Education Commons^™

Privileging Autistics Of Color: A Human Rights Approach To Applied Behavior Analysis (Aba) Therapy, Rebecca Rubey

Master's Projects and Capstones

This field project examines the social construction of autistic people of color through the pathology paradigm and the associated human rights violations. The purpose of the project is to disrupt the pathology paradigm by privileging voices of autistic people of color in professional development workshops for ABA therapy providers. The workshops aim to help ABA therapy providers understand the historical context of ABA, how it fits into the wider systems of white supremacy and ableism, and how these dynamics are re-enacted in every day practice with autistic people of color.

Teaching Students Who Have Difficulty Mastering Lmitation, Jennifer Mrljak

Dissertations

Some children with autism are unable to acquire imitation despite receiving early intensive behavioral intervention (EIBI) meant to teach that and other important skills. Many EIBI programs use physical-prompting hierarchies either as a component of the discriminative stimulus or the correction procedure following an error (Lovaas, 1981; Maurice, Green, & Luce, 1996). But even after lengthy exposure to these teaching techniques, some children still do not acquire imitative repertoires. In the present study, working with students who were not acquiring imitative repertoires, we started with shaping the initial imitative responses as a method to gain stimulus control and then introduced …

What Makes That Autistic Student Tick? Strategies For Classroom Behaviors, Amanda Puleo

Capstone Projects and Master's Theses

Inclusion of autistic students in mainstream classrooms may make it difficult for teachers to identify and proactively address disruptive behaviors. That is, mainstream teachers may not know how to respond to these specific behaviors and their standard classroom management techniques may not work with autistic students. It will take commitment and hard work to identify strategies to regulate the disruptive behaviors of students with autism. To address this issue, the perspectives of directors and teachers who specialize in autism, as well as mainstream public or private school teachers were obtained through interviews. Three options for action emerged from an analysis …

Comparison Of Trial-Based, Synthesized Trial-Based, And Traditional Functional Analyses, Kara Leigh Forck

MSU Graduate Theses

I evaluated a synthesized trial-based functional analysis with two students who engaged in problem behavior by combining the methods from the trial-based functional analysis and synthesized contingency functional analysis. Multiple test conditions were combined into one test condition and were evaluated in 2-min trials. The purpose of this study was to compare the degree of correspondence of the results between the trial-based, synthesized trial-based, and traditional function analyses. One participant showed exact correspondence between the three functional analyses, while the other participant showed partial correspondence.

A Comparison Of Traditional, Trial-Based, And Synthesized Contingency Trial-Based Functional Analyses, Kaitlin S. Curtis

MSU Graduate Theses

Researchers have developed functional analyses (FAs) to improve efficiency and correspondence that still use core components of the traditional format. The purpose of the current study was to evaluate the correspondence between the trial-based FA and the traditional FA. I also evaluated the correspondence between the synthesized-contingency trial-based FA and the traditional FA. Within this study, I determined that by combining methods, I was able to reduce false negatives for escape found within the trial-based FAs and false-positives found within the synthesized contingency FAs.

Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo

Journal of Research Initiatives

Open interviews were conducted with a special education teacher and a general education teacher. The overall guiding question was to provide elucidation of what is needed in a professional development program to meet the needs of both the general and special education teachers who teach children with a diagnosis of autism in an inclusive setting. Overall, the themes of diversity, knowledge and collaboration emerged as important variables for professional development experiences. Furthermore, in-depth knowledge and flexibility arose as important qualities of the facilitator of a professional development experience. Implications are a set forth for the expansion of the study and …

Autism Spectrum Disorder Policymaking In New Mexico: An Ethnographic Case Study, Elisheva H. Levin

Special Education ETDs

ABSTRACT

Understanding how ASD policy is made at the state level is important to the various institutional and individual stakeholders who make, apply, and are governed by it. Critical disability theory was applied to this qualitative study of ASD policymaking in New Mexico. This study examined how policymakers and stakeholders brought their identities, knowledge, values, and beliefs to policymaking in New Mexico. The study was guided by the question, “How is ASD policy in New Mexico constructed?” The research used the following methods: (a) individual interviews of policy stakeholders, (b) observations of public policy meetings, (c) document review. Six major …

