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Bolourian Y, Losh A, Hamsho N, Eisenhower A, Blacher J. General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies. J Autism Dev Disord 2022; 52:3977-3990. [PMID: 34546512 PMCID: PMC9349117 DOI: 10.1007/s10803-021-05266-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2021] [Indexed: 11/24/2022]
Abstract
To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.
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Affiliation(s)
- Yasamin Bolourian
- Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA 95251 USA
| | - Ainsley Losh
- Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA 95251 USA
| | - Narmene Hamsho
- College of Liberal Arts, University of Massachusetts, Boston, Boston, MA 02125 USA
| | - Abbey Eisenhower
- College of Liberal Arts, University of Massachusetts, Boston, Boston, MA 02125 USA
| | - Jan Blacher
- Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA 95251 USA
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Perihan C, Bicer A, Bocanegra J. Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis. SCHOOL MENTAL HEALTH 2021; 14:153-164. [PMID: 34178161 PMCID: PMC8211940 DOI: 10.1007/s12310-021-09461-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/08/2021] [Indexed: 12/28/2022]
Abstract
Anxiety is the most common mental health problem that occurs with Autism Spectrum Disorder (ASD), and due to creating a more inclusive learning environment, children with ASD are placed in general education classrooms. Thus, addressing anxiety problems for children with ASD in school settings become critically important. This systematic review and meta-analysis investigated the current qualities of studies and the effects of school-based interventions for reducing anxiety in children with ASD. The study included six studies with a total of 165 participants. A random-effect meta-analysis yielded a moderate overall effect (g = - 0.58, 95% CI [- 0.96, - 0.20], z = - 3.01, p < .05) with no significant heterogeneity, Q (5) = 7.31, p = 0.20. Findings of the systematic review indicated that school-based interventions for anxiety problems are still in the early stages, and studies showed significant issues with adaptations of current clinical-based interventions and anxiety measurements to use in school settings for children with ASD. Interpretation of these findings and implications are discussed.
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Affiliation(s)
- Celal Perihan
- Department of Teaching and Education Studies, Idaho State University, 62 E Terry St, Room 108C, Pocatello, USA
| | - Ali Bicer
- School of Teacher Education, University of Wyoming, Wyoming Hall, Room 451, Laramie, WY 82071 USA
| | - Joel Bocanegra
- Department of School Psychology and Educational Leadership, Idaho State University, 62 E Terry St, Room 108A, Pocatello, USA
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Kisbu-Sakarya Y, Doenyas C. Can school teachers' willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103941. [PMID: 33831663 DOI: 10.1016/j.ridd.2021.103941] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 03/06/2021] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
Changing teacher willingness to teach inclusive classes is critical in achieving optimal outcomes for students with autism spectrum disorder (ASD). The present study investigated the mechanisms underlying the effects of a teacher training in special education strategies for students with ASD on mainstream school teachers' behavioral intentions toward inclusive education. Specifically, the role of attitudes and autism self-efficacy were explored as mediators in this process. The sample comprised 763 mainstream school teachers from eleven cities in Northeastern Turkey who participated in an intensive training that included special education strategies for students with ASD, evidence-based special education applications, and inclusive education practices. Statistical mediation analyses revealed that the training increased teachers' willingness to teach inclusive classes and intention to implement special education techniques in the regular education classroom through increasing their autism self-efficacy. However, though attitudes toward inclusive education was a significant predictor of both willingness to teach inclusive classes and intent to use special education techniques, the training did not improve attitudes. Based on these findings, additional strategies or components to change attitudes toward inclusive education were recommended to be integrated into the teacher training programs on special education strategies for inclusive education.
