A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116. Kamps, D. et.al. (2002). Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers.
Unfortunately, many children do not have these things when they come to school. The researcher's aim to provide an intervention that helps to provide an ongoing positive relationship with a school staff member, create a safe environment for children to explore their feeling and discuss problems with a caring adult, and to creative opportunities that allow the students to be successful thereby increasing overall perceptions of self-efficacy. One potential intervention is involving families in behavioral interventions. Reinke, Splett, Robeson, and Offutt (2009) found that parental involvement in all levels of PBIS increases the effectiveness of interventions. The Family Check-up model combines school based PBIS interventions with family supports.
Ral, S.M., & Gagie, B. (2006). Learning through Seeing and Doing: Visual Supports for Children with Autism. TEACHING Exceptional Children, 38(6), 26-33. Retrieved form EBSCOhost.
Limited evidence-based interventions have created a strain and a sense of urgency for educators and professionals providing programming and therapeutic services to children with ASD. Recent efficacy research on video modeling as an instructional approach for individuals with disabilities has been found to be a promising intervention for teachers, which has implications for its use with students with autism in the classroom setting (Banda, Matuszny, and Turkan, 2007). The research question addressed in this study is: How effective are video modeling interventions in improving the behaviors of individuals with autism during large group instructional times? Statement of the Problem The origin of video modeling is thought to have theoretical roots in the social learning theory of Albert Bandura in the early 1970’s (Bellini & Akullian, 2007). Through his research, Bandura was able to pro... ... middle of paper ... ...ith Autism.
Feasibility and Initial Efficacy of a Comprehensive School-Based Intervention for High-Functioning Autism Spectrum Disorders. Psychology in The Schools, 49(10), 963-974. Strid, K. (2013). Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scandinavian Journal of Psychology, 54(1), 26-32.
Current literature shows that this is false. This paper accepts the current position that these students can function in an educational and social environment, and will show that further progress can be made. Specifically, this paper will show that a student with Asperger’s will be better able to function in school with early diagnosis, assistance of educators and the support of the family. To illustrate, I sat with Mr. Glover, an Autism specialist at Mountain View Middle School, he talked to me about a young ma... ... middle of paper ... ...ncyclopedia of mental disorders. The Gale Group Inc., Gale, Detroit, Retrieved from http://www.healthline.com/galecontent/aspergers-disorder/6 Glover, Michael.
Autistic children have trouble with understanding messages and interpretation of facial expressions, body language, tone of voice, and emotional expressions directed toward them. There is also a sense of fear that they have when there is a change of environment (Goldstein, Naglieri, Rzepa, & Williams, 2012). These children also show many developmental struggles like reciprocal socialization, interests, motor skills, cognitive skills, thinking, and activities. On top of all of those developmental difficulties as many as 70% of children with autism spectrum disorder show challenging behaviors, including aggression, disruptive behaviors, and cause injury to themselves. When a child with autism has disruptive behaviors is can lessen the response to educational intervention and then turn into further separation from children around their age, which increases the caregivers stress related to disruptions in daily activities (Lesack, Bearss, Celano, & Sharp, 2014).
Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings. • Sze, K. M., & Wood, J. J. (2007). Cognitive Behavioral Treatment of Comorbid Anxiety Disorders and Social Difficulties in Children with High-Functioning Autism: A Case Report. Journal of Contemporary Psychotherapy.
Inclusive education and best practice for children with autism spectrum disorder: An integrated approach. International Journal of Inclusive Education , 13(8), 845-859. Vakil, S., Welton, E., O'Connor , B., & Kline, L. (2008). Inclusion means everyone! the role of early childhood educator when including young children with autism in the classroom .
Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of autism and developmental disorders, 34(3), 245-256. Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development in adolescents and adults with autism. Mental retardation and developmental disabilities research reviews, 10(4), 234-247.