Improving Reading Comprehension Of Children With Asd: Implication Of Anaphoric Reference Support With Computer Programming, Seda Karayazi Ozsayin

USF Tampa Graduate Theses and Dissertations

This study examined the effects of anaphoric pronouns presented via computer screen on the reading comprehension of four children with Autism Spectrum Disorder (ASD). Stories from the education.com website were used to collect data. The students’ responses to reading comprehension questions during baseline, treatment, and follow-up sessions were analyzed. The perceptions of students regarding anaphoric pronouns were also analyzed. Initially, reading levels, fluency and comprehension rate, of the students with ASD were identified via the Gray Oral Reading Test, Fifth edition (GORT-5), Test of Narrative Language (TNL), and Test of Narrative Language, Second edition (TNL-2). A randomized multiple baseline (MBL) …

Increasing “Object-Substitution” Symbolic Play In Young Children With Autism Spectrum Disorders, Gabrielle Lee, Hua Feng, Sheng Xu, Shao-Ju Jin

Education Publications

Children with autism spectrum disorders (ASD) may not develop symbolic play skills so such skills need to be taught specifically. We report an experiment regarding a procedure targeting “object-substitution” symbolic play skills. The “object-substitution” symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6) with ASD. All children had verbal …

Inclusive Education For Preschool Learners With Autism: A Program Evaluation, Rachel C. Morgan

Dissertations

This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives …

Aggression And Self Injurious Behaviors: The Effects Of Behavior Interventions In Young Adults With Autism Spectrum Disorder, Tara Buck

Theses and Dissertations

The purpose of this study was to examine the effects of two behavioral interventions of young adults with Autism spectrum disorder that present with aggressive and self-injurious behavior. The results were analyzed to determine the successes and comparisons of the interventions to decrease challenging behaviors. The participants were two young adult male students diagnosed with Autism spectrum disorder, both use an AAC device as their primary means of communication. Data was collected using a reversal (A-B-A-B) study design, with collection during a baseline phase, intervention phase one, reversal withdrawal of intervention phase two and re-implementation of intervention phase three. The …

Using Intraverbal Prompts To Increase Divergent Intraverbal Responses By A Child With Autism, Gabrielle Lee, Wan-Chi Chou, Hua Feng

Education Publications

We examined the effectiveness of intraverbal prompts to increase the number of divergent responses to categorical questions comprised of compound stimuli (e.g., Name some red things) for a 6-year-old child with autism. The intraverbal prompts involved providing the function, feature, and class of the target responses. A multiple probe across behaviors design was used. Results indicated that the child’s total number of divergent responses was increased and maintained during two-week follow-up trials. Novel responses were observed across conditions.

Moments, Tiffany Bouchard

Theses and Dissertations from 2017

Moments is a series of creative nonfiction essays depicting life with a child who is severely autistic. I compare events from my life prior to having children with life events after I became a mother. My goal is to present a side of autism that is not always seen – the meltdowns, the aggression, the injurious behavior. My desire is to show that, despite the obstacles this life has presented us with, I have been able to experience life with a beautiful, misunderstood human who has changed my life for the better.

How I Learned To Communicate My Inner Life With Asperger’S: Ted Talk Annotated Resource List, Meghan Rice

Undergraduate Research Award

No abstract provided.

Alternative Ways For Treating The Characteristics Of Autism Without The Use Of Medication, Heather Coleman

Journal of Educational Leadership in Action

Autism is a neurological disorder that affects one out of 66 children worldwide (Autism Speaks, 2015). Although, some people feel that medication is a benefit for treating individuals with autism, nevertheless, there can be alternative methods in the treatment of how the brain develops that does not include medication: such as brain based exercises, reducing primitive reflexes, and using a holistic approach. Through a series of extensive brain based exercises, in conjunction with reducing the primitive reflexes, as well as incorporating natural vitamins, minerals and essential oils, parents may able to see the brain grow in unison. Once the brain …

From Railways To Radiators: How Support Teams Can Use Special Interests To Promote Success Among Individuals With Autism, Maggie Bredlau

