Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2015

01-06-2015 | Original Paper

Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors

Auteurs: Jennifer R. Ledford, Joseph H. Wehby

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.
Literatuur
go back to reference Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.
go back to reference Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to education students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357614522290. Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to education students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities. doi:10.​1177/​1088357614522290​.
go back to reference Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479–494.CrossRefPubMed Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479–494.CrossRefPubMed
go back to reference Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28, 175–188.CrossRefPubMedCentralPubMed Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28, 175–188.CrossRefPubMedCentralPubMed
go back to reference Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 251–296). New York, NY: Routledge. Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 251–296). New York, NY: Routledge.
go back to reference Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system. Minneapolis, MN: Pearson. Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system. Minneapolis, MN: Pearson.
go back to reference Irvin, D. W., Boyd, B. A., & Odom, S. L. (2014). Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorders in the inclusive classroom. Autism. doi:10.1177/1362361313517398. Irvin, D. W., Boyd, B. A., & Odom, S. L. (2014). Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorders in the inclusive classroom. Autism. doi:10.​1177/​1362361313517398​.
go back to reference Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49–61.CrossRefPubMedCentralPubMed Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49–61.CrossRefPubMedCentralPubMed
go back to reference Lane, J. D., Gast, D. L., Shepley, C., & Ledford, J. R. (submitted). Including social opportunities during small group direct instruction with preschool children with social communication delays. Lane, J. D., Gast, D. L., Shepley, C., & Ledford, J. R. (submitted). Including social opportunities during small group direct instruction with preschool children with social communication delays.
go back to reference Ledford, J. R., Lane, J. D., Elam, K. L., & Wolery, M. (2012). Using response prompting procedures during small group direct instruction: Outcomes and procedural variations. American Journal of Intellectual and Developmental Disabilities, 117, 413–434.CrossRef Ledford, J. R., Lane, J. D., Elam, K. L., & Wolery, M. (2012). Using response prompting procedures during small group direct instruction: Outcomes and procedural variations. American Journal of Intellectual and Developmental Disabilities, 117, 413–434.CrossRef
go back to reference Ledford, J. R., & Wolery, M. (2013). Peer modeling of academic and social behaviors during small group instruction. Exceptional Children, 79, 439–458. Ledford, J. R., & Wolery, M. (2013). Peer modeling of academic and social behaviors during small group instruction. Exceptional Children, 79, 439–458.
go back to reference Ledford, J. R. & Wolery, M. (2014). Observational learning of academic and social information during small group instruction. Exceptional Children (accepted). Ledford, J. R. & Wolery, M. (2014). Observational learning of academic and social information during small group instruction. Exceptional Children (accepted).
go back to reference Ledford, J. R., Wolery, M., & Gast, D. (2014). Controversial and critical issues in single case research. In D. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 377–396). New York, NY: Routledge. Ledford, J. R., Wolery, M., & Gast, D. (2014). Controversial and critical issues in single case research. In D. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 377–396). New York, NY: Routledge.
go back to reference Mandell, D. S., Wiggins, L. D., Carpenter, L. A., Daniels, J., DiGuiseppi, C., Durkin, M. S., et al. (2009). Racial/ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99, 493–498.CrossRefPubMedCentralPubMed Mandell, D. S., Wiggins, L. D., Carpenter, L. A., Daniels, J., DiGuiseppi, C., Durkin, M. S., et al. (2009). Racial/ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99, 493–498.CrossRefPubMedCentralPubMed
go back to reference Mazurek, M. O., Handen, B. L., Wodka, E. L., Nowinski, L., Butter, E., & Engelhardt, C. R. (2014). Age at first autism spectrum disorder diagnosis: The role of birth cohort, demographic factors, and clinical features. Journal of Developmental and Behavioral Pediatrics, 35, 561–569.CrossRefPubMed Mazurek, M. O., Handen, B. L., Wodka, E. L., Nowinski, L., Butter, E., & Engelhardt, C. R. (2014). Age at first autism spectrum disorder diagnosis: The role of birth cohort, demographic factors, and clinical features. Journal of Developmental and Behavioral Pediatrics, 35, 561–569.CrossRefPubMed
go back to reference Morrier, M. J., Hess, K. L., & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34, 119–132.CrossRef Morrier, M. J., Hess, K. L., & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34, 119–132.CrossRef
go back to reference Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250.CrossRef Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250.CrossRef
go back to reference National Research Council. (2001). Educating children with autism. C. Lord & J. P. McGee (Eds.) Washington, DC: National Academy Press. National Research Council. (2001). Educating children with autism. C. Lord & J. P. McGee (Eds.) Washington, DC: National Academy Press.
go back to reference Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Connection issue paper on improving student outcomes in general and special education. Washington, DC: National Comprehensive Center for Teacher Quality. http://files.eric.ed.gov/fulltext/ED543769.pdf. Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Connection issue paper on improving student outcomes in general and special education. Washington, DC: National Comprehensive Center for Teacher Quality. http://​files.​eric.​ed.​gov/​fulltext/​ED543769.​pdf.
go back to reference Strain, P. S., Schwartz, I. S., & Barton, E. E. (2011). Providing interventions for young children with autism spectrum disorders: What we still need to accomplish. Journal of Early Intervention, 33, 321–332.CrossRef Strain, P. S., Schwartz, I. S., & Barton, E. E. (2011). Providing interventions for young children with autism spectrum disorders: What we still need to accomplish. Journal of Early Intervention, 33, 321–332.CrossRef
go back to reference Taylor, B. A., & DeQuinzio, J. A. (2012). Observational learning and children with autism. Behavior Modification, 36, 341–360.CrossRefPubMed Taylor, B. A., & DeQuinzio, J. A. (2012). Observational learning and children with autism. Behavior Modification, 36, 341–360.CrossRefPubMed
go back to reference Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. Use of response prompting strategies. New York, NY: Longman. Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. Use of response prompting strategies. New York, NY: Longman.
Metagegevens
Titel
Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors
Auteurs
Jennifer R. Ledford
Joseph H. Wehby
Publicatiedatum
01-06-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2317-1

Andere artikelen Uitgave 6/2015

Journal of Autism and Developmental Disorders 6/2015 Naar de uitgave