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Direct linkAidonopoulou-Read, Tereza – British Journal of Special Education, 2020
The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of…
Descriptors: Formative Evaluation, Models, Students with Disabilities, Autism
Download full textDavis, Christopher S.; Pogrund, Rona L.; Griffin-Shirley, Nora – Journal of Higher Education Outreach and Engagement, 2020
Project SASI (Students with Autism and Sensory Impairments) tested the use of community engagement strategies to increase recruitment of professionals working with students with sensory impairments in rural and remote communities to address personnel shortages in these areas. The project was based on the intersection of high-impact strategies for…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Multiple Disabilities
Piletic, Cindy K.; Davis, Ron – Journal of Physical Education, Recreation & Dance, 2019
A shift in paradigm for pre-professional training as suggested in this paper focuses on the practica experience component. General Physical Education (GPE) has been recognized as a direct service; professionals in physical education (PE) and Adapted Physical Education (APE) must deliver instruction and services to students with and without…
Descriptors: Adapted Physical Education, Teacher Education, Physical Education Teachers, Models
Polo-Blanco, Irene; Van Vaerenbergh, Steven; Bruno, Alicia; González, María J. – Education and Training in Autism and Developmental Disabilities, 2022
Conceptual model-based problem solving (COMPS) was tested for its efficacy in teaching a student diagnosed with autism spectrum disorder to solve word problems involving multiplication and division. A single-case, multiple-baseline across behaviors design was conducted. The ability to solve each of three types of multiplication problems examined…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Problem Solving
Taylor, Annalise; Beamish, Wendi; Tucker, Madonna; Paynter, Jessica; Walker, Sue – Journal of International Special Needs Education, 2021
Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Elementary School Teachers
Pinter, Erika; Johnson, Jesse W.; Boden, Trista – Education and Treatment of Children, 2021
A multiple-baseline across-subjects design was used to evaluate the effectiveness of a video-modeling intervention delivered on an iPod Touch to teach three high school students with autism spectrum disorders (ASD) or intellectual disability to complete workouts independently at the local community fitness center. Individualized workout routines…
Descriptors: Video Technology, Models, Intervention, High School Students
Gross, Trudy Ruth – ProQuest LLC, 2017
By participating within the educational setting in making decisions about their lives that reach beyond choice-making, students with disabilities who acquire the skills of self-determination may express interests and goals through their own authentic voice. The purpose of this qualitative case study was to describe the experiences and…
Descriptors: Self Determination, Student Participation, Individualized Education Programs, High School Students
Rusher, Dana E. – ProQuest LLC, 2019
Self-determination has been identified as a predictor of post-school success for students with disabilities (Test et al., 2009); however, students with autism spectrum disorder (ASD) continue to experience poorer outcomes than their peers without disabilities in the areas of education, employment, and independent living upon leaving high school…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Problem Solving
Ament, Katarina; Mejia, Amanda; Buhlman, Rebecca; Erklin, Shannon; Caffo, Brian; Mostofsky, Stewart; Wodka, Ericka – Journal of Autism and Developmental Disorders, 2015
To evaluate evidence for motor impairment specificity in autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). Children completed performance-based assessment of motor functioning (Movement Assessment Battery for Children: MABC-2). Logistic regression models were used to predict group membership. In the models…
Descriptors: Autism, Pervasive Developmental Disorders, Attention Deficit Hyperactivity Disorder, Children
Wright, Cheryl; Diener, Marissa; Wright, Scott; Rafferty, Deborah; Taylor, Carly – International Journal of Disability, Development and Education, 2019
Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16-25) in the development and evaluation of a peer teaching programme where they taught three-dimensional…
Descriptors: Peer Teaching, Autism, Pervasive Developmental Disorders, Adolescents
Bronstein, Briana M. – ProQuest LLC, 2019
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,…
Descriptors: Models, Program Evaluation, Autism, Pervasive Developmental Disorders
Mahdi, Soheil; Albertowski, Katja; Almodayfer, Omar; Arsenopoulou, Vaia; Carucci, Sara; Dias, José Carlos; Khalil, Mohammad; Knüppel, Ane; Langmann, Anika; Lauritsen, Marlene Briciet; da Cunha, Graccielle Rodrigues; Uchiyama, Tokio; Wolff, Nicole; Selb, Melissa; Granlund, Mats; de Vries, Petrus J.; Zwaigenbaum, Lonnie; Bölte, Sven – Journal of Autism and Developmental Disorders, 2018
This is the fourth international preparatory study designed to develop International Classification of Functioning, Disability and Health (ICF, and Children and Youth version, ICF-CY) Core Sets for Autism Spectrum Disorder (ASD). Examine functioning of individuals diagnosed with ASD as documented by the ICF-CY in a variety of clinical settings. A…
Descriptors: Disabilities, Pervasive Developmental Disorders, Autism, Models
Marks, Laura – Support for Learning, 2016
This article explores some of the literature concerning the effectiveness of the Montessori educational approach for children with ASC within an English school context. Firstly, there is a discussion, including a short historical review, regarding the ideology of inclusion and how it has impacted upon mainstream education. Also, how this can be…
Descriptors: Montessori Method, Preschool Children, Autism, Pervasive Developmental Disorders
Bruck, Susan; Robinson, Ainslie; Gallagher, Emma – Australasian Journal of Special and Inclusive Education, 2021
Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Inclusion
Whitten, Allison; Unruh, Kathryn E.; Shafer, Robin L.; Bodfish, James W. – Journal of Autism and Developmental Disorders, 2018
Existing models of autism spectrum disorder (ASD) disagree as to whether the core features should be conceptualized as convergent (related) or divergent (unrelated), and the few previous studies addressing this question have found conflicting results. We examined standardized parent ratings of symptoms from three domains (social, communication,…
Descriptors: Autism, Symptoms (Individual Disorders), Pervasive Developmental Disorders, Genetics