Journal of Educational Leadership in Action

Autism Spectrum Disorder (ASD) is currently being diagnosed at a rate of 1 in 68 children (Katz, Malow, & Reynolds, 2016). According to the DSM-V a diagnosis of autism carries with it two identifying characteristics: 1. consistent deficits in social communication and social interaction across more than one context; 2. restricted, repetitive interests that are evident through highly fixated odd interests. Children with autism can have difficulty finding ways to incorporate these highly-fixated interests into their daily lives. Research indicated that when individuals on the spectrum can incorporate their fixations into daily interactions and routines their self-esteem, social connections, career …

Use Of Technology For Children With Autism: Academic Success In The Least Restrictive Environment, Laura Scott

Journal of Educational Leadership in Action

Autism Spectrum Disorders (ASD) is a prevailing neurodevelopmental disorder that affects many aspects of a child’s life. Their communication and emotional regulation are hindered which makes it more challenging for them to thrive in the general education setting. Every child has the right to be educated in the least restrictive environment with needed support provided by its local school. Research has shown the use of technology to be a major contribution to student engagement and success. The focus of this article is to examine how a child’s communication and emotional regulation affect their academics and offer research based solutions. It …

Using Discrete Trial To Teach Functional Play Skills, Courtney Marie Furtaw

Theses and Dissertations

This study examined the effects that discrete trial training could have on the functional play skills of four male preschool students diagnosed with autism. In order to determine the effectiveness of discrete trial training as an intervention, baseline data was first collected for two weeks on the four students through observations of a thirty minute group playtime in the morning of their MD preschool classroom. The baseline data demonstrated that all four students were only engaging in functional play for a limited amount of time. Next, a discrete trial training program was created for each individual student focusing on functional …

Using A Language And Literacy Intervention To Increase Autistic Students' Social Interactions With Peers, Ellyn Goerdt

Master's Theses & Capstone Projects

This paper explores the research looking at an intervention done with four preschool students with autism-like tendencies. Two of the students are on the autism spectrum and two students show autism-like tendencies and deficiencies. All four students struggled in social situations and play with their peers. The intervention provided for all four students was a checklist of skills needed to be successful in a social situation; group games, cooperative play and cleaning up. The article review discusses many supports provided and areas of need for young and adolescent students on the autism spectrum. The results of the intervention showed that …

The Efficacy Of An In-Vivo Chaining Procedure Compared To Pov-Vm Chaining Procedure To Teach A Task To Children With Autism, Elaine M. Turner

Electronic Theses and Dissertations

Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder which includes symptoms such as repetitive or restricted patterns of behavior, and deficits in social communication (American Psychiatric Association, 2013) and affects approximately 1 in 68 children (Centers for Disease Control and Prevention, 2012). Children with this disorder face unique challenges when it comes to learning academic and social skills (Gardner & Wolfe, 2013). Chaining is an effective intervention for teaching individuals with disabilities a variety of skills (Cuvo, Leaf, & Borakove, 1978; Horner & Keilitz, 1975; Shrestha, Anderson, & Moore, 2013; Tarbox, Madrid, Aguilar, Jacobo, & Schiff, 2009). Video modeling, where …

Teaching Social Skills To Students With Autism, Shylla Webb

Culminating Projects in Special Education

Teaching Social Skills to Students with Autism

Transitioning Students With Autism Spectrum Disorders From High School To The Workforce: A Literature Review, Katie L. Karnik

Culminating Projects in Special Education

Transitioning Students with Autism Spectrum Disorders from High School to the Workforce: A Literature Review

The Positive Effects Of Drumming On Children With Autism, Stephen Workman, Robert J. Damm

College of Education Publications and Scholarship

No abstract provided.

Nh-Me Lend: Advancing Health Equity For Children And Youth With Asd/Ndd And Their Families Through Continuous Quality Improvement, Betsy Humphreys, Susan Russell, Rae Sonnenmeier, Alan Kurtz

Poster Presentations

Over the past two decades NH and Maine have experienced rapid growth of racial, ethnic, and linguistic minority populations. New Hampshire’s foreign-born population was 5.7% in 2013, while Maine’s foreign-born population was 3.4% during the same time period (American Immigration Council, 2017). In addition, NH and Maine are designated refugee resettlement areas. NH is now home to refugees from over 40 countries (NH DHHS, 2010) and Maine is home to refugees from over 30 countries (Catholic Charities Refugee and Immigration Services, 2015).

