Download or read book Teachers Perspectives of Research based Instructional Strategies and Implementation to Promote Literacy Skills for Students with Autism Spectrum Disorders written by Prasopsuk Y. Pinto and published by . This book was released on 2014 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Instructional Use of Research Based Interventions For written by Eric J. Nach and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parents and educators have limited resources to devote to the education and training of students with autism spectrum disorder (ASD). Research has identified numerous scientifically-based practices and promising practices teachers can use when working with students with ASD, while other types of practices that teachers are using have been identified as having limited support or are not recommended practices for educating children with ASD (Simpson, 2005). The purpose of this quantitative, non-experimental and exploratory (correlational) study using a predictive research design is to determine if the types of training teachers have, years of teacher experience educating students with ASD, student age, and school type where they work has an influence on the types of practices teachers use with students with ASD. The Autism Treatment Survey was adapted and utilized by 62 participants as an online survey. The participants were special education teachers from a Southeast Florida School District who attended the 2009 CARD (Center for Autism and Related Disabilities) conference in West Palm Beach Florida.

Download or read book Teaching Early Literacy Skills to a Student with Autism Spectrum Disorder written by Kathryn M. Gannon and published by . This book was released on 2007 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study was designed to teach the early literacy skill of looking at books for a student with autism spectrum disorders. A case study was implemented with a five year, 11 months old, boy. The literature reviewed allowed the researcher to design a procedure that would create a conducive learning environment for the researcher to teach the child with autism spectrum disorders the early literacy skill of looking at books. Informal interviews with the student participant's mother and surveys answered by the student participant's mother and professionals that work with the student participant on a daily basis provided additional background information in designing the procedure. The study was allotted approximately three weeks for the researcher to provide daily instructional sessions at the student participant's home. Qualitative and quantitative measures were utilized in interpreting and analyzing the data collected. Results from the study indicated that individualized teaching a student with autism spectrum disorder can positively affect students with autism spectrum disorder. Consequently, working with a child with autism spectrum disorder on an individualized basis for literacy instruction is suggested with the following methods: daily personalized instruction, examining likes and times of cooperation that the child exhibits, and the utilization of positive reinforcements.

Download or read book Handbook of Research Based Practices for Educating Students with Intellectual Disability written by Karrie A. Shogren and published by Taylor & Francis. This book was released on 2024-09-10 with total page 738 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its second edition, this comprehensive handbook emphasizes research-based practices for educating students with intellectual disability across the life course, from early childhood supports through the transition to adulthood. Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches, lived experience and expertise, and philosophies, the book is updated with new theory and research-based practices that have been shown to be effective through multiple methodologies, to help readers select interventions and supports based on the evidence of their effectiveness. Considering the field of intellectual disability from a transdisciplinary perspective, it integrates a greater focus on advancing equity in educational outcomes for students. This book is a professional resource and graduate level text for preservice and in-service educators, psychologists, speech/language therapists and other clinicians involved in the education of children, youth, and adults with intellectual disability.

Download or read book Cutting Edge Language and Literacy Tools for Students on the Autism Spectrum written by Katharine P. Beals and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents the latest understanding of the language deficits in autism and where they come from; the latest instructional and assistive tools for addressing both the linguistic and the related literacy challenges in autism, and what the evidence shows about the efficacy of the various tools"--

Download or read book Show Me the Data written by RinaMarie S. Leon-Guerrero and published by AAPC Publishing. This book was released on 2011 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data collection is one of the critical elements of an effective, efficient, and accountable program that supports student development and learning. However, many intervention teams struggle to develop reasonable and sustainable methods of gathering information about student performance and progress. Now comes SHOW ME THE DATA! This must-have resource consists of a brief discussion on data collection accompanied by a CD containing a comprehensive compilation of data sheets to help make that once-dreaded task easier and simpler.

Download or read book Your First Source for Practical Solutions for ASD written by and published by AAPC Publishing. This book was released on with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Visual Support for Children with Autism Spectrum Disorders written by Vera Bernard-Opitz and published by AAPC Publishing. This book was released on 2011 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Combining their years of experience working with individuals on the autism spectrum, the authors bring practical ideas and teaching methods for offering visual supports to students with autism spectrum disorders.

