Top

Journal of Autism and Developmental Disorders

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-06-2012 | Original Paper

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

Auteurs: Lara Delmolino, Sandra L. Harris

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2012

Abstract

Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child’s needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child’s needs are complex questions for which there are no clear and straightforward answers. The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement. Additionally, there is a great deal of complexity considering how to interpret, integrate and apply empirical research findings and prominent professional opinions to develop sound and practical solutions. Discussion and agreement about the importance of each of these factors and how they apply in a specific situation forms the foundation of an interactive dialogue between service providers and families to create a “best fit” between student and program.

vorige artikel Practitioner’s Guide to Assessment of Autism Spectrum Disorders in Infants and Toddlers

volgende artikel Individualizing Interventions for Young Children with Autism in Preschool

Anderson, S. R., Avery, D. L., DiPietro, E. K., Edwards, G. L., & Christian, W. P. (1987). Intensive home-based early intervention with autistic children. Education and Treatment of Children, 10, 353–366.

Bibby, P., Eikeseth, S., Martin, N. T., Mudford, O. C., & Reeves, D. (2002). Progress and outcomes for children with autism receiving parent-managed interventions. Research in Developmental Disabilities, 23, 81–104. PubMedCrossRef

Callahan, K., Henson, R. K., & Cowan, A. K. (2008). Social validation of evidence-based practices in autism by parents, teachers, and administrators. Journal of Autism and Developmental Disorders, 38, 678–692. PubMedCrossRef

Callahan, K., Shukla-Mehta, S., Magee, S., & Wie, M. (2010). ABA versus TEACCH: The case for defining and validating comprehensive treatment models. Journal of Autism and Developmental Disorders, 40, 74–88. PubMedCrossRef

Charania, S. M., LeBlanc, L. A., Sabanathan, N., Ktaech, I. A., Carr, J. E., & Gunby, K. (2010). Teaching effective hand-raising to children with autism during group instruction. Journal of Applied Behavior Analysis, 43, 493–497. PubMedCrossRef

Cherniss, C., & Krantz, D. L. (1983). The ideological community as an antidote to burnout in the human services. In B. A. Farber (Ed.), Stress and burnout in the human service professions. New York: Pergamon Press.

Crimmins, D. B., Durand, V. M., Theurer-Kaufman, K., & Everett, J. (2001). Autism program quality indicators: A self-review and quality improvement guide for schools and programs serving students with autism spectrum disorders. Albany, NY: New York State Department of Education.

Delmolino, L., Harris, S. L., Ferraioli, S. J., & Hansford, A. (2009). Living with autism: How families cope. Mensa Research Journal, 40(3), 8–18.

Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion innovation theory. Journal of Autism and Developmental Disorders, 41, 597–609. PubMedCrossRef

Eaves, L. C., & Ho, H. (1997). School placement and academic achievement in children with autistic spectrum disorders. Journal of Developmental and Physical Disabilities, 9, 277–291. CrossRef

Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4–7 year-old children with autism: A 1-year comparison controlled study. Behavior Modification, 26, 49–68. PubMedCrossRef

Eldevik, S., Hastings, R. P., Hughes, C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child and Adolescent Psychology, 38, 439–450. PubMedCrossRef

Ferraioli, S. J., & Harris, S. L. (2011). Effective educational inclusion of students on the autism spectrum. Journal of Contemporary Psychotherapy, 41, 19–28. CrossRef

Handleman, J. S., & Harris, S. L. (Eds.). (2006). School aged educational programs for children with autism. Austin, TX: Pro-Ed.

Handleman, J. S., Harris, S. L., & Martins, M. (2005). Helping children with autism enter the mainstream. In F. R. Volkmar, A. Klin, R. Paul, & D. Cohen (Eds.) , Handbook of autism and pervasive developmental disorders, 3rd. ed . (pp. 1029–1042). New York: Wiley.

Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36, 147–185. PubMedCrossRef

Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815–826. PubMedCrossRef

Harris, S. L. (2007). Behavioral and educational approaches to the pervasive developmental disorders. In F. Volkmar (Ed.), Autism and pervasive developmental disorders (pp. 255–268). Cambridge UK: Cambridge University Press. CrossRef

Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four to six year follow-up. Journal of Autism and Developmental Disorders, 30, 137–142. PubMedCrossRef

Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359–383. PubMedCrossRef

Ingvarsson, F. T., & Hollobaugh, T. (2010). Acquisition of intraverbal behavior: Teaching children with autism to mand for answers to questions. Journal of Applied Behavior Analysis, 43, 1–17. PubMedCrossRef

Kazdin, A. E. (2001). Behavior modification in applied settings (6th ed.). Stamford, CT: Wadsworth/Thomson Learning.

Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Education Needs, 10, 74–81. CrossRef

Lopata, C., Thomeer, M., Volker, M. A., Toomey, J. A., Nida, R. E., Lee, G. K., et al. (2010). RCT of a manualized social treatment for high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 1297–1310. PubMedCrossRef

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9. PubMedCrossRef

Magiati, I., Charman, T., & Howlin, P. (2007). A two-year prospective follow-up study of community-based early intensive behavioral intervention and specialist nursery provision for children with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 48, 803–812. PubMedCrossRef

Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the area of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570–579. PubMedCrossRef

Mesibov, G. B., Shea, V., & Schopler, E. (with Adams, L., Burgess, S., Chapman, S. M., Merkler, E., Mosconi, M., Tanner, C., & Van Bourgondien, M. E.). (2005). The TEACCH approach to autism spectrum disorders. New York: Springer.

Napolitano, D. A., Smith, T., Zarcone, J. R., Goodkin, K., & McAdam, D. B. (2010). Increasing response diversity in children with autism. Journal of Applied Behavior Analysis, 43, 265–271. PubMedCrossRef

National Autism Center (2009) National standards report. ( www.nationalautismcenter.org/affiliates/reports.php).

National Research Council. (2001). Educating children with autism. Committee on educational interventions with autism. Division of behavioral and social science and education. Washington DC: National Academy Press.

Odom, S., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425–436. PubMedCrossRef

Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interactions of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59–71. PubMedCrossRef

Ozonoff, S., South, M., & Provencal, S. (2005). Executive functions. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 606–627). Hoboken, NJ: Wiley.

Reichow, B., & Volkmar, F. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40, 149–166. PubMedCrossRef

Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA young autism project model. Journal of Autism and Developmental Disorders, 39, 23–41. PubMedCrossRef

Rogers, S. J., & Dawson, G. (2010). Early start Denver model for young children. New York: Guilford Press.

Rotherham-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51(11), 1227–1234. CrossRef

Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. Journal on Mental Retardation, 110, 417–438. CrossRef

Schrandt, J. A., Townsend, D. B., & Poulson, C. L. (2009). Teaching empathy skills to children with autism. Journal of Applied Behavior Analysis, 42, 17–32. PubMedCrossRef

Sherer, M. R., & Schreibman, L. (2005). Individual behavioral profiles and predictors of treatment effectiveness for children with autism. Journal of Consulting and Clinical Psychology, 73, 525–538. PubMedCrossRef

Shyu, V. L., Tsai, J., & Tsai, W. (2010). Explaining and selecting treatments for autism: Parental explanatory models in Taiwan. Journal of Autism and Development Disorders, 40, 1323–1331. CrossRef

Smith, T., Groen, A. D., & Wynne, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269–285. PubMedCrossRef

Swaim, K. F., & Morgan, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31, 195–205. PubMedCrossRef

Volkert, V. M., Lerman, D. C., Trosclair, N., Addison, L., & Kodak, T. (2008). An exploratory analysis of task-interspersal procedures while teaching labels to children with autism. Journal of Applied Behavior Analysis, 41, 335–350. PubMedCrossRef

Titel: Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals
Auteurs: Lara Delmolino
Sandra L. Harris
Publicatiedatum: 01-06-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-011-1298-6

Mijn bibliotheek

Shop

Tips voor Mijn BSL

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

Abstract

Mijn bibliotheek

Shop

Tips voor Mijn BSL

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2012

Adaptive Response of Children and Adolescents with Autism to the 2009 Earthquake in L’Aquila, Italy

Practitioner’s Guide to Assessment of Autism Spectrum Disorders in Infants and Toddlers

W. Ashcroft, S. Argiro and J. Keohane: Success Strategies for Teaching Kids with Autism

The Implications of Social Neuroscience for Social Disability

Assessment of the Prerequisite Skills for Cognitive Behavioral Therapy in Children with and Without Autism Spectrum Disorders

Single Nucleotide Polymorphisms Predict Symptom Severity of Autism Spectrum Disorder