showed that teachers were able to implement the programme. Both experimental groups significantly outperformed the control group on a posttest immediately after the programme and on a follow-up test 3 1/2 months later. Further analyses of the data revealed tentative evidence of the superiority of a direct teaching method. In the second summative evaluation study, the same programme was applied to a larger sample (experimental groups: n = 99 in total; and control groups: n = 232 in total) of third grade students. On the basis of Study 1, the programme instructions were slightly changed. The experimental groups scored significantly higher on a posttest three months after completion of the programme.  相似文献   

12.
Two experiments investigated whether children with autism spectrum disorder (ASD) integrate relevant communicative signals, such as gaze direction, when decoding a facial expression. In Experiment 1, typically developing children (9–14 years old; n  = 14) were faster at detecting a facial expression accompanying a gaze direction with a congruent motivational tendency (i.e., an avoidant facial expression with averted eye gaze) than those with an incongruent motivational tendency. Children with ASD (9–14 years old; n  = 14) were not affected by the gaze direction of facial stimuli. This finding was replicated in Experiment 2, which presented only the eye region of the face to typically developing children ( n  = 10) and children with ASD ( n  = 10). These results demonstrated that children with ASD do not encode and/or integrate multiple communicative signals based on their affective or motivational tendency.  相似文献   

13.
This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two‐group quasi‐experimental design was implemented. The first group utilised the lecture‐based strategy (n = 28), while the second group utilised the flipped classroom (n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e‐learning tools. In addition, it is important to consider students' study load and to provide meaningful in‐class activities.  相似文献   

14.
In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria (DC) for incorporation into the physical classroom environment used by children with ASD. The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD. Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD.  相似文献   

15.
The aim of this research was to examine the type of activities as well as the challenges faced by befrienders supporting persons with autism spectrum disorders (ASD). Twenty-nine volunteers befriending an equal number of families with children with ASD participated in this study. Content analysis was applied on visit logs (n = 465) completed by befrienders during a nine month period, supplemented by thematically analysed evidence derived from semi-structured interviews with befrienders at the end of their volunteering experience. In agreement with our expectations, findings indicate a variation in the type, number and location of activities as well as the challenges of befrienders, depending on the level of ability of persons with ASD. Befrienders in both groups were mostly involved in leisure activities, had greater social interaction with the high functioning autistic group and carried out more structured 1:1 activities with individuas with low functioning autism. Interestingly, befrienders in both groups did not differ significantly on their reported challenges. The implications of this befriending service as a means of social support for families with persons with ASD are discussed.  相似文献   

16.
目的:对自闭症儿童四种基本情绪(开心、难过、生气、害怕)的识别能力进行干预,探究干预是否有效。方法:采用随机对照组实验设计,以情绪的视频、音频、动态图片为干预材料,结合回合式教学法,对ASD儿童干预组(n=11)四种基本情绪的命名、匹配进行8周的干预。结果:干预8周后,ASD儿童干预组情绪视频和音频的命名、匹配、总分的前后测成绩增量显著高于ASD儿童对照组。干预结束后6周,ASD儿童干预组情绪视频和音频的命名、匹配、总分的追踪测成绩与其后测成绩差异不显著。结论:ASD儿童情绪识别能力的干预取得良好的即时效果和维持效果,显著提高其情绪识别能力。  相似文献   

17.
This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students’ attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample, as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom learning environment and students’ attitudes to mathematics and conceptual development.  相似文献   

18.
The incidence of Autism Spectrum Disorder (ASD) is increasing in the United States. The rate of diagnosis, combined with the trend towards more inclusive classrooms, means that general education teachers will most likely be teaching some students with ASD. In their teacher preparation course in special education, pre-service teachers learned about characteristics of students with ASD by reading literature with positive portrayals of individuals with ASD. In conjunction, pre-service teachers received instruction on teaching strategies to use in the classroom for students with ASD. By combining good literature with instruction in inclusive teaching practices, teacher educators can model the use of disability literature in the classroom to the benefit of all students.  相似文献   

19.
Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.  相似文献   

20.
In semistructured interviews, 20 men and 20 women (10 deaf and 10 hearing) between the ages of 18 and 28 recalled instances of instrumental, social, and expressive writing from their childhood. In contrast to earlier research, we found that instrumental writing occurred as frequently between deaf children and their hearing parents as between deaf children and their deaf parents and that all homes with a deaf family member had telecommunication devices for the deaf(TTYs). Whereas all respondents engaged in some form of social writing, deaf respondents did less personal or expressive writing than their hearing peers. Implications for literacy instruction and further research are that (a) teachers should take advantage of the writing experience that students bring to the classroom, (b) writing should be used as a tool for learning and classroom communication, and (c) the effects of experience, genre, school setting, and technology on the writing of deaf students should be examined.  相似文献   

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