Effects Of Group Functional Behavior-Based Cognitive Behavioral Therapy For Obsessive-Compulsive Behavior In A Youth With Autism Spectrum Disorder, Nicole Neil, Tricia Vause, Heather Jaksic, Maurice Feldman

Education Publications

Individuals with Autism Spectrum Disorder (ASD) often present with comorbid Obsessive Compulsive Behaviors (OCBs), but little research exists on effective intervention for OCBs. Using a single-case experimental design, this study highlights the efficacy of a Group Functional Behavior-Based Cognitive-Behavior Therapy (Fb-CBT) to reduce OCBs in an 11-year-old youth. Tailored for individuals with ASD, Fb-CBT included traditional CBT components (e.g., psychoeducation, cognitive-behavioral skills training, and exposure and response prevention), functional behavior assessment and intervention, and a group parent-training component. Time-series parent report data and standardized OCB measures showed clinically significant decreases in OCBs, increase in psychosocial functioning, and high consumer satisfaction.

Fathers’ Orientation To Their Children’S Autism Diagnosis: A Grounded Theory Study, Michael Hannon, La Chan V. Hannon

Department of Counseling Scholarship and Creative Works

Sixteen fathers of individuals with autism were interviewed to develop a grounded theory explaining how they learned about their children’s autism diagnosis. Results suggest the orientation process entails at least two phases: orienting oneself and orienting others. The orienting oneself phase entailed fathers having suspicion of developmental differences, engaging in research and education activities, having their children formally evaluated; inquiring about their children’s prognosis, and having curiosities about autism’s etiology. The orienting others phase entailed orientating family members and orienting members of their broader communities. Recommendations for responsive service provision, support for fathers, and future research are offered.

Using Constant Time Delay And Ecoaching To Teach Employment Skills To Young Adults With Autism Spectrum Disorder And Intellectual Disability In A Community Work Environment, Annemarie L. Horn

Communication Disorders & Special Education Theses & Dissertations

The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of post secondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity.

The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay …

The Effect Of Covert Audio Coaching On The Attending Behavior Of Elementary Students With Autism Spectrum Disorder In The Classroom Setting, Christina Crocco

FIU Electronic Theses and Dissertations

Autism Spectrum Disorder (ASD) is the fastest growing disability category in U.S. schools. Current legislation mandates that students with disabilities be educated in the classroom setting to the greatest extent possible. The increase in prevalence combined with placement regulations presents a challenge for classroom teachers who support students with ASD, as many of these students struggle with the necessary classroom skills to function appropriately in that environment. Classroom skills have been referred to in the literature as skills that are required for learning to occur, including: (a) looking at the teacher, (b) keeping hands to self, (c) raising a hand …

Using Errorless Teaching To Teach Generalized Manding For Information Using “How?”, Christopher Bloh, Christopher Scagliotti, Sarah Baugh, Megan Sheenan, Shane Silas, Nicole Zulli

The Journal of Special Education Apprenticeship

Five reinforcing activities were presented to and interrupted for two participants with autism. An errorless teaching procedure was then introduced with two similar activities prompting the participants to request information saying “How?” in order to resume the activity. The dependent variable included both the cumulative number of times “How?” occurred and number of times he used the acquired information to access his reinforcer. Training was conducted across five clinicians to program for and determine generalization across both activities and people. Results suggest that one participant’s manding for information generalized across activities and clinicians, although his utilizing the acquired information was …

Strategies To Assist In Decreasing Escape Maintained Behaviors In Children With Autism Spectrum Disorder, Kimberlee A. Luke

Electronic Theses, Projects, and Dissertations

Many children with ASD partake in escape maintain behaviors for numerous reasons. Children with autism might have difficulty attending to long tasks, can get overwhelmed with novel activities, and the challenging behaviors may heighten when too many demands are placed on them. As a result, teachers, parents and interventionists may start to witness children’s challenging behaviors increase. Many of the challenging behaviors are thought to have an escape function from the long or difficult task at hand. This paper will find and address various strategies that may be applied to decrease escape maintained behaviors in children with ASD. The aim …