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Affiliation(s)
| | - Ceymi Doenyas
- Koç University Research Center for Translational Medicine, Istanbul, Turkey
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Murphy S, Joffe V, Donald L, Radley J, Sunthararajah S, Welch C, Bell K, Messer D, Crafter S, Fairhurst C, Corbacho B, Rodgers S, Torgerson D. Evaluating 'Enhancing Pragmatic Language skills for Young children with Social communication impairments' (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot Feasibility Stud 2021; 7:5. [PMID: 33390188 PMCID: PMC7780650 DOI: 10.1186/s40814-020-00724-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 11/10/2020] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND This article reports the results from a feasibility study of an intervention ('E-PLAYS') aimed at supporting children who experience difficulties with social communication. E-PLAYS is based around a dyadic computer game, which aims to develop collaborative and communication skills. A pilot study found that when E-PLAYS was delivered by researchers, improvements on communication test scores and on collaborative behaviours were observed. The aim of this study was to ascertain the feasibility of running a full-scale trial to test the effectiveness of E-PLAYS in a National Health Service (NHS) setting with delivery by speech and language therapists and teaching assistants. METHODS The study was a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with a treatment as usual control arm. Data relating to recruitment and retention, treatment fidelity, acceptability to participants, suitability of outcomes and feasibility of collecting health economic measures and of determining cost-effectiveness were collected. Speech and language therapists selected suitable children (ages 4-7 years old) from their caseload. E-PLAYS intervention (experimental group) was then delivered by teaching assistants overseen by speech and language therapists. The control group received usual care. Assessments included blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and non-blinded parent-reported use of health and education resources and quality of life. RESULTS Planned recruitment was for 70 children, in the event, 50 children were recruited which was sufficient for feasibility purposes. E-PLAYS was very highly rated by children, teaching assistants and speech and language therapists and treatment fidelity did not pose any issues. We were able to collect health economic data which suggests that E-PLAYS would be a low-cost intervention. CONCLUSION Based on recruitment, retention and adherence rates and our outcome measures, a full-scale randomised controlled trial estimated appears feasible and warranted to assess the effectiveness of E-PLAYS for use by the NHS and schools. TRIAL REGISTRATION ISRCTN 14818949 (retrospectively registered).
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Affiliation(s)
- Suzanne Murphy
- Institute of Health Research, University of Bedfordshire, University Square, Luton, LU1 3JU UK
| | - Victoria Joffe
- University of Essex, Wivenhoe Park, Colchester, CO4 3SQ UK
| | - Louisa Donald
- Institute of Health Research, University of Bedfordshire, University Square, Luton, LU1 3JU UK
| | - Jessica Radley
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, OX3 7JX UK
| | - Sailaa Sunthararajah
- Research and Development Office, North East London NHS Foundation Trust, Goodmayes Hospital, Barley Lane, Ilford, IG3 8XJ UK
| | - Charlie Welch
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Kerry Bell
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - David Messer
- Education & Language Studies, Faculty of Wellbeing, Open University, Walton Hall, Kents Hill, Milton Keynes, MK7 6AA UK
| | - Sarah Crafter
- School of Psychology, Faculty of Arts & Social Sciences, Open University, Walton Hall, Kents Hill, Milton Keynes, MK7 6AA UK
| | - Caroline Fairhurst
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Belen Corbacho
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Sara Rodgers
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - David Torgerson
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
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Koller D, Stoddart K. Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09589-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Understanding Our Peers with Pablo: Exploring the Merit of an Autism Spectrum Disorder De-stigmatisation Programme Targeting Peers in Irish Early Education Mainstream Settings. J Autism Dev Disord 2020; 50:4385-4400. [DOI: 10.1007/s10803-020-04464-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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Rattaz C, Munir K, Michelon C, Picot MC, Baghdadli A. School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study. J Autism Dev Disord 2020; 50:455-466. [PMID: 31664612 DOI: 10.1007/s10803-019-04273-w] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2-16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. Challenging behaviors and sensory processing difficulties were associated with partial-inclusion; and co-occurring anxiety symptoms were associated with inclusion on a full-time basis.
