Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
The Effects Of Peer-Led Interventions, "Stay, Play, Talk", On Social Skills With Students With Autism, Elizabeth G. Deganian
The Effects Of Peer-Led Interventions, "Stay, Play, Talk", On Social Skills With Students With Autism, Elizabeth G. Deganian
Specialist in Education Degree (Ed.S.) Theses
The purpose of this study was to investigate the peer-led intervention, “Stay, Play, Talk” on three target social skills with elementary aged children with autism. The target skills are as follows: 1) initiating a greeting by either waving or saying, “hi”; 2) waiting his/her turn while playing a structured game/activity; and 3) staying close to a peer during a 10 minute free play period. A multiple probe across behaviors combined with a multiple probe across participants demonstrated that “Stay, Play, Talk” as an effective intervention for social skills on three participants served in an autism classroom. Additionally, this study examined …
A Systematic Review Of Using Weighted Vests With Individuals With Autism Spectrum Disorder, Christopher J. Taylor
A Systematic Review Of Using Weighted Vests With Individuals With Autism Spectrum Disorder, Christopher J. Taylor
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of the study was to evaluate the current literature on the use of weighted vests with individuals with autism spectrum disorder. A literature review using the What Works Clearinghouse Standards was conducted. The results of the review show that the use of weighed vests with individuals with autism spectrum disorder is not an evidence-based practice.
General Education Teacher Perceptions Of Self-Efficacy Regarding Teaching Students With Autism In Inclusion Settings, Jennifer H. Condrey
General Education Teacher Perceptions Of Self-Efficacy Regarding Teaching Students With Autism In Inclusion Settings, Jennifer H. Condrey
Education Dissertations and Projects
With an increase in the number of children being diagnosed with Autism Spectrum Disorder comes an increase in students with autism being integrated into regular education classrooms. While general education teachers strongly support inclusion, they do not feel prepared to implement inclusion practices in their classrooms. This dissertation was designed to gauge perceptions of self-efficacy among K-5 general education teachers in regards to teaching students with autism in inclusion settings. The researcher conducted digital surveys and personal interviews among K-5 regular education teachers who had inclusion experience with students with autism. Teacher perceptions were measured in the areas of preparedness, …