Download or read book Emergent Literacy Development in Children with Autism Spectrum Disorders written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The term "emergent literacy" is broadly used to characterize the time during which children are developing those skills and abilities that precede independent reading and writing abilities. Since the term was first used, researchers' and educators' increasing knowledge of emergent literacy has led to the identification of component skills and characteristics in young children, as well as aspects of their home environments that are associated with their later literacy accomplishments National Research Council [NRC], 1998. Aspects of the home environment associated with literacy achievements are commonly referred to as the child's "home literacy practices" Boudreau, 2005. Component skills include: oral language ability, print concepts knowledge environmental print recognition, knowledge of print forms, conventions, and functions, alphabet knowledge letter name and letter sound, name writing and other forms of emergent writing abilities, and phonological awareness. Characteristics include pretend reading and literacy motivation. Home literacy practices associated with later literacy include the parents': use of behaviors that promote literacy learning, personal literacy abilities, and beliefs and attitudes about their child's education. Children's emergent literacy has not been widely studied in the population affected by autism spectrum disorders ASD. In order to better understand emergent literacy development in young children with ASD, this study descriptively explored the component skills and characteristics, as well as the home literacy practices associated with later literacy for children with typical development, in young children with ASD. Forty-one child participants with ASD between the ages of 4 years 0, months and 7 years, 11 months were assessed directly in this study. A clinical diagnosis of ASD was documented via records review; in addition, parents completed the Social Communication Questionnaire SCQ; Rutter, Bailey, & Lord, 2003, a screening tool for autism. Parents of thirty-five of these children took part in a structured interview related to the emergent literacy development and experiences of their children. The child participants' literacy-related behaviors were assessed via direct and indirect assessments. Direct assessments included measures of the children's oral language abilities, nonverbal cognitive abilities and early literacy abilities print concepts, alphabet knowledge, and name writing. Indirect assessment via a structured interview using the Home Emergent Literacy Profile for Children with Autism Spectrum Disorders HELPA, Lanter, 2008 further explored these early literacy abilities, as well as the children's emergent writing, phonological awareness, pretend reading, and literacy motivation. The HELPA, a measure specifically designed for this study, was the sole instrument used to explore those aspects of children's home literacy practices previously mentioned as being associated with literacy development in children with typical development. Findings related to the children's component skills and characteristics suggested that oral language skills were moderately correlated with the children's early literacy skills rs between .32-.45, and that an uneven pattern of acquisition of early literacy skills and abilities was observed both within and across early literacy abilities. Relative early literacy strengths in the children included the knowledge of mechanical aspects of print concepts e.g., book orientation and letter name identification. Relatively weak skills included pretend reading and understanding the purpose of reading and writing. Variable performance was observed in the other skills measured in this study. The most striking finding was that early literacyskills related to a conceptual understanding of the communicative purpose of reading and writing e.g., pretend reading, understanding the purpose of reading and writing were found to be weaker than those that do not require this understanding e.g., environmental print recognition, book orientation, letter name identification. Although limitations in early literacy skills existed for many of the children in this study, parents of the overwhelming majority of the child participants reported high levels of literacy motivation. Findings related to the children's home literacy practices suggested that: a home literacy practices alone may not be sufficient to ensure these children's literacy achievements; b the parents' use of home literacy practices may have been influenced by characteristics of the child; and c many of the parents reported feeling that their child exhibited a strength in literacy skills, despite reporting that they felt their child may not have a solid understanding of the purpose of literacy. There are five implications to be drawn from these findings. First, speech-language pathologists and teachers should recognize that, consistent with children who have typical development, oral language skills are associated with early literacy skills among children with ASD, but that some children with significant oral language difficulties may show relative strengths in some early literacy skills. Literacy instruction should thus focus on both aspects of development, oral language skills and traditionally viewed early literacy skills in children with ASD. This recommendation is consistent with best practice recommendations e.g., Center for Early Literacy Learning [CELL], 2007; NRC, 1998. Second, variability both within and across areas of early literacy development is apparent among children with ASD. While variability also is observed inchildren with typical development, for the children in this study, there appeared to be relative difficulty with understanding the social communicative purpose of written communication. This parallels what we know about language development in the population with ASD, that pragmatic language abilities are more adversely affected than structural language abilities Tager-Flusberg, 2004. Further research is needed to consider how the early literacy profile observed in this study speaks to what we know about the disorder. This finding encourages speech-language pathologists and teachers to employ instructional methods that teach of the components of literacy to children with ASD in meaningful literacy activities e.g., writing notes. This pedagogy should be extended to the children's parents, so that they can consider literacy skills in a framework that includes both component skill development and understanding. This is considered best practice for children with typical development NRC, 1998. Third, for children with ASD, the parents' use of behaviors that promote literacy learning may not be sufficient to ensure these children's literacy achievement. Especially for those children with more significant oral language impairments; school-based instruction using evidence-based teaching methods may be needed in addition to experiences provided in the home environment. For children with typical development, research has shown that promoting early literacy abilities through an evidence-based curriculum contributes to later reading abilities for some children Vaughn, Linan-Thompson, & Hickman, 2003. Further research is needed to evaluate the efficacy of emergent literacy programs for children with ASD. Fourth, the literacy teaching behaviors of the children's parents in this study may have been influenced by the child's abilities. This suggests that educational professionals may want to individualize home programs based on the ability of the child and feedback from the family.

