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Full-Text Articles in Education
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Faculty Publications
As many children first encounter individuals with developmental disabilities (DD) through characters in children’s literature, these individuals must be depicted authentically. Using descriptive analyses, we evaluated 38 books written for children and adolescents (11 picture books, 17 chapter books) for their portrayals of characters with developmental disabilities, comparing the portrayals against those published in three previous studies. All books considered were eligible for the 2018 Dolly Gray Children’s Literature Award. Data were analyzed regarding personal portrayal, social interactions, and exemplary practices. Results indicated that most characters portrayed have ASD (80%) and the majority are male (65%). Generally, characters with DD …
Social Skills And Students With Moderate To Severe Disabilities: Can Community Based Instruction Help?, Carissa Hernandez, Saili S. Kulkarni
Social Skills And Students With Moderate To Severe Disabilities: Can Community Based Instruction Help?, Carissa Hernandez, Saili S. Kulkarni
Faculty Publications
The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was completed using interviews and observations. Participants included students, teachers, and paraprofessionals from a middle school in Southern California. The findings of this study are intended to support the use of CBI in middle school special education classrooms and to demonstrate how a functional program can improve the social …
Video Self-Modeling On An Ipad To Teach Functional Math Skills To Adolescents With Autism And Intellectual Disability, Cami Elizabeth Burton, Darlene Anderson, Mary Anne Prater, Tina Taylor
Video Self-Modeling On An Ipad To Teach Functional Math Skills To Adolescents With Autism And Intellectual Disability, Cami Elizabeth Burton, Darlene Anderson, Mary Anne Prater, Tina Taylor
Faculty Publications
Research suggests that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disabilities. The current study used a multiple baseline design across participants to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings …
Autism Fast Start Checklist, Tina Taylor, Leeann Whiffen
Autism Fast Start Checklist, Tina Taylor, Leeann Whiffen
Faculty Publications
This Fast Start Checklist was created to help parents in Utah who are concerned that their child is exhibiting signs of an Autism Spectrum Disorder (ASD). It serves as a general guideline for obtaining support through the evaluation and initial treatment process and is not intended to be all-inclusive. Early Intervention and school personnel can guide parents to these resources as they collaborate to determine the best route for serving children who exhibit signs of ASD. Parents should be encouraged to not try to do everything on this list, as they are provided as points to consider. This checklist is …
Language Acquisition In Children With Autism, Tina Taylor
Language Acquisition In Children With Autism, Tina Taylor
Faculty Publications
By definition, children with autism have deficits in communication. Often, when parents notice that something is "different" about their child, it is that he does not acquire language at the same rate as his peers, that the child uses what language he has in an idiosyncratic fashion (e.g., repeating phrases from videos, using pronouns incorrectly), or that the child appears to understand only that language which might be reinforcing to him (e.g., not responding to "Look at Mommy," but responding to "Do you want a cookie?)" When these "red flags" are apparent, parents should beware of misguided advice such as …
Strategies For Preventing Disruptive Behaviors Among Students With Autism, Tina Taylor
Strategies For Preventing Disruptive Behaviors Among Students With Autism, Tina Taylor
Faculty Publications
Help! What should I do with Michael? I can't control him! I often hear pleas of help similar to this one. What can a teacher do to help a student with autism learn and demonstrate appropriate behavior? The purpose of this article is provide a framework by which we can view behavior, and a description of a few strategies to help prevent challenging behaviors among students with autism. When I was a fresh out of college working under a provisional certificate, I was educated in the "current" methods of "behavior management." That is, I learned how to observe, count, graph …