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Affiliation(s)
- Cécile Rattaz
- Centre Ressources Autisme, Centre Hospitalier Universitaire de Montpellier (CHU), Montpellier, France
| | - Kerim Munir
- Developmental Medicine Center, Boston Children's Hospital, Harvard Medical School, Boston, MA, USA
| | - Cécile Michelon
- Centre Ressources Autisme, Centre Hospitalier Universitaire de Montpellier (CHU), Montpellier, France
| | - Marie-Christine Picot
- Departement de l'Information Medicale, Centre Hospitalier Universitaire de Montpellier (CHU), Univ. Montpellier, Montpellier, France
| | - Amaria Baghdadli
- Centre Ressources Autisme, Centre Hospitalier Universitaire de Montpellier (CHU), Montpellier, France.
- Faculté de Médecine, Univ. Montpellier, Montpellier, France.
- Centre de Recherche en Epidémiologie et Santé des Populations (CESP), INSERM U1178, Villejuif, Paris, France.
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A Meta-Analysis of Sibling-Mediated Intervention for Brothers and Sisters Who Have Autism Spectrum Disorder. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00212-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
AbstractWe conducted a meta-analysis which included 16 sibling-mediated intervention studies that aims to utilize siblings to teach their brothers and sisters with autism spectrum disorder play skills, functional skills, or to decrease unwanted behaviors. In general, results across the studies show that sibling-mediated intervention has medium effect size and can be used as a method to improve many skills which include social and communication skills. Sibling-mediated intervention also facilitated maintenance and generalization of the targeted skills. The researchers discuss the findings and make suggestions for future investigations.
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Parsons L, Cordier R, Munro N, Joosten A. Peer's pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 99:103591. [PMID: 32032829 DOI: 10.1016/j.ridd.2020.103591] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2019] [Revised: 01/20/2020] [Accepted: 01/20/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Peer-mediated pragmatic language interventions can be of benefit to children with autism as they simultaneously target an individual child's pragmatic language skills and contextual factors related to social interactions. However, little is known about peer outcomes following peer-mediated interventions. AIMS This study evaluated the pragmatic language outcomes for typically-developing (TD) playmates who participated in a peer-mediated intervention for children with autism. METHODS Dyads (child with autism and TD-playmate; n = 71) were randomised to a treatment-first or waitlisted-first comparison group. Dyads attended 10 clinic play-sessions with a therapist and parents mediated home-practice. The Pragmatics Observational Measure 2nd edition (POM-2), and Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. RESULTS Changes in both outcomes measures were equivalent for intervention-first and waitlisted TD-playmates, but all TD-playmates made significant gains in pragmatics following the intervention. Treatment effects maintained for 3-months (p < 0.001-0.014, d = 0.22-0.63), were equivalent in different environments (clinic and home). Peer relationship type and therapist profession mediated POM-2 scores across the study, while expressive language ability moderated SEE scores. CONCLUSIONS This peer-mediated intervention had a positive impact on TD-playmate's pragmatic language capacity and performance.
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Affiliation(s)
- Lauren Parsons
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia.
