Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-04-2014 | Original Paper

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings

Auteurs: Erin E. McCurdy, Christine L. Cole

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2014

Abstract

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 cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed.

vorige artikel Reduction in Retinal Nerve Fiber Layer Thickness in Young Adults with Autism Spectrum Disorders

volgende artikel Social Smiling and Its Components in High-Risk Infant Siblings Without Later ASD Symptomatology

Arceneaux, M. C., & Murdock, J. Y. (1997). Peer prompting reduces disruptive vocalizations of a student with developmental disabilities in a general eighth-grade classroom. Focus on Autism and Developmental Disabilities, 12, 182–186.CrossRef

Banda, D. R., & Grimmet, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43, 324–333.

Carter, E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H. (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30, 15–25.

Christensen, L., Young, K. R., & Marchant, M. (2004). The effects of a peer-mediated positive behavior support program on socially appropriate classroom behavior. Education and Treatment of Children, 27, 199–234.

Crosland, K., & Dunlap, G. (2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification, 36, 251–265.PubMedCrossRef

Dettmer, S., Simpson, R. L., Smith-Myles, B., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–169.CrossRef

Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57–61.

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.

Fowler, S. A. (1988). The effects of peer-mediated interventions on establishing, maintaining and generalizing children’s behavior changes. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance (pp. 143–170). Baltimore, MD: Paul H. Brooks Publishing Co.

Hoff, K. E., & Robinson, S. L. (2002). Best practices in peer-mediated interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 1555–1567). Kent, Ohio: National Association of School Psychologists.

Hunt, P., Goetz, L., & Anderson, J. (1986). Quality of IEP objectives associated with placement on integrated versus segregated school sites. Journal of the Association for Persons with Severe Handicaps, 11, 125–130.

Hunt, P., & McDonnell, J. (2007). Inclusive education. In S. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 269–291). New York, NY: Guilford Press.

Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the Association for Persons with Severe Handicaps, 19, 290–301.

Individuals with Disabilities Education Act Amendments of 2004, 11 Stat. 37 U.S.C. Section 1401 (2004).

Iovannone, R., Greenbaum, P., Wang, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized control trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17, 213–225.

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.

Kamps, D. M., Leonard, B., Potucek, J., & Garrison-Harrell, L. (1995). Cooperative learning groups in reading: An integration strategy for students with autism and general classroom peers. Behavioral Disorders, 21, 89–109.

Kay, S., Harchik, A. E., & Luiselli, J. K. (2006). Elimination of drooling by an adolescent student with autism attending public high school. Journal of Positive Behavior Interventions, 8, 24–28.CrossRef

Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self management. Journal of Applied Behavior Analysis, 25, 341–353.PubMedCentralPubMedCrossRef

Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19, 401–412.CrossRef

Lequia, J., Machalicek, W., & Rispoli, M. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6, 480–492.CrossRef

Mangus, B., Henderson, H., & French, R. (1986). Implementation of a token economy by peer tutors to increase on-task physical activity time of autistic children. Perceptual and Motor Skills, 63, 97–98.PubMedCrossRef

Martens, B. K., Witt, J. C., Elliot, S. N., & Darveaux, D. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16, 191–198.CrossRef

Mash, E. J., & Wolfe, D. A. (2002). Autism and childhood-onset schizophrenia. Abnormal child psychology (pp. 257–291). Belmont, CA: Wadsworth.

Matson, J. L., & Boisjoli, J. A. (2009). The token economy for children with intellectual disabilities and/or autism: A review. Research in Developmental Disabilities, 30, 240–248.PubMedCrossRef

McDonnell, J., Thorson, N., & McQuivey, C. (1998). The instructional characteristics of inclusive classes for elementary students with severe disabilities: An exploratory study. Journal of Behavioral Education, 8, 415–437.CrossRef

Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School psychology for the 21st century: foundations and practices. New York: Guilford Press.

Newman, B., Tuntigian, L., Ryan, C. S., & Reinecke, D. R. (1997). Self-management of a DRO procedure by three students with autism. Behavioral Interventions, 12, 149–156.CrossRef

Scruggs, T. E., & Mastropieri, M. A. (1994). The utility of the PND statistic: A reply to Allison and Gorman. Behaviour Research and Therapy, 32, 879–883.PubMedCrossRef

Shapiro, E. S. (2003). Behavioral observation of students in schools-BOSS (Computer Software). San Antonio, TX: Psychological Corporation.

Sterling-Turner, H. E., Robinson, S. L., & Wilczynski, S. M. (2001). Functional assessment of distracting and disruptive behaviors in the school setting. School Psychology Review, 30, 211–226.

Strain, P. S., Wilson, K., & Dunlap, G. (2011). Prevent-Teach-Reinforce: Addressing problem behaviors of students with autism in general education classroom. Behavior Disorders, 36, 160–171.

Turco, T. L., & Elliott, S. N. (1986). Students’ acceptability ratings of interventions for classroom misbehaviors: A study of well-behaving and misbehaving youth. Journal of Psychoeducational Assessment, 4, 281–289.CrossRef

Ward, P., & Ayvazo, S. (2006). Classwide peer tutoring in physical education: Assessing its effects with kindergartners with autism. Adapted Physical Activity Quarterly, 23, 233–244.

Titel: Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings
Auteurs: Erin E. McCurdy
Christine L. Cole
Publicatiedatum: 01-04-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-013-1941-5

Andere artikelen Uitgave 4/2014

Social Smiling and Its Components in High-Risk Infant Siblings Without Later ASD Symptomatology

Original Paper

Therapeutic Horseback Riding Outcomes of Parent-Identified Goals for Children with Autism Spectrum Disorder: An ABA′ Multiple Case Design Examining Dosing and Generalization to the Home and Community

Original Paper

Brief Report: The Use of Self-Report Measures in Young People with Autism Spectrum Disorder to Access Symptoms of Anxiety, Depression and Negative Thoughts

Brief Report

Training Adults and Children with an Autism Spectrum Disorder to be Compliant with a Clinical Dental Assessment Using a TEACCH-Based Approach

Original Paper

Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment

Original Paper

Reduction in Retinal Nerve Fiber Layer Thickness in Young Adults with Autism Spectrum Disorders

Original Paper