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Articles 1 - 10 of 10
Full-Text Articles in Education
Addressing Behavior Needs By Disability Category, Cynthia Serfass
Addressing Behavior Needs By Disability Category, Cynthia Serfass
College of Education and Human Sciences: Dissertations, Theses, and Student Research
The purpose of this study was to determine whether students with identified behavioral needs were provided a different level of behavioral intervention based on their special education disability category verification. A second purpose of this study was to determine what caused potential differences as interpreted by individuals working in the field.
The participants in this study were school-aged students (K-12) verified in the special education categories of Behaviorally Disordered (BD), Autism, and Other Health Impaired (OHI) from four Nebraska school districts. Multidisciplinary Team (MDT), Individualized Education Plan (IEP), functional behavioral assessment (FBA), and behavior intervention plan (BIP) documents were analyzed …
Available Classroom Supports For Students With Autism Spectrum Disorders In Public Schools, Cheryl A. Sandford
Available Classroom Supports For Students With Autism Spectrum Disorders In Public Schools, Cheryl A. Sandford
NERA Conference Proceedings 2009
A self-administered electronic survey and follow-up interviews were used to determine the quality, quantity and types of supports that are provided for students with autism spectrum disorders in a variety of public school settings nationwide. Quantitative and qualitative analyses were conducted to determine the effects of educators’ background, ongoing training and development activities, opinions and attitudes of educators on the supports available. Statistically and socially significant effects were found for a number of these characteristics. A need for increased and improved educator training in autism strategies was a prevalent theme throughout the data.
Stress For Individuals With Autism Spectrum Disorders: Effects Of Age, Gender, And Intelligence Quotient, Kristen Louise Hess
Stress For Individuals With Autism Spectrum Disorders: Effects Of Age, Gender, And Intelligence Quotient, Kristen Louise Hess
Communication Sciences and Disorders Dissertations
ABSTRACT STRESS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS: EFFECTS OF AGE, GENDER, AND INTELLIGENCE QUOTIENT by Kristen Louise Hess Researchers previously have found that individuals with Autism Spectrum Disorders (ASD) experience higher levels of stress and anxiety than individuals who are typically developing and than those with other disabilities. The purpose of this study was to identify the nature and degree of stress reported for individuals with ASD, with particular attention to the effects of age, gender, and intelligence quotient (IQ). Stressful events were identified by the Stress Survey Schedule for Persons with Autism and Other Developmental Delays (SSS), the …
The Relation Among Sleep, Routines, And Behavior In Children With An Autism Spectrum Disorder, Jill Angelique Henderson
The Relation Among Sleep, Routines, And Behavior In Children With An Autism Spectrum Disorder, Jill Angelique Henderson
Dissertations
Children with an ASD have a propensity for routines and reportedly have a greater incidence of sleep disturbance and externalizing behaviors than typical children. In addition, significant relations have been identified among routines, sleep behavior, and externalizing behavior in a community sample of children, suggesting that a lack of routines maybe related to sleep disturbance and externalizing behaviors. However, to date, no known studies have thoroughly examined the relation between these variables in children with an ASD. The primary purpose of the present investigation was to examine relations among routines, sleep, and behavior in children with an ASD. Primary caregivers …
Defining Spoken Language Benchmarks And Selecting Measures Of Expressive Language Development For Young Children With Autism Spectrum Disorders, Helen Tager-Flusberg, Sally Rogers, Judith Cooper, Rebecca Landa, Catherine Lord, Rhea Paul, Mabel Rice, Carol Stoel-Gammon, Amy Wetherby, Paul Yoder
Defining Spoken Language Benchmarks And Selecting Measures Of Expressive Language Development For Young Children With Autism Spectrum Disorders, Helen Tager-Flusberg, Sally Rogers, Judith Cooper, Rebecca Landa, Catherine Lord, Rhea Paul, Mabel Rice, Carol Stoel-Gammon, Amy Wetherby, Paul Yoder
Communication Disorders Faculty Publications
Purpose: The aims of this article are twofold: (a) to offer a set of recommended measures that can be used for evaluating the efficacy of interventions that target spoken language acquisition as part of treatment research studies or for use in applied settings and (b) to propose and define a common terminology for describing levels of spoken language ability in the expressive modality and to set benchmarks for determining a child's language level in order to establish a framework for comparing outcomes across intervention studies.
Method: The National Institute on Deafness and Other Communication Disorders assembled a group of researchers …
The Effects Of Script-Fading Procedures And Extinction Procedures On The Variability Of Mand Frames Used By Young Children With Autism, Alison M. Betz
The Effects Of Script-Fading Procedures And Extinction Procedures On The Variability Of Mand Frames Used By Young Children With Autism, Alison M. Betz
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
A primary deficit seen in many children with autism, particularly those with limited verbal repertoires, is repetitive and rote verbal behavior. This type of repetitive or rote verbal behavior can be stigmatizing and may severely limit access to primary reinforcers. Therefore, it may be beneficial to attempt to increase response variability in verbal behavior demonstrated by children with autism. Previous researchers have focused their efforts on examining response variability in motor behavior or existing verbal behavior, rather than new or recently taught verbal behavior. A potentially complementary intervention for teaching new verbal interactions is the use of scripts and script …
Cec: Clinical Exchange Corner, Mary Lloyd Moore, Laura Reynolds
Cec: Clinical Exchange Corner, Mary Lloyd Moore, Laura Reynolds
CEC Publications
No abstract provided.
Making A Difference: Accommodating Students With Autism In A General Education Classroom, Luci Ottaviano
Making A Difference: Accommodating Students With Autism In A General Education Classroom, Luci Ottaviano
Leah A. Nillas
“Increasingly, parents and professionals are looking to inclusive settings to provide social interactions and opportunities for children with autism that might otherwise be lacking in a self-contained setting” (Boutot, Bryant, 2005). However, most general education high school teachers have limited experience and knowledge regarding autism, and the purpose of this study was to determine how to accommodate and modify curriculum to address the needs of students with autism. Data was collected in two phases: the first phase took place during student teaching and was comprised of observational journals from my experience; the second phase consisted of three interviews with special …
The Effects Of A Modified Learning Strategy On The Multiple Step Mathematical Word Problem Solving Ability Of Middle School Students With High-Functioning Autism Or Asperger's Syndrome, Peggy Schaefer Whitby
The Effects Of A Modified Learning Strategy On The Multiple Step Mathematical Word Problem Solving Ability Of Middle School Students With High-Functioning Autism Or Asperger's Syndrome, Peggy Schaefer Whitby
Electronic Theses and Dissertations
Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic …
Effects Of A Collaborative Parent-Professional Positive Behavior Support Team Training On Challenging Behaviors Of Children With Autism, Traci Elaine Ruppert
Effects Of A Collaborative Parent-Professional Positive Behavior Support Team Training On Challenging Behaviors Of Children With Autism, Traci Elaine Ruppert
UNLV Theses, Dissertations, Professional Papers, and Capstones
Positive behavior support (PBS) involves applying individualized approaches to appropriate behaviors and reducing problem behaviors in a way that produces long-lasting improvements in a person's lifestyle. To date little research is available on the effects of the PBS process on challenging behavior in the home environment. The purpose of this study was to investigate the effects of collaborative parent-professional PBS team training on challenging behaviors of children with autism. Two parent-professional teams along with two focus individuals participated in this study. The parent and professional attended one, seven-hour day training. Home observations, one-hour in length, were conducted four times per …