Education Commons^™

Dir Floortime Therapy, Rebecca C. Matheson

LC Journal of Special Education

DIR Floortime Therapy is a social pragmatic approach used to help children with autism develop stronger verbal and social skills. Dr. Stanley Greenspan determined there were six milestones all children must master in order to develop appropriate language and social skills. DIR Floortime Therapy engages with the child through play in order to create a naturalistic environment that helps children achieve these milestones. While the approach is not evidence based, several studies have been conducted using DIR Floortime Therapy to strengthen language and social skills in young children with autism. The majority of these studies found a greater increase in …

Sibling-Mediated Interventions For Children With Autism Spectrum Disorder (Asd), Jacqueline Lubin

LC Journal of Special Education

Siblings spend a significant proportion of the day with siblings with autism than do their typically developing peers. Therefore, sibling-mediated interventions should be a major part of the repertoire of interventions used to aid children with autism develop social skills. Bass and Mulick (2007) explained that using siblings as social intervention agents have several benefits, including constant practice opportunities in the natural setting, parental support and the increased probability of generalization of social skills learned. Therefore, this paper will examine validated sibling-mediated interventions and discuss their effectiveness in enhancing social competence in children with autism spectrum disorder.

Effects Of Journaling To Decrease Repetitive Questioning Of Individuals With High-Functioning Autism, Annette D. Atwater

LC Journal of Special Education

One of the characteristics that can stigmatize and isolate an individual with ASD is restricted interests and the often associated repetitive questioning within those interests. Educational best practice utilizes restricted interests in strategies for socialization and transitions by incorporating the restrictive interest into the activity (Boyd, Alter, & Conroy, 2005), but repetitive questioning tends to be a strain on social interaction in school and home environments (Eaves & Ho, 2008; Lounds, Seltzer, Greenberg, & Shattuck, 2007; Seltzer, Krauss, Orsmond, & Vestal, 2001). Unfortunately, there has been relatively little research conducted in the area of treating restricted and repetitive behaviors (RRB) …

Literature Review Utilizing Handheld Devices In The Education Of Students With Special Needs, Edward A. Hoisington

LC Journal of Special Education

In recent years, technology has had a greater influence in the treatments and interventions of students with ASD. The purpose of this paper is to examine the literature with regards to the use of a personal digital assistant (PDA) or other handheld devices with student diagnosed with ASD. A PDA is “a handheld computer that mainly serves as a personal information organizer,” it allows the user to input data through “an on-screen keyboard or handwriting recognition program using a stylus” (Ferguson, Myles, & Hagiwara, 2005, p. 60). PDAs and other handheld devices In recent years, technology has had a greater …

Video Modeling: An Effective, Evidence-Based Practice For Teaching Students With Autism Spectrum Disorders, Selina Field

LC Journal of Special Education

Video modeling is a promising behavioral intervention that has myriad applications for students with autism spectrum disorders (ASD). Video modeling uses visual cues, an effective strategy for instructing students with ASD, who are often visual learners, and modeling, an evidence-based strategy that is effective across ages and populations. Over the past three decades, research has demonstrated that video modeling can be a valuable tool for instructing children with ASD in a variety of skills, and that once a skill is learned through this process, it is maintained over time and generalized across settings. Recent research qualifies video modeling as an …

The Effectiveness Of Augmented Virtual Reality Applications On Developing Non-Verbal Social Communication For Pre-School Children With Autism Spectrum Disorder In The State Of Qatar, Mohamed S. Hamid, Maiada Saad Al-Namroti, Fatima Mubarak Al-Sulaiti, Garfh Salim Alhader

International Journal for Research in Education

The current research aimed to design simple application software based on augmented reality (AR) technology, which may contribute to the development of some of the non-verbal communication skills in a sample of 20 children with an autism spectrum disorder, aged between 5 and six years in the state of Qatar. The study used a questionnaire to measure the current non-verbal social skills designed by researchers, in addition to developing some AR applications on tablets. The study followed a quasi-experimental approach based on one experimental group with a pre-and-post design. Some non-parametric statistical methods were used. The proposed application is expected …

Using The Visual Activity Schedule To Improve Self-Regulation Skills For Students With Autism Spectrum Disorder, Atef Abdalla Bahrawi Dr

International Journal for Research in Education

This study aimed to find out the level of using the visual activity schedule to improve self-regulation skills for students with autism spectrum disorder. The study consisted of a sample of 74 male and female students with autism spectrum disorder. The study tool was used to improve self-organization skills, and a program of using visual activity tables was administered, in which the validity and reliability of the tool was calculated. The study found statistically significant differences between the pre and post testing of the experimental group which refers that the training program improved self-regulation skills for the experimental group participants. …

Everything Is Bigger In Texas: Including The Horrendously Inadequate Attempts At Providing Special Education And Related Services To All Children With Disabilities, Alexandria R. Booterbaugh

The Scholar: St. Mary's Law Review on Race and Social Justice

Without immediate action, the “corrections” made by the Texas legislature to meet the appropriateness requirement for special education will result in imminent peril for students with an autism spectrum disorder (ASD) as well as their parents. Tens of thousands of children fall between the cracks as a result of Texas’ illegalities and the lack of responsibility Texas’ lawmakers and Texas Education Agency (TEA) have for special education. If Texas does not fully devote itself to a significant overhaul of its special education practices, students will continue to be left behind.

Congress enacted the Individuals with Disabilities Education Act (IDEA) because …