ABA and Academic Instruction

Dunlap, Glen; Kern, Lee; Worcester, Jonathan

doi:10.1177/108835760101600209

Cited by 36 publications

(22 citation statements)

References 36 publications

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“…Antecedent-based interventions included procedures that manipulated the child or environment (e.g., colored overlays, tutoring) before an academic task was measured (Dunlap & Kern, 2001). Antecedent-based interventions included procedures that manipulated the child or environment (e.g., colored overlays, tutoring) before an academic task was measured (Dunlap & Kern, 2001).…”

Section: Intervention Typementioning

confidence: 99%

“…Consequence-based interventions included interventions that manipulated the child or environment (e.g., token economy, response cost) after a target behavior was displayed (Dunlap & Kern, 2001). Consequence-based interventions included interventions that manipulated the child or environment (e.g., token economy, response cost) after a target behavior was displayed (Dunlap & Kern, 2001).…”

Section: Intervention Typementioning

confidence: 99%

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A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHD

Trout

Lienemann²,

Reid

et al. 2007

Remedial and Special Education

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were hand-searched to locate additional studies. These journals were selected because they frequently publish intervention studies of school-age children and focus on the target population. Third, studies cited in the articles and previous reviews identified were checked to locate additional articles that had recently been submitted for publication, were in press, or had not been located through other search procedures. Using these procedures, 410 potential articles were located. Articles were then examined to determine whether they met the inclusion criteria for this review. Inclusion and Exclusion CriteriaThe following criteria were used to determine inclusion:1. The study must have included at least one participant described as school-age (5-18 years old) with one or more of the following disat University of

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Section: Intervention Typementioning

confidence: 99%

Section: Intervention Typementioning

confidence: 99%

A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHD

Trout

Lienemann²,

Reid

et al. 2007

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…These publications include descriptions of both comprehensive programs and specific intervention components which have varying levels of demonstrated effectiveness for use in public school classrooms (e.g., Dunlap et al 2001;Ferrante et al 2002;Gresham et al 1999;Heflin and Simpson 1998;Iovannone et al 2003;Odom et al 2003;Rogers 1998). Nevertheless, this literature has not adequately addressed the significant discrepancy between autism research and practice, especially as it relates to establishing effective, comprehensive school-based programs.…”

mentioning

confidence: 94%

Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators

Callahan

Henson

Cowan

2007

J Autism Dev Disord

203

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Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.

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“…Although ABA has contributed tremendously to education, particularly for students with autism (Dunlap, Kern, & Worcester, 2001), the interaction between ABA intervention, students' IEP goals, and their performance on standardized achievement tests must be addressed to promote good practice for those who work with students with autism.…”

Section: Introductionmentioning

confidence: 99%

Informing Instruction of Students with Autism in Public School Settings

Kuo

2016

JEI

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<p>The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum disorders (ASD) in an applied behavior analysis (ABA) classroom. The measures included ABLLS-R, DIBELS-R, and DIBELS-M. Results of the study indicate that all students acquired new skills across domains and met their IEP goals measured by the mastery learning assessment, but they scored low on reading and math for their grade level according to standardized achievement tests. Suggestions for prompting good autism practice in public school settings are discussed.</p>

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ABA and Academic Instruction

Cited by 36 publications

References 36 publications

A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHD

A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHD

Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators

Informing Instruction of Students with Autism in Public School Settings

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