| | - Reinie Cordier
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; University of Oslo, Department of Special Needs Education, Blindern, Oslo, 0318, Norway
| | - Natalie Munro
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; The University of Sydney, Faculty of Medicine and Health, Sydney School of Health Sciences, Lidcombe, New South Wales, 2141, Australia
| | - Annette Joosten
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; Australian Catholic University, School of Allied Health, Fitzroy, Victoria, 3065, Australia
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Abstract
There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
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Cognitive Mediators of School-Related Socio-Adaptive Behaviors in ASD and Intellectual Disability Pre- and Adolescents: A Pilot-Study in French Special Education Classrooms. Brain Sci 2019; 9:brainsci9120334. [PMID: 31766578 PMCID: PMC6956364 DOI: 10.3390/brainsci9120334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2019] [Revised: 11/12/2019] [Accepted: 11/19/2019] [Indexed: 12/01/2022] Open
Abstract
The school inclusion of students with autism is still a challenge. To address the cognitive underpinnings of school-related adaptive behaviors, 27 students with autism and 18 students with intellectual and/or severe learning disability, aged from 11 to 17, were recruited. They underwent socio-emotional processing and executive functioning assessments, as well as school-related adaptive behavior and quality of life measurements. Both groups performed equally on socio-emotional and executive assessments, and they reported the same low quality of life. However, students with autism exhibited more limitations than the students with intellectual disabilities on complex school adaptive behaviors (socialization and autonomy) and problem behaviors, but both groups performed equally on more basic adaptive behaviors (school routines, communication). Multiple regression analyses highlighted between-group differences in terms of adaptive functioning profiles, which were linked with different cognitive predictors according to students’ medical conditions. The greater school-related limitations of students with autism were mostly explained by socio-emotional performance, while IQ (intellectual quotient) mostly explained the comparable between-group limitations. The low quality of life of both groups was slightly explained by executive performance. The role of both socio-emotional and executive functioning in students’ adaptive behaviors and quality of life suggests remediation targets for promoting the school inclusion of students with autism.
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12
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Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum. J Autism Dev Disord 2019; 49:3845-3865. [DOI: 10.1007/s10803-019-04097-8] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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13
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Adams D, Simpson K, Keen D. School-related anxiety symptomatology in a community sample of primary-school-aged children on the autism spectrum. J Sch Psychol 2018; 70:64-73. [DOI: 10.1016/j.jsp.2018.07.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2018] [Revised: 06/07/2018] [Accepted: 07/26/2018] [Indexed: 12/28/2022]
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14
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Laghi F, Lonigro A, Pallini S, Baiocco R. Peer Buddies in the Classroom: The Effects on Spontaneous Conversations in Students with Autism Spectrum Disorder. CHILD & YOUTH CARE FORUM 2018. [DOI: 10.1007/s10566-018-9449-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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15
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Advanced Social Communication Skills for Young Children with Autism: a Systematic Review of Single-Case Intervention Studies. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0110-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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16
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Zajic MC, McIntyre N, Swain-Lerro L, Novotny S, Oswald T, Mundy P. Attention and written expression in school-age, high-functioning children with autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 22:245-258. [PMID: 27940570 DOI: 10.1177/1362361316675121] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.
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Affiliation(s)
| | | | | | | | | | - Peter Mundy
- 1 UC Davis School of Education, USA.,3 UC Davis MIND Institute, USA
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Anderson A, Locke J, Kretzmann M, Kasari C. Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2015; 20:700-9. [PMID: 26567264 DOI: 10.1177/1362361315603568] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5-12 years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools.
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Promoting peer acceptance of females with higher-functioning autism in a mainstream education setting: a replication and extension of the effects of an autism anti-stigma program. J Autism Dev Disord 2015; 44:2778-96. [PMID: 24816870 DOI: 10.1007/s10803-014-2139-1] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition. The remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program positively influenced knowledge, attitudes and to a lesser extent behavioural intentions towards peers with higher-functioning autism within the intervention condition. Some degree of attitudinal improvement occurred across all conditions following the program suggesting some spill over effects. Overall, findings provide preliminary evidence supporting the efficacy of an anti-stigma program tailored to support females with higher-functioning autism.
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Locke J, Olsen A, Wideman R, Downey MM, Kretzmann M, Kasari C, Mandell DS. A tangled web: the challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behav Ther 2015; 46:54-67. [PMID: 25526835 PMCID: PMC4484295 DOI: 10.1016/j.beth.2014.05.001] [Citation(s) in RCA: 48] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2013] [Revised: 04/27/2014] [Accepted: 05/02/2014] [Indexed: 10/25/2022]
Abstract
There is growing evidence that efficacious autism-related interventions rarely are adopted or successfully implemented in public schools, in part because of the lack of fit between the intervention and the needs and capacities of the school setting. There is little systematic information available regarding the barriers to implementation of complex interventions such as those addressing social engagement for children with autism.The present study used fieldnotes from an implementation trial to explore barriers that emerged during the training of school personnel and subsequent implementation of a social engagement intervention. A number of barriers at the individual (training) and school levels (policies surrounding recess, staffing, prioritization of competing demands, level of respect and support, and availability of resources) interfered with the continued use and sustainment of the intervention. We offer potential strategies to overcome these barriers and provide directions for future research in this critical area.
