Download or read book Peer mediated Inference Making Intervention for Students with Autism Spectrum Disorders written by Hyo Jung Koh and published by . This book was released on 2013 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Promoting inference skills of students with poor comprehension has been suggested as an effective reading comprehension strategy (Cain & Oakhill; Cain et al., 2001; Oakhill & Yuill, 1986). Empirical studies show that students with autism spectrum disorders (ASD) have demonstrated relatively poor comprehension skills compared to their intellectual level and have shown deficits in inference making. However, teaching them how to make inferences appropriately in written text that may leads to better comprehension performance has not been fully investigated yet (Whalon & Hanline, 2008; Saldana & Frith, 2007). Under the framework of weak central coherence (Happe & Frith, 2006), this study developed peer-mediated inference making intervention: literal and goal inference making training through peer mediation. Peer-mediation was implemented through interdependent group contingency and structured peer interactions. Three elementary school students with ASD and six peers participated in the study. The students with ASD demonstrated a significant discrepancy between ability and reading comprehension. Each target student with ASD was placed in a small group, along with two peers: Three heterogeneous learning groups were composed. A multiple baseline design across participants was implemented (Kazdin, 2011) to assess the effects of peer-mediated inference making intervention on reading comprehension skills and behaviors of three target students with ASD. Participants' Self-evaluation in Reading was examined to evaluate this study's social validity. Three instructors held two, fifty- minute after-school tutoring sessions per week for 12 weeks. After peer-mediated inference making interventions, students with ASD demonstrated score gains on their comprehension quizzes and collateral gains in contingent responses and verbal initiations. Peers at different levels of reading ability also showed gains in their scores. All participants reported promoted Self-evaluation in Reading. Findings from this study suggest that peer-mediated inference making intervention is useful comprehension strategies to promote both comprehension skills and appropriate behaviors of students with ASD. Peers' positive outcomes and instructors' high fidelity support this as a promising instructional approach in inclusive educational settings as well. Thus, this study contributes to the existing literature on effective educational strategies for students with ASD in inclusive educational settings.

Download or read book Evidence based Reading Instruction written by International Reading Association and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Reading First legislation, part of the No Child Left Behind Act of 2001, labels these topics the "five essential components" of reading instruction, and programs funded by Reading First must include these elements. Each state will receive funds that are proportional to the number and percentage of children living in poverty and then host competitions to determine how the funds will be distributed among the districts and schools. In order to aid educators in implementing these components in the early grades, the International Reading Association has assembled Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice, a timely and helpful compilation of articles from its journal The Reading Teacher. The first five sections are grouped according to the five essential components. Each section offers a summary and discussion of the NRP findings, and presents several articles from The Reading Teacher that provide concrete descriptions of the recommended practices. The final section includes articles that employ practices from two or more of the essential components, and the appendixes contain the Association's position statement What Is Evidence-Based Reading Instruction? and a useful list of Association resources cited in the NRP Report. This compilation will help educators implement practices consistent with scientifically based reading research, but more important, it will help teachers make every child a reader.

Download or read book Peer mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder written by Michael W. M. Mahoney and published by . This book was released on 2019 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the use of a peer-mediated instruction and intervention model (PMI) in combination with priming and the use of a visual activity checklist as a way of supporting the academic engagement and social interactions of secondary students with autism spectrum disorder (ASD). This study employed the use of a multiple-baseline across participants design (Kazdin, 2011) to determine the effects of the multicomponent intervention on the academic engagement and social interactions of students with ASD enrolled in 10th grade, general education settings. Results showed positive outcomes for all three 10th grade students' academic engagement and in social interactions for two of the three participants. This study adds to the literature in supporting the academic engagement of students with ASD by incorporating the use of priming and activity schedules within a PMI model. Findings from this study address the call for multicomponent interventions supporting links between academic and social skills in adolescents with ASD.

