scholarly journals Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives

2020 ◽  
pp. 1-17
Author(s):  
Jennifer Stephenson ◽  
Leah Browne ◽  
Mark Carter ◽  
Trevor Clark ◽  
Debra Costley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
South Australia ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary School Children ◽  
Future Research ◽  
Teacher Interviews ◽  
Students With Autism ◽  
Facilitators And Barriers ◽  
Principal Interviews

Abstract The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.

scholarly journals Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

2021 ◽  
Author(s):  
Heather Cowan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Model ◽  
Future Research ◽  
Social Model Of Disability ◽  
Behaviour Analysis ◽  
Effective Implementation ◽  
Applied Behaviour Analysis ◽  
Facilitators And Barriers

Policy/Program Memorandum Number 140 outlines the requirements for Ontario school boards to incorporate principles of Applied Behaviour Analysis (ABA) into school programs for students with Autism Spectrum Disorder (ASD). With increasing numbers of children being diagnosed with ASD, it is important to assess the facilitators and barriers in implementing this policy, and work towards effective academic and social inclusion. Through individual interviews and follow-up questionnaires, four behaviour therapists provided their perceptions and experiences of ABA in the classroom. A thematic analysis yielded five main themes: reinforcement in the classroom, consistency, ABA and behaviours in the classroom, collaboration, and attributions. These themes are interpreted using a social model of disability and a children’s rights lens to answer the research question: what are the facilitators and barriers to the effective implementation of ABA in schools? Limitations, recommendations for future research, and practical recommendations are discussed. Key words: Applied behaviour analysis, PPM 140, autism spectrum disorder, inclusion, social model of disability

Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability

2018 ◽  
Vol 37 (4) ◽  
pp. 207-218 ◽  
Author(s):  
Bethany R. McKissick ◽  
Luann Ley Davis ◽  
Fred Spooner ◽  
Larry B. Fisher ◽  
Carlie Graves
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted Instruction ◽  
Future Research ◽  
Computer Assisted ◽  
Students With Autism ◽  
Assisted Instruction

Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

scholarly journals Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

2021 ◽  
Author(s):  
Heather Cowan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Model ◽  
Future Research ◽  
Social Model Of Disability ◽  
Behaviour Analysis ◽  
Effective Implementation ◽  
Applied Behaviour Analysis ◽  
Facilitators And Barriers

Policy/Program Memorandum Number 140 outlines the requirements for Ontario school boards to incorporate principles of Applied Behaviour Analysis (ABA) into school programs for students with Autism Spectrum Disorder (ASD). With increasing numbers of children being diagnosed with ASD, it is important to assess the facilitators and barriers in implementing this policy, and work towards effective academic and social inclusion. Through individual interviews and follow-up questionnaires, four behaviour therapists provided their perceptions and experiences of ABA in the classroom. A thematic analysis yielded five main themes: reinforcement in the classroom, consistency, ABA and behaviours in the classroom, collaboration, and attributions. These themes are interpreted using a social model of disability and a children’s rights lens to answer the research question: what are the facilitators and barriers to the effective implementation of ABA in schools? Limitations, recommendations for future research, and practical recommendations are discussed. Key words: Applied behaviour analysis, PPM 140, autism spectrum disorder, inclusion, social model of disability

scholarly journals Predictors of postsecondary success for students with autism spectrum disorder

2018 ◽  
Author(s):  
◽  
Sarah E. Kimmel
Keyword(s):  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Predictor Variables ◽  
Future Research ◽  
Postsecondary Outcomes ◽  
Study Results ◽  
Students With Autism ◽  
The Impact

The purpose of this quantitative study was to analyze the impact of three predicting factors, low socioeconomic status (SES), participation in community based work experience (CBWE) programs, and the presence of multiple disability diagnoses, on postsecondary outcomes of students with Autism Spectrum Disorder (ASD). The case study specifically analyzed postsecondary outcomes of 70 high school students with an educational diagnosis of ASD, who graduated from public, self-contained special education secondary schools during the 2014-2017 academic years. Postsecondary outcomes were measured through data gathered by the school district's Graduate Six Month Follow Up questionnaire. Study results found no statistically significant impact of any predictor variables on postsecondary outcomes. Results also indicated no significant relationship between the three predictor variables. Limitations of the study include sample size, qualification for free and reduced lunch, data collection tools, and time frames. Implications for practice and future research opportunities are discussed.

Technology use as a support tool by secondary students with autism

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Susan H Hedges ◽  
Samuel L Odom ◽  
Kara Hume ◽  
Ann Sam
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Technology Use ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Survey Study ◽  
Future Research ◽  
Support Tool ◽  
Students With Autism

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

2019 ◽  
Vol 35 (4) ◽  
pp. 179-190 ◽  
Author(s):  
Laura Bassette ◽  
Emily Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park ◽  
McKenzie Cremeans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Advanced Mathematics ◽  
Mathematical Problems ◽  
Students With Autism ◽  
The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

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