Download or read book Focus on Special Educational Needs written by Cristina Sánchez-López and published by Oxford University Press. This book was released on 2018-08-23 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focus on Special Educational Needs explores the characteristics of effective classroom instruction for language learners aged 5–18 with special educational needs. It guides teachers and other educational practitioners to combine their perspectives in providing balanced, coordinated, cohesive, and comprehensive approaches. The authors present a framework for developing inclusive learning environments which are culturally and linguistically responsive, based on strengths-based perspectives. Research studies and examples from the classroom illustrate collaborative practice in action. Additional online resources at www.oup.com/elt/teacher/fosen Cristina Sánchez-López is a teacher educator in Chicago at the Illinois Resource Center, Multilingual Cultural Classroom, and Paridad Education Consulting. Theresa Young is a speech-language pathologist and educator in private practice in Parry Sound, Ontario. ‘This excellent book provides detailed guidance for educating language learners with special educational needs, based on a thorough review of classroom research. The authors advocate approaches which build upon all the assets learners bring to the classroom, and integrate these with decades of best practices in second language development and special education. This will be a welcome resource to graduate students and practicing teachers alike.’ Dr Nadeen T. Ruiz, School of Education, University of California at Davis

Download or read book Viewpoints on Interventions for Learners with Disabilities written by Festus E. Obiakor and published by Emerald Group Publishing. This book was released on 2018-05-18 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on divergent perspectives and innovative interventions known to maximize the fullest potential of people with exceptionalities. Emphasizing that intervention strategy objectives must always be to meet individual learners unique needs, contributions reflect where we are and where we are going in the field of special education.

Download or read book Facilitating Evidence based Practice for Students with ASD written by Christina Carnahan and published by Brookes Publishing Company. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With a growing population of children diagnosed with autism, there is a critical need for teachers and administrators to have a solid understanding of the evidence-based practices necessary for positive academic, behavioral, and social outcomes for this population. Dr. Carnahan and Dr. Lowrey have created a framework that can be used to review and assess the current teaching environment to determine if the evidence-based practices are being implemented and offer strategies on how to improve the delivery of instruction to ensure that these students are being supported.

Download or read book EVALUATING THE EFFECTS OF A COMMITMENT EMPHASIS CONSULTATION MODEL TO INCREASE TEACHER IMPLEMENTATION OF AUTISM SPECIFIC ASSESSMENT written by Briana M Bronstein and published by . This book was released on 2019 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are several effective treatment methods and evidence based practices (EBP) for teaching children with Autism Spectrum Disorders (ASD). The use of EBPs is federally mandated, but it is often overwhelming for teachers to identify and implement available best practices with fidelity in the absence of ongoing training and support (Alexander, Ayres & Smith, 2015). Teachers often display low implementation fidelity, and, specifically, special education teachers often struggle with progress monitoring and data collection, which are essential elements of EBPs. Although most teachers are familiar with direct and frequent measurement for data collection, less than half reported using this type of progress monitoring in their classroom, stating several barriers including lack of time and knowledge (Wesson, King & Deno, 1984). One way to affect teacher implementation and behavior change is through different consultation styles, including performance feedback or a commitment emphasis approach. Performance feedback is a widely used and effective method to improve teacher implementation and treatment fidelity (Burns, Peters & Noell, 2008; Sanetti, & Kratochwill, 2009; Solomon, Klein & Politylo, 2012). A commitment emphasis model is a social influence strategy, which also shows continuing support for teacher behavior change (Noell et al. 2005). This study evaluated a strategy for increasing teachers' completion of the Student Learning Profile (SLP), a curriculum-based student assessment that is administered as part of the Strategies for Teaching based on Autism Research (STAR; Arick, Krug, Loos & Falco, 2004), using a randomized control group design to compare a performance feedback model with a commitment emphasis plus prompt model of consultation. Overall, the study found a significant effect for teacher SLP completion at time-point one for teachers' in the experimental group using a commitment emphasis model, but less so over time. Implications for researchers, clinicians and educators are also explored.

Download or read book How Do I Teach this Kid to Read written by Kimberly A. Henry and published by Future Horizons. This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, the award-winning author of the How Do I Teach This Kid? series presents simple instructional strategies for developing early literacy skills in young children with autism.