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Wood JJ, Fujii C, Renno P, Van Dyke M. Impact of cognitive behavioral therapy on observed autism symptom severity during school recess: a preliminary randomized, controlled trial. J Autism Dev Disord 2014; 44:2264-76. [PMID: 24671750 DOI: 10.1007/s10803-014-2097-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
This study compared cognitive behavioral therapy (CBT) and treatment-as-usual (TAU) in terms of effects on observed social communication-related autism symptom severity during unstructured play time at school for children with autism spectrum disorders (ASD). Thirteen children with ASD (7-11 years old) were randomly assigned to 32 sessions of CBT or community-based psychosocial treatment (TAU) for 16 weeks. The CBT program is based on the memory retrieval competition model and emphasizes the development of perspective-taking through guided behavioral experimentation supplemented with reflective Socratic discussion and supported by parent training and school consultation to promote generalization of social communication and emotion regulation skills. Trained observers blind to treatment condition observed each child during recess on two separate days at baseline and again at posttreatment, using a structured behavioral observation system that generates frequency scores for observed social communication-related autism symptoms. CBT outperformed TAU at posttreatment on the frequency of self-isolation, the proportion of time spent with peers, the frequency of positive or appropriate interaction with peers, and the frequency of positive or appropriate peer responses to the target child (d effect size range 1.34-1.62). On average, children in CBT were engaged in positive or appropriate social interaction with peers in 68.6% of observed intervals at posttreatment, compared to 25% of intervals for children in TAU. Further investigation of this intervention modality with larger samples and follow-up assessments is warranted.
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Affiliation(s)
- Jeffrey J Wood
- Department of Education, University of California, Los Angeles, Moore Hall, Box 951521, Los Angeles, CA, 90095, USA,
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21
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Staniland JJ, Byrne MK. The effects of a multi-component higher-functioning autism anti-stigma program on adolescent boys. J Autism Dev Disord 2014; 43:2816-29. [PMID: 23619951 DOI: 10.1007/s10803-013-1829-4] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
A six-session higher-functioning autism anti-stigma program incorporating descriptive, explanatory and directive information was delivered to adolescent boys and the impact upon knowledge, attitudes and behavioural intentions towards peers with autism was evaluated. Participants were seventh-, eighth- and ninth-grade students (N = 395) from regular classes in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition and all remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program improved the knowledge and attitudes, but not the behavioural intentions of participants towards their peers with autism. Knowledge and attitudinal changes were maintained at follow-up. There were no spill-over effects of the program to non-targeted students. These results provide some preliminary evidence for the effectiveness of multi-session anti-stigma programs incorporating combined information for adolescent students in inclusive educational environments.
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Affiliation(s)
- Jessica J Staniland
- School of Psychology, University of Wollongong, Northfields Avenue, Wollongong, NSW, 2522, Australia
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22
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Corbett BA, Qualls LR, Valencia B, Fecteau SM, Swain DM. Peer-mediated theatrical engagement for improving reciprocal social interaction in autism spectrum disorder. Front Pediatr 2014; 2:110. [PMID: 25346926 PMCID: PMC4193263 DOI: 10.3389/fped.2014.00110] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2014] [Accepted: 09/24/2014] [Indexed: 11/13/2022] Open
Abstract
The hallmark characteristic of autism spectrum disorder (ASD) is poor reciprocal social communication. Interventions designed to improve this core deficit are critically needed. Social skills interventions such as direct training, peer mediation, and video modeling have contributed to improvements in various social skills in children with ASD. This paper reviews existing social competence interventions available for children with ASD while highlighting hypothesized critical components for advancing, maintaining, and generalizing skills, which include (1) peer mediation, (2) active learning, and (3) implementation in supportive, natural contexts. As a framework for these approaches, this conceptual paper describes SENSE Theatre, a novel intervention that combines trained peers that facilitate the performance-based theatrical treatment delivered in a supportive, community-based environment. A review of previous research shows early feasibility, setting the stage for more rigorous studies to aid in developing a standardized intervention package.
