Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders

White, Sue; Scahill, Lawrence; Klin, Ami; Koenig, Kathleen; Volkmar, Fred R.

doi:10.1007/s10803-006-0281-0

Cited by 128 publications

(122 citation statements)

References 26 publications

Supporting

Mentioning

105

Contrasting

Unclassified

Order By: Relevance

“…The increased knowledge of teachers about ASD, arising from participation in educational programs, certification courses, lectures on the subject was observed in other studies 13,17 .…”

Section: Resultssupporting

confidence: 63%

“…It is worth mentioning, as shown in Table 2, in the analysis by items, for all 28 items of the questionnaire, it is possible to observe an increase in the number of correct answers in the post-intervention, when compared to the pre-intervention, even if this difference is not statistically significant for 10 items (1,7,9,14,17,19,24,25,26,28). Furthermore, no significant differences were observed when comparing the results observed from questionnaires answered by the four groups of teachers from different schools.…”

Section: Resultsmentioning

confidence: 94%

“…To conduct this survey, a questionnaire was devised specifically for this purpose, the contents of the items are derived from descriptions in the literature that addresses the communication with ASD and the inclusive education process for this population 5,6,[15][16][17] . The first version of the questionnaire contained 50 items and was submitted to three judges for suggestions and considerations for inclusion and exclusion of subjects and items that address communication in ASD.…”

Section: Resultsmentioning

confidence: 99%

“…Thus, a large variety of learning opportunities should be provided, to teach relevant skills and goals to those children with ASD [21][22][23][24][25] , which implies the need for specific training, to adequately assist these students 1,11,12,17 .…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

et al. 2014

View full text Add to dashboard Cite

Purpose: to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention. Methods: it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers' knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used). Results: it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention. Conclusion: there is a restricted teachers' knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.

show abstract

“…The increased knowledge of teachers about ASD, arising from participation in educational programs, certification courses, lectures on the subject was observed in other studies 13,17 .…”

Section: Resultssupporting

confidence: 63%

Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

et al. 2014

View full text Add to dashboard Cite

show abstract

“…Yapılan araştırmalar, eğitsel yerleştirme kararının verilmesinde zihinsel yeteneğin, sosyal beceri vb. alanlardan çok daha belirleyici olduğunu ortaya koymuştur (White, Scahill, Klin, Koenig, & Volkmar, 2007).…”

Section: Yerleştirmeunclassified

Bağimsiz Oti̇sti̇k Çocuklar Eği̇ti̇m Merkezi̇nde Yaşanan Sorunlarin Öğretmen Görüşleri̇ne Dayali Olarak İncelenmesi̇

Akçin¹,

Teyyare²,

Mandan³

2016

SBE Dergi

View full text Add to dashboard Cite

ÖZETOtizmli çocuklara eğitim vermekte olan eğitim kurumlarında yaşanan sorunların neler olduğunun bilinmesi bu kurumlarda verilmekte olan eğitim ve öğretim kalitesinin geliştirilmesi bakımından önem taşımaktadır. Bu araştırmanın amacı, bağımsız otistik çocuklar eğitim merkezinde (OÇEM) yaşanan sorunların öğretmen görüşlerine dayalı olarak incelenmesidir. Araştırmada katılımcıların çalıştıkları kurumda yaşadıkları sorunları belirlemek amacıyla standardize edilmiş açık-uçlu görüşme yöntemi kullanılmıştır. Bu çalışmaya, 26 kadın ve 5 erkek olmak üzere toplam 31 öğretmen katılmıştır. Görüşmeler, 11 dakika ile 38 dakika arasında değişen sürelerde ortalamada ise 19 dakika sürmüştür. Elde edilen verilere tümevarım analizi kullanılmıştır. Bulguların güvenirliği, analist çeşitlemesi yoluyla sağlanmıştır. Değerlendirmeciler arası güvenirlik ortalama %99 (%94-100) olarak hesaplanmıştır. Katılımcılar tarafından ifade edilen sorunlar fiziki koşullar, yerleştirme, öğretmen özellikleri, kapsamlı eğitim programı, bireyselleştirilmiş eğitim planlarının hazırlanması, uygulanması ve aile başlık altında açıklanmıştır.Anahtar Sözcükler: Otistik çocuklar eğitim merkezi, öğretmen görüşleri, tümevarım analizi ABSTRACT It matters to know the problems faced at educational institutions providing education to children with autism, in terms of improving the education and training quality provided at these institutions. The aim of this study was to investigate the problems experienced at an independent autistic children education center based on teacher's perspectives. In the study, for identifying the problems which the participants faced at the institution they work, standardized open ended interview method was used. In total 31 teachers, including 26 women and 5men, participated in this study. Interviews lasted in durations changing between 11 minutes to 38 minutes, in average of 19 minutes. Inductive data analysis was carried out. Reliability of findings were ensured through analyst triangulation. Inter-rater agreement was calculated in average as 99% (94%-100). The problems stated by participants are explained under themes as; physical conditions, placement, teachers' characteristics, extensive training program, preparation and application of individualized education plans and family.Key Words: Autistic children education centre, teacher perspectives, inductive analysis "Otizm spektrum bozukluğu, ileri düzeyde ve karmaşık bir gelişimsel yetersizliktir" (Kırcaali-İftar, 2012, p.19). Otizm spektrum bozukluğu, yaygın gelişimsel bozukluk terimi ile eş anlamlı olup bu şemsiye terim, otistik bozukluk, Asperger sendromu, başka türlü sınıflandırılamayan yaygın gelişimