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Direct linkZiegler, Sonja M. T.; Morrier, Michael J. – Journal of Special Education, 2022
Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-age children with and without…
Descriptors: Preschool Children, Autism, Pervasive Developmental Disorders, Interaction
Ryan, Joanna; Jameson, J. Matt; Coleman, Olivia Fudge; Eichelberger, Carrie; Bowman, Jessica A.; Conradi, Lyndsey Aiono; Johnston, Susan S.; McDonnell, John – Education and Training in Autism and Developmental Disabilities, 2019
A high-quality education in the social studies is recommended by the National Council for the Social Studies to promote civic competence and democratic participation for school system graduates. Currently, limited empirical information exists to inform social studies instruction for students with significant intellectual disability (SID),…
Descriptors: Severe Intellectual Disability, Inquiry, Social Studies, Teaching Methods
Keen, Deb; Adams, Dawn; Simpson, Kate – International Journal of Inclusive Education, 2023
Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling…
Descriptors: Academic Achievement, Underachievement, Teacher Attitudes, Academic Ability
Fujiwara, Aya; Sonoyama, Shigeki – Education and Training in Autism and Developmental Disabilities, 2019
Children with autism spectrum disorder (ASD) experience difficulties with social play. They have some limitations in learning play skills and playing with peers. This study examines the effects of intervention, in an inclusive classroom, based on ecological assessment and conditions of social play selection on the engagement in social play of a…
Descriptors: Autism, Pervasive Developmental Disorders, Inclusion, Early Childhood Education
Christiansen, Jens; White, Susan W.; McPartland, James; Volkmar, Fred; Parlar, Sarah; Pedersen, Lennart – Education and Training in Autism and Developmental Disabilities, 2021
The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Student Characteristics
Onwumere, Dora D.; Cruz, Yamaris M.; Harris, Lauren I.; Malfucci, Katherine A.; Seidman, Steven; Boone, Cynthia; Patten, Kristie – Journal of Occupational Therapy, Schools & Early Intervention, 2021
A growing number of autistic students enter the school system, many with the capabilities of doing grade-level work. For these students, there seems to be a lack of focus on executive functioning, self-regulation, daily living skills (DLS), and self-determination. The Independence Curriculum (IC) is a set of units addressing identified areas of…
Descriptors: Middle School Students, Autism, Pervasive Developmental Disorders, Curriculum
Download full textHume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M. – Exceptional Children, 2022
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Adolescents
Vivanti, Giacomo; Dissanayake, Cheryl; Duncan, Ed; Feary, Jessica; Capes, Kristy; Upson, Shannon; Bent, Catherine A.; Rogers, Sally J.; Hudry, Kristelle – Autism: The International Journal of Research and Practice, 2019
A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Program Effectiveness
Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E. – Exceptional Children, 2016
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were…
Descriptors: Severe Disabilities, High School Students, Mainstreaming, Inclusion
Webster, Amanda A.; Carter, Mark – Journal of Intellectual & Developmental Disability, 2013
Background: One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. Relatively few researchers have examined the features of the range of relationships that children with developmental disability form in inclusive school settings. Method: Interviews…
Descriptors: Inclusion, Developmental Disabilities, Intimacy, Friendship
Hundert, Joel; Rowe, Sarah; Harrison, Erin – Focus on Autism and Other Developmental Disabilities, 2014
One of the challenges in supporting young children with Autism Spectrum Disorder (ASD) in inclusive classrooms is the generalization of improved social behaviors. Using a multiple-baseline design across participants, this study examined the generalized effects of social script training alone and combined with peer buddies on the interactive play…
Descriptors: Autism, Pervasive Developmental Disorders, Social Development, Scripts
Feldman, Eileen Klein; Matos, Rosy – Journal of Positive Behavior Interventions, 2013
To support children with autism in inclusive classrooms, schools are increasingly utilizing paraprofessionals. However, research suggests that paraprofessionals often lack sufficient training and may inadvertently hinder the social interactions between children with disabilities and their peers. This study used a multiple baseline across…
Descriptors: Autism, Inclusion, Peer Relationship, Social Development
Sainato, Diane M.; Morrison, Rebecca S.; Jung, Sunhwa; Axe, Judah; Nixon, Patricia A. – Journal of Early Intervention, 2015
To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…
Descriptors: Inclusion, Mainstreaming, Early Intervention, Kindergarten
Nowell, Kerri P.; Brewton, Christie M.; Goin-Kochel, Robin P. – Focus on Autism and Other Developmental Disabilities, 2014
The study examined teasing experiences among 74 individuals with autism spectrum disorder (ASD; M age = 115.7 months [9.6 years]; 83.8% male). Experiences were examined from parent, teacher, and child's own perspectives. Factors potentially associated with being teased were investigated. Comparison data were ascertained on typically developing…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders)
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
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