Mazurik-Charles, R., & Stefanou, C. (2010). Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom. Journal of Instructional Psychology, 37(2), 161-169. Retrieved from EBSCOhost. Stokes, M., Newton, N., & Kaur, A.
Introduction According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based practices required to educate this population of individuals is also increasing and has now become part of our law. 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.
Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18(2), 70-81. Sutherland, K. S., & Oswald, D. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14, 1–14.
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 .
The design of the autonomous virtual agent is based on participatory design workshops with practitioners and children along with the SCERTS framework. According to the article, the SCERTS framework is a well-established educational intervention approach aimed to support the social communication (SC) and emotional regulation (ER) of children with autism through appropriately designed transactional support (TS). The article went into great detail on the design of the artificial agent including the artificial intelligence capabilities of the software that enable the agent to work autonomously with the subject and modify its ... ... middle of paper ... ...tism spectrum disorders. Professionals and families of children with ASD have become more knowledgeable of the range of evidence-based practices. Professionals have had to choose and implement practices based on the child’s strengths, challenges and characteristics.
These disabilities can be overcome by providing a structured learning programmed and encourage stimulation. Structured lear... ... middle of paper ... ... to deal with changes. Moreover, preschool teachers also can recommend and visit potential kindergarten with that service to look an opportunities and experiences of the staff. They should go for open day to get information and procedures of the kindergartens to be compared. The effectiveness of the transitions for children, who had ASD from preschool to kindergarten, depends on how the strategies plan by the teachers.
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.
Stoner, J. B., & Thompson, S. J. (2005). Welcome to our World: Parent perceptions of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20(1), 39-51.
198-207. Laushey, K. M., Heflin, L .J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders, 39(10), 1435-1448. doi: 10.1007/s10803-009-0757-9 Sancho, K., Sidener, T. M., Reeve, S. A., & Sidener, D. W. (2010). Two variations of video modeling interventions for teaching play skills to children with autism.
Collaborative is the use of various professionals working together to achieve the child's education program (Murata and Tan, 2009). As for Gately and Gately (2001), collaboration is one way of teachers work together in which the general education teachers and special education teachers act as a team to help and coach students in the class. According to Ford, Davern & Schnorr (2001), students learn best in classrooms where learning format that reflects the differences in students' learning approaches have been used in teaching and learning process. It can be said that the collaborative is very important and plays an important role in creating understanding in the classroom and help both educators and students to achieve their goals in all learning environments. Excellent collaborative teaching leads educators in making better use of appropriate knowledge and skills, maintain students’ capabilities and facilitate the participation of students in a class.