Download or read book The Use of Peer mediated Interventions for Enhancing Social Communication Behaviors Among Secondary Students with Autism Spectrum Disorders and Their Peers written by Julie Ann Horner and published by . This book was released on 2018 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has suggested that youth with severe developmental disabilities (with and without ASD) benefit both academically and socially from inclusive school environments. The primary service delivery approach used for supporting the social, academic, and extracurricular experiences of adolescent students with significant developmental disabilities is individually assigned, one-to-one paraprofessionals and special educators. While this approach can serve an important auxiliary role in supporting these students' experiences, there is a stark absence of empirical evidence for this approach. Peer-mediated interventions have emerged as a promising alternative to one-to-one adult-delivered support models for improving academic and social outcomes for students with severe developmental disabilities. Research is needed that explores and describes the occurrences of social communication behaviors (SCB) that adolescents with severe disabilities exhibit and how their outcomes are influenced by peer-mediated interventions. The present study used data from a randomized control trial (RCT) to systematically: (1) explore and identify SCB occurrences among high school students with significant developmental disabilities with and without ASD; (2) explore and identify the SCB occurrences among high school typically developing students; (3) compare and contrast the SCB occurrences of both groups in relation to different student variables; and (4) investigate the quality of social interactions between typically developing high school students and high school students with DD before and after the implementation of peer-mediated interventions. Study data used direct observation event recording software and narrative recording. Results indicated statistical and clinical support for the peer support condition as compared to other treatment conditions in promoting various types of SCB among students with severe developmental disabilities, specifically those with ASD. A student's disability severity was found to modulate the occurrences general initiations exhibited by them. Little change was detected in social interaction quality attributes among disability groups between treatment conditions. Findings have positive implications for increasing SCB among students with DD who present with ASD. Findings have implications for assessing SCB and increasing social interactions and engagement among adolescents with severe developmental disabilities, specifically ASD, in general education settings.

Download or read book Peer mediated Prompting to Increase Responding and Compliance Through the Use of Peer Buddies for Children with Autism Spectrum Disorders written by Janette S. Long and published by . This book was released on 2012 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The current study investigated whether pairing a typically developing peer (a peer buddy) with a child who has an ASD and providing individualized training to the peer buddy would increase responding and compliance from the child who has ASD (i.e. peer buddy system) in a summer camp setting. Also, a second purpose was to see if the typically developing peers were able to master and correctly implement the three step process taught during one-on-one training. Using a multiple baseline across participants design, the study examined the effects of one-one training on the fidelity of the peers' implementation of the intervention, and the effects of the intervention on the responding from the children with an ASD. The peers were able to demonstrate high fidelity for (a) providing a clear instruction and (b) providing a prompt if needed, but they did not demonstrate high fidelity for (c) providing social praise. The responding from the children with an ASD improved after the peers received one-on-one training. This study extended the current literature on the importance of the fidelity of peers implementing the procedures, the necessary training for those peers to maintain good fidelity, and research that peer mediated interventions increase socially desirable response from children with ASD.

Download or read book Peer mediated Social Interventions for Children with Autism Spectrum Disorders written by Katie Klosner and published by . This book was released on 2007 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Next Big Thing in Learning and Behavioral Disabilities written by Bryan G. Cook and published by Emerald Group Publishing. This book was released on 2021-04-28 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Responding to the need for educational stakeholders to plan for evolving developments in policy and practice for learners with learning and behavioral disabilities, the authors in this edited collection predict what the next big things in the field will be, and offer recommendations on how to prepare for that envisioned future.

Download or read book Effect of Peer mediated Interventions on the Social Interactions of Peers and Students with Autism written by Ruthanne Hovland and published by . This book was released on 2011 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Social impairment and difficulty with social reciprocity--or understanding the back-and-forth nature of social interactions--is one of the defining characteristics of autism spectrum disorders. Peer-mediated interventions can address these concerns by teaching children with autism new social skills and increasing social opportunities within natural environments. Peer-mediated interventions are designed to teach typically developing peers ways of successfully engaging children with autism in positive social interactions. Socially competent peers can model and reinforce appropriate social behavior. The purpose of this literature review was to discover the effects of peer-mediated interventions on the social interaction of children with autism. Several studies have been reviewed which demonstrate that peer-mediated interventions can lead to substantial improvements in the social interactions of children with autism."--leaf 3.

