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Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan
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Yu-Ling Chen – Journal of Autism and Developmental Disorders, 2024
One of the characteristics of individuals on the autism spectrum is the restricted, repetitive patterns of behaviors, interests, or activities which have been considered the result of a direct deficit in self-regulation skills. Peer-mediated intervention (PMI) is one of the ways to support young children on the autism spectrum for following school…
Descriptors: Autism Spectrum Disorders, Behavior Problems, Peer Teaching, Young Children
A Meta-Analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings
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Lory, Catharine; Mason, Rose A.; Davis, John L.; Wang, Danni; Kim, So Yeon; Gregori, Emily; David, Marie – Journal of Autism and Developmental Disorders, 2020
Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of…
Descriptors: Behavior Problems, Student Behavior, Students with Disabilities, Evidence Based Practice
School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study
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Rattaz, Cécile; Munir, Kerim; Michelon, Cécile; Picot, Marie-Christine; Baghdadli, Amaria; Baghdadli, Amaria; Baghdadli, Amaria; Chabaux, Catherine; Chatel, Clarisse; Cohen, David; Damville, Emmanuel; Geoffray, Marie-Maude; Gicquel, Ludovic; Jardri, Renaud; Maffre, Thierry; Novo, Alexandre; Odoyer, Roxane; Oreve, Marie-Joëlle; Périsse, Didier; Poinso, François; Pottelette, Julien; Robel, Laurence; Rolland, Catherine; Schoenberger, Marie; Serret, Sylvie; Sonié, Sandrine; Speranza, Mario; Vespirini, Stéphanie – Journal of Autism and Developmental Disorders, 2020
Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages…
Descriptors: Foreign Countries, Inclusion, Children, Adolescents
A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings
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Camargo, Síglia Pimentel Höher; Rispoli, Mandy; Ganz, Jennifer; Hong, Ee Rea; Davis, Heather; Mason, Rose – Journal of Autism and Developmental Disorders, 2014
Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number…
Descriptors: Pervasive Developmental Disorders, Autism, Children, Interaction
Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder
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Burke, Meghan M.; Goldman, Samantha E. – Journal of Autism and Developmental Disorders, 2015
Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards.…
Descriptors: Autism, Pervasive Developmental Disorders, Civil Rights, Grievance Procedures
Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings
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McCurdy, Erin E.; Cole, Christine L. – Journal of Autism and Developmental Disorders, 2014
Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both…
Descriptors: Intervention, Autism, Learner Engagement, Peer Relationship
Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings
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Eldevik, Sigmund; Hastings, Richard P.; Jahr, Erik; Hughes, J. Carl – Journal of Autism and Developmental Disorders, 2012
We evaluated outcomes for 31 children with autism (2-6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = 0.34, 1.72) and adaptive…
Descriptors: Intervention, Autism, Intelligence Quotient, Behavior Problems