Education Commons^™

Photographs And Parent Training To Support Conversations About Past Events Between Caregivers And Children With Autism, Naima Bhana, Tracy J. Raulston, Ciara Ousley, Atikah Bagawan

Department of Special Education and Communication Disorders: Faculty Publications

Objectives Children with autism spectrum disorder experience communication difficulties that can make it challenging to engage in conversations. Their caregivers also often struggle with finding ways to support the child’s communication. Parent-implemented interventions and visual supports are evidence-based practices to support the communication skills of children with autism.

Method A multi-method design (single-case multiple probe and qualitative) was used to evaluate the effects of family photographs, training, and telecoaching on parental implementation of communication strategies. Three parents and their children with and at risk for autism participated.

Results Results indicate that the use of photographs increased the communication strategies used …

Encapsulating Educational Design For Students With Autism Spectrum Disorder, Lauren Praeuner

Honors Theses

This paper is a thesis/creative project hybrid split into two parts. First, it examines different aspects of Autism Spectrum Disorder (ASD), the symptoms experienced by those on the spectrum, and the guidelines that parents, medical professionals, and educators should follow to ensure a holistic approach to the care and education of children with autism. The text also notes some of the considerations that designers should review when designing educational facilities for these individuals, as well as few precedents that successfully do so. The second part of the paper presents my team’s architectural studio project, contributed to by UNL students Lindsay …

Effects Of Direct Instruction Flashcards And Reading Racetracks On Sight Word Acquisition And Maintenance For A Student With Autism, Chelsea Burton

College of Education and Human Sciences: Dissertations, Theses, and Student Research

A student’s abilities in literacy can be indicative of his/her ability to live successfully in our society (Rinaldi, Sells, & McLaughlin, 1997). The ability to read is an area of difficulty, particularly for many students with autism spectrum disorders. Two fundamental cognitive processes required for skilled reading are word recognition and reading comprehension (Spector, 2010). Struggles with word recognition hamper the ability of students with ASD to work towards the goal of literacy (Spector, 2010). Browder and Xin (1998) argued that sight word instruction is important because that knowledge provides a foundation for other functional academic skills. The purpose of …

Effects Of Systematic Social Skill Training On The Social-Communication Behaviors Of Young Children With Autism During Play Activities, Laura L. Maddox

College of Education and Human Sciences: Dissertations, Theses, and Student Research

A systematic social skills training intervention to teach reciprocal sharing was designed and implemented with triads of preschool-age children, including one child with an autism spectrum disorder (ASD) and two untrained classroom peers who had no delays or disabilities. A multiple-baseline research design was used to evaluate effects of the social skills training intervention on social-communication and sharing behaviors exhibited by the participants with ASD during interactive play activities with peers. Social-communication behaviors measured included contact and distal gestures, touching peers and speaking. Four sharing behaviors were also measured, including sharing toys and objects, receiving toys and objects, asking others …

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 …