Download or read book The Pre instructional and Reading Comprehension Strategies Special Education Teachers Use to Engage and Instruct Elementary Student Readers with ASD written by Murfet Amean Alnemr and published by . This book was released on 2020 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lyon (1998) called reading "critical to a child’s overall well-being." Given the ubiquity of text in their lives today, reading skills can help students lead productive, meaningful lives. But what about elementary student readers with ASD? Senokossoff (2016) argued that "in addition to the social and emotional difficulties that children with ASD experience, many also struggle with reading comprehension." Research indicates that students with ASD can face deficits associated with self-regulation and sensory overload--associated with visual, hearing, and touch--and this can threaten learning and comprehension (Bogdashina, 2003). Thus, it could be argued that pre-instruction strategies focused on visual, hearing, and touch concepts may be used to prepare students for reading comprehension instruction and have a positive impact on aschievement for student readers with ASD. Founded on this consideration, this study sought to identify a connection between pre-instruction strategies and reading comprehension for students with ASD. A multiple case study approach was applied to this qualitative study. I used interviews and observations to collect data from four special education teacher participants in four different Midwest elementary schools. Interview transcriptions, field notes, and an observation checklist comprised the data to be analyzed. Interviews made of open-ended questions sought to uncover and understand the pre-instruction and reading comprehension strategies special education teachers used with the student readers with ASD. Questions focused on visual, hearing, and touch-based strategies, which I referred to as pre-instruction strategies, Computer-Based Interventions (CBI), and reading comprehension strategies. Observations were conducted in the classroom prior to and during reading instruction and guided by an observation checklist developed following teacher interviews. Observations were designed to link strategies discussed during interviews with those used during real time classroom instruction. Each observation sought to determine if special education teachers used pre-instruction strategies to prepare their students for reading comprehension instruction as well as to observe those strategies used for reading instruction. Analysis of the data led to findings which suggest that while special education teachers tend to believe in the benefits of and make pre-instruction strategies available to students with ASD in their classrooms, they do not apply these strategies in the preparation of reading comprehension instruction. Findings also shed light on the types of reading comprehension strategies teachers use in their classrooms, which are framed through the lens of the existing studies and the What Works Clearninghouse, as well as the ways teachers implemented reading strategies, often optimizing their efficacy through strategy combinations. My study revealed significant gaps in the literature and led to recommendations encouraging future studies which examine larger populations, possibly nationwide; those which include participants who work with and instruct student readers with ASD outside of the classroom, such as parents, librarians, and museum educators; studies which include more participatory observations over a longer period of time; studies which examine pre-instruction and reading comprehension instruction strategies for middle and high school readers with ASD; and how/if special education teachers collaborate with school occupational therapists to prepare students for reading instruction.

Download or read book Teachers perceptions of social skills instruction for children with autism spectrum disorders written by Claribel Camaya and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pre service Teacher implemented Social Stories trademark Intervention for Students with Autism Spectrum Disorders in General Education Settings written by Jeffrey Michael Chan and published by . This book was released on 2009 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social Stories[trademark] are one of the most commonly-used interventions for children with autism (Green et al., 2006; Hess, Morrier, Heflin, [and] Ivey, 2008; Stahmer, Collings, [and] Palinkas, 2005). While there is a rapidly-growing literature base of Social Stories research, much of the work has focused on student behavior in special education resource settings; the current study examines the use of Social Stories with students in inclusive general education settings. Six students diagnosed with autism spectrum disorders participated and behaviors that occurred in the general education classroom were selected as targets. Pre-service teachers, autism resource teachers, and a paraprofessional were trained to implement the intervention. Social Stories were presented on a personal computer for 5 of 6 participants; the 6th participant's Social Story was presented in a bound book. Participants were observed in their general education classrooms during 30 min data collection sessions. A multiple baseline across participants design was used. For 3 participants, an alternating treatments design was also used, which examined 2 conditions: an Immediate condition in which classroom probes were conducted immediately following Social Stories intervention sessions, and a Delay condition in which a time delay of at least 3.5 hrs was presented between intervention and observation sessions. Results of the Immediate vs. Delay conditions show no conclusive effects of one condition over the other. Overall, results indicate improvements in target behaviors for 5 of 6 participants. Peer comparison data indicate that participants who showed improvement in their behavior performed the target skills at levels comparable to classmates without disabilities. Treatment fidelity data indicate that pre-service teachers were able to accurately implement the intervention over the course of the study. Social validity questionnaires were distributed to in-service and pre-service teachers, who rated the intervention as acceptable and feasible within the classroom setting. Implications for practice and future research directions are discussed.