Download or read book The Effects of a Peer mediated Intervention on Intraverbal Behavior of Children with Autism Spectrum Disorder written by Stephanie Marie Lemut and published by . This book was released on 2016 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with Autism Spectrum Disorder (ASD) often have deficits in social and communication skills. These skills can include verbal behavior such as tacting, manding, and intraverbal behavior. Research suggests that intraverbal behavior can be taught using echoic to intraverbal transfer-of-control procedures. Researchers have demonstrated that peer-mediated interventions can be successfully used to teach students with ASD social and communication skills. This study used a multiple probe across participants design to determine if a peer with ASD could be trained to implement an echoic to intraverbal transfer-of-control intervention, and if that intervention would be effective in increasing intraverbal behavior in students with ASD. Results indicate that the peer effectively implemented the intervention, and that the target students learned and maintained intraverbal behavior. The paper will also discuss implications and direction for future research, including testing for generalization of skills, additional intraverbal interventions that can be implemented, and using peers to teach more complex intraverbal skills.

Download or read book Social Skills Instruction for Students with Autism Spectrum Disorders written by Tiffany Lynn Born and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there is a push to include students with autism spectrum disorders in the general academic context, students with autism are often not fully included in the social environment of schools. Even when students with autism are in the same settings as their typically developing peers, they often have few social interactions with their peers (e.g., Carter, Hughes, Guth, & Copeland, 2005). One reason for the dearth of social interactions that students with autism have during the school day may be related to deficits in social skills which can interfere with interactions with peers. Peer networks, a type of peer-mediated intervention, have been shown to be effective in increasing the social contacts and relationships of students with disabilities. In peer networks, gains in social interactions are accomplished by providing training to general education peers who compromise a social network for the student with a disability (SWD) outside of the classroom setting. However, the literature on peer networks varies as to if specific social skills training for the SWD is included and often does not fully examine specific or even general social skills deficits of the SWD. This study examined the effectiveness of a peer network plus intervention which incorporated an explicit social skills training component within a peer network framework. Four participants with an educational diagnosis of autism participated in a 10 week peer network intervention. A social skills training component was added to the peer network systematically. The purpose of this study was to examine the effectiveness of the peer network plus intervention for (a) enhancing targeted social skills of the students with autism, (b) enhancing broader social skills as measured by multiple social skill and adaptive questionnaires, and (c) increasing the number of social contacts, friendships, and interactions students with autism have in high schools. In addition, the social validity of this intervention was measured in order to determine the feasibility and acceptability for use in schools and by school personnel. Finally, the study examined the sensitivity of the Autism Social Skills Profile (ASSP, Bellini & Hopf, 2007) for use as a progress monitoring tool with these interventions. Using a multiple baseline across participants design, this study demonstrated that the social skills component of the peer network plus intervention was effective at improving the targeted social skills of all four participants. Two independent coders found Strong Overall Evidence for improvements in social skills when the social skills component was added for each participant. There was Moderate Overall Evidence for the impact of the social skills training component on the number of interactions students with autism had with their peers during the network meetings. Students with autism, peers without disabilities, and school staff interventionists all rated the intervention favorably. The ASSP was not consistently sensitive enough to detect improvements in social skills for all participants. Implications of the study, as well as limitations and directions for future research, are discussed.

Download or read book Peer Mediated Instruction Intervention written by Sarah Terrell and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Peer mediated Intervention on Social Competence in Children with Autism Spectrum Disorders written by Megan P. Cunningham and published by . This book was released on 2009 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Peer mediated Instruction and Intervention Through Integrated Play Groups Among Preschoolers with Autism written by Sarah Al-Sharif and published by . This book was released on 2020 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers play an essential role in providing appropriate classroom interventions for young children with autism spectrum disorder (ASD). It is necessary to discover teachers’ perceptions about these interventions for young children with ASD in order to improve the curricula and standards for working with this population. Peer‐Mediated Instruction and Intervention (PMII) has proven to be a successful evidence-based intervention (EBI) that works to improve the social skills of children with ASD. To date, there is little research that has explored teachers’ perceptions of using PMII. Therefore, this study investigates teachers’ perceptions of the impact of using PMII in Integrated Play Groups (IPG) with particular regard to the social skills development among preschoolers with ASD within general education classrooms. To best capture these perceptions, the study was conducted using a survey research design.