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Affiliation(s)
- Blythe A Corbett
- Department of Psychiatry, Vanderbilt University , Nashville, TN , USA ; Vanderbilt Kennedy Center , Nashville, TN , USA
| | - Lydia R Qualls
- Department of Psychiatry, Vanderbilt University , Nashville, TN , USA ; Vanderbilt Kennedy Center , Nashville, TN , USA
| | | | - Stéphanie-M Fecteau
- Department of Psychiatry, Vanderbilt University , Nashville, TN , USA ; Vanderbilt Kennedy Center , Nashville, TN , USA
| | - Deanna M Swain
- Virginia Polytechnic Institute and State University , Blacksburg, VA , USA
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23
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Locke J, Rotheram-Fuller E, Kasari C. Exploring the social impact of being a typical peer model for included children with autism spectrum disorder. J Autism Dev Disord 2013; 42:1895-905. [PMID: 22215436 DOI: 10.1007/s10803-011-1437-0] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.
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Affiliation(s)
- Jill Locke
- School of Medicine, Center for Mental Health Policy and Services Research, University of Pennsylvania, Philadelphia, PA, USA.
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24
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Nahmias AS, Kase C, Mandell DS. Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2012. [PMID: 23188885 DOI: 10.1177/1362361312467865] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool early intervention placement decisions.
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25
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Foster EM, Pearson E. Is inclusivity an indicator of quality of care for children with autism in special education? Pediatrics 2012; 130 Suppl 2:S179-85. [PMID: 23118249 DOI: 10.1542/peds.2012-0900p] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE To determine whether the proportion of time spent in an inclusive educational setting, a process indicator of the quality of schooling for children with autism, improves key outcomes. METHODS Patients were 484 children and youth educated in special education with a primary diagnosis of autism in the National Longitudinal Transition Study-2. These individuals were ages 20 to 23 in 2007. We used propensity-score inverse probability of treatment weights to eliminate the effect of multiple confounders. A causal interpretation of the effect of inclusivity on key educational and functional outcomes still depends on a critical assumption, that inclusivity is not confounded by remaining, omitted confounders. RESULTS Compared with children with autism who were not educated in an inclusive setting (n = 215), children with autism who spent 75% to 100% of their time in a general education classroom (n = 82) were no more likely to attend college (P = .40), not drop out of high school (P = .24), or have an improved functional cognitive score (P = .99) after controlling for key confounders. CONCLUSIONS We find no systematic indication that the level of inclusivity improves key future outcomes. Research on educational and functional outcomes for children with autism can benefit from data on large samples of children educated in real-world settings, such as the National Longitudinal Transition Study-2, but more nuanced indicators should be developed to measure the quality of special education for children with autism.
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Affiliation(s)
- E Michael Foster
- Department of Health Care Organization and Policy, University of Alabama at Birmingham, Birmingham, AL 35294-0022, USA.
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26
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Matching children on the autism spectrum to classrooms: a guide for parents and professionals. J Autism Dev Disord 2012; 42:1197-204. [PMID: 21647792 DOI: 10.1007/s10803-011-1298-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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.
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27
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Intensive Cognitive Behavioral Therapy for Anxiety Disorders in School-aged Children with Autism: A Preliminary Comparison with Treatment-as-Usual. SCHOOL MENTAL HEALTH 2012. [DOI: 10.1007/s12310-012-9090-0] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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