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Video Prompting to Teach Robotics and Coding to Middle School Students with Autism Spectrum Disorder
Wright, John C.; Knight, Victoria F.; Barton, Erin E.; Edwards-Bowyer, Meghan – Journal of Special Education Technology, 2021
Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or…
Descriptors: Video Technology, Prompting, Coding, Programming
Wright, John C. – ProQuest LLC, 2019
Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing…
Descriptors: Video Technology, Prompting, Robotics, Coding
Jeffery-Turner, Patricia – ProQuest LLC, 2017
The problem is that many general education teacher's face challenges with including students with ASD in general education classrooms due to the lack of training, resources, and support. These impotent outcomes have not been well document in the research-based literature. General education teacher's challenges of providing research based evidence…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusion, Regular and Special Education Relationship
Burke, Lisa; Hsieh, Wu-Ying; Lopez-Reyna, Norma; Servilio, Kathryn – Journal of the American Academy of Special Education Professionals, 2016
The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers'…
Descriptors: Reading Instruction, Autism, Pervasive Developmental Disorders, Reading Comprehension
Fein, Lance; Jones, Don – Administrative Issues Journal: Connecting Education, Practice, and Research, 2015
This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Skill Development
Spencer, Vicky G.; Evmenova, Anya S.; Boon, Richard T.; Hayes-Harris, Laura – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the…
Descriptors: Intervention, Pervasive Developmental Disorders, Autism, Teaching Methods
Views from the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students with ASD
Able, Harriet; Sreckovic, Melissa A.; Schultz, Tia R.; Garwood, Justin D.; Sherman, Jessica – Teacher Education and Special Education, 2015
The current prevalence rates for autism spectrum disorder (ASD) coupled with the mandate to provide services to students with disabilities in inclusive classrooms warrants the need to examine the dynamics of inclusion for students with ASD. Focus groups were conducted with special and general educators at the elementary, middle, and high school…
Descriptors: Inclusion, Pervasive Developmental Disorders, Autism, Focus Groups
Dykstra, Jessica Ruth – ProQuest LLC, 2013
Given the rising prevalence rates of autism spectrum disorders (ASD), schools are serving an increasing number of students with ASD (Scull & Winkler, 2011). Researchers have highlighted active engagement as a critical component of effective interventions for students with ASD (National Research Council, 2001), yet there is limited research…
Descriptors: Autism, Pervasive Developmental Disorders, Learner Engagement, Classroom Environment