Education Commons^™

Autism - The Sensory Piece, Marta Weis

LC Journal of Special Education

The first part of this paper will describe diagnostic characteristics of and the prevalence rates for autism. The second will outline sensory processing terminology and descriptions. The third part of this paper will describe research studies focusing on what if any links there are between ASD and sensory processing problems. The last part of this paper will discuss implications for educators and why understanding how sensory processing difficulties influence the behaviors of individuals with ASD.

Decreasing Self-Injurious Behaviors In Children With Autism Spectrum Disorders, Susan L. Mccorkle

LC Journal of Special Education

There has been increased concern in developing successful interventions for problem behaviors in ASD due to a rise in diagnoses of this disorder (Doughty & Doughty, 2008). This paper will explore applied behavior analysis research studies that have examined interventions used in the attempt to decrease or extinguish SIB in children with ASD. Procedural alternatives for behavioral reduction will be investigated and the results of research will be evaluated for significant influence on SIB. These include reinforcement-based strategies, extinction strategies, removal of desirable stimuli, and the presentation of aversive stimuli. The functional relationship between SIB and these alternatives for behavior …

Academic Interventions For Students With Asd, Deanna B. Cash

LC Journal of Special Education

Following the reauthorization of the Individuals with Disabilities Education Improvement Act in 2004 and its emphasis on inclusion of students with disabilities in the general education setting, students with Autism Spectrum Disorder are increasingly taught in general education classrooms (Leblanc, Richardson, & Burns, 2009; Simpson, Boer-Ott, & Smith-Myles, 2003). Data from the Annual Report to Congress on Implementation of IDEA (U.S. Department of Education, 2010) indicated that almost 90% of students with autism in public schools in the United States receive their education in general education classrooms for some part of the school day. Yet, both general education and special …

Odds Of Autism At 5 To 10 Years Of Age For Children Who Did Not Pass Their Aabr Newborn Hearing Screen, But Were Diagnosed With Normal Hearing, Shihfen Tu, Craig A. Mason, Deborah L. Rooks-Ellis, Patricia Lech

Journal of Early Hearing Detection and Intervention

Background: Research has found atypical Auditory Brainstem Response (ABR) activity in some children with Autism Spectrum Disorder (ASD). The current study examined whether an association may also be found between ASD and pass/refer results obtained via Automated Auditory Brainstem Response (AABR) screening. As stewards of large-scale AABR data, an AABR – ASD association may be of interest to EHDI programs.

Methods: State EHDI data for 29,350 children born in Maine between 2003 and 2005 were linked with education records, including special education status, for the 2010/2011 and 2013/2014 school years.

Results: Children who did not pass their …

Using A Token Economy Combined With A Mystery Motivator For A Student With Autism Exhibiting Challenging Behavior, Todd Whitney, Justin T. Cooper, Amy S. Lingo

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A common characteristic of students with autism spectrum disorder is difficulty attending to and staying on task in classrooms, which can lead to inappropriate and/or disruptive behavior.

Benefits of a token economy have been examined with various individuals but few have examined its effects with children with autism spectrum disorder. This study examined the effectiveness of a token economy combined with a mystery motivator in decreasing inappropriate behaviors displayed by a student with an autism spectrum disorder in a small group setting. Results indicated that the token reinforcement program was effective in decreasing the inappropriate behaviors displayed by the student.

Pre-Service Educators' Understanding And Perceptions Of Asd Before And After Reading Asd Narrative Fiction, Brenda L. Barrio, Jane E. Kelley, Teresa Cardon

Northwest Journal of Teacher Education

Pre-service teachers and other educators are expected to understand and teach students from diverse backgrounds and varying abilities. One group that is growing in all classrooms across the U.S. are students with autism spectrum disorder (ASD). As such, it is essential that teacher preparation programs prepare pre-service teachers and educators to teach students with ASD. The purpose of the research was to examine the effects of pre-service teachers understanding and perceptions about ASD before and after reading young adult literature about characters with ASD. Results of parallel mixed-method research showed an increase of positive attitudes of pre-service teachers and educators' …

Examining Pre-Service Teacher Candidates’ Sources And Levels Of Knowledge About Autism Spectrum Disorders, William H. Blackwell Ph.D, Mary E. Sheppard, Donna Lehr, Shuoxi Huang

Journal of Human Services: Training, Research, and Practice

This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship between sources of knowledge about ASD and actual levels of knowledge. Based on the findings, the authors argue that there is a need for coursework that focuses on effective intervention strategies and utilizes direct opportunities for teacher candidates to work with students with …

The Bridges And Barriers Model Of Support For High-Functioning Students With Asd In Mainstream Schools, Wendy Holcombe, Margaret Plunkett

Australian Journal of Teacher Education

National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of …

Mindfulness-Based Approaches For Young People With Autism Spectrum Disorder And Their Caregivers: Do These Approaches Hold Benefits For Teachers?, Rebekah Keenan-Mount, Nicole J. Albrecht, Lea Waters

Australian Journal of Teacher Education

Parents and teachers who care for and educate young people with Autism Spectrum Disorder (ASD) face unique challenges associated with their roles. In this review we investigated the efficacy of mindfulness-based interventions in reducing stress and increasing positive behaviours in young people with ASD and their caregivers: parents and teachers. Nine studies on the topic were located, showing that the research base in this field is in the infancy stage. Each study illuminated the transformational change caregivers and young people experience after practicing mindfulness training (MT). The results also highlighted the interdependent relationship between the caregivers’ level of mindfulness and …

When Job Skills Are Not Enough: Transitioning Young Adults With Autism Spectrum Disorder, Francis Dematteo, Patricia S. Arter

Electronic Journal for Inclusive Education

The purpose of this paper is to describe transition outcomes of school-aged young adults with ASD enrolled in a university-based program that emphasizes vocational training and socialization with neuro-typical peers and adults. Although this program appears to integrate best practices for successful transition to employment, reports from parents and program alumni indicate that few graduates continue to work despite their acquired vocational and social skill repertoire. This trend supports the need for adopting a resource-based transition model to better utilize employment related resources in the family network and community.