Download or read book Theory of Mind and the Ability to Make Emotional Inferences Among Children with High functioning Autism Spectrum Disorders written by Abigail Leibovitch and published by . This book was released on 2013 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perspective-taking skills are central to the successful navigation of social situations. Children need perspective-taking skills to help them correctly interpret different cues and accurately assess social situations so they can determine how to best respond. Children with Autism Spectrum Disorders (ASD) exhibit marked impairments in this area. In order to develop successful social skills interventions for this population, it is critical that we have a strong understanding of the nature of their deficits. While there is robust evidence that children with ASD experience difficulty making inferences about the beliefs of others, research on their ability to infer emotions has had more mixed results (Baldwin, 1991; Baron-Cohen, 1991; Happe, 1994; Hillier and Allinson, 2002; Kaland et al., 2005; Joliffe & Baron-Cohen, 1999; Serra et al., 2002; Williams & Happe, 2010). This study examined how well children with autism spectrum disorders are able to make emotional inferences using three different measures of emotion attribution. The measures were administered to a clinical sample of participants with high functioning-autism spectrum disorders (HF-ASD) and a comparison sample of typically developing participants to determine whether individuals with HF-ASD experienced more difficulty making emotional inferences from different cues than their typically developing peers. The hypotheses that children with HF-ASD make fewer spontaneous emotional inferences and have lower levels of emotional awareness than their typically developing peers were also tested. Finally, performance on these emotional inferencing measures was examined to determine whether they were able to reliably discriminate between participants with different levels of autism-related symptomatology. Participants with autism performed as well as their peers on all measures of emotion attribution in this study. These findings and their implications are explored.

Download or read book Communication in Autism written by Joanne Arciuli and published by John Benjamins Publishing Company. This book was released on 2014-10-15 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).

Download or read book Single subject Experimental Research written by Susan B. Neuman and published by International Reading Assn. This book was released on 1995 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intended as a guide for both novice and experienced researchers, this collection of articles focuses on single-subject experimental research used for investigations in literacy. The premise of the collection is that this single-subject approach allows researchers--both those from outside the classroom and teacher-researchers--to discover how an instructional intervention affects the student actually in need of assistance. The articles and their authors are: (1) "What Is Single-Subject Experimental Research?" (Sandra McCormick); (2) "Reversal Designs" (David B. Yaden, Jr.); (3) "Multiple-Baseline Designs" (James Kucera and Saul Axelrod); (4) "Alternating-Treatments Designs" (Susan B. Neuman); (5) "Statistical Analysis Procedures for Single-Subject Designs" (Michael L. Kamil); (6)"Combining Single-Subject Designs with Qualitative Research" (Tanja L. Bisesi and Taffy E. Raphael); (7) "Teachers Using Single-Subject Designs in the Classroom" (Judith A. Braithwaite); and (8) "Important Issues Related to Single-Subject Experimental Research" (Annemarie Sullivan Palincsar and Andrea DeBruin Parecki). Three appendixes conclude the collection: Appendix A--"Conventions for Displaying Data on Line Graphs" (Sandra McCormick); Appendix B--"Comparison of Research Methodologies Commonly Used in Literacy Investigations" (Sandra McCormick); and Appendix C--"Single-Subject Experimental Research Studies with Literacy-Related Themes" (Susan B. Neuman). (NKA)

Download or read book Educating Students with Autism Spectrum Disorders written by Dianne Berkell Zager and published by Routledge. This book was released on 2012 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Similar to a handbook in its comprehensive description of current theory and research, this interdisciplinary text shows how the existing knowledge base can explore promising new possibilities related to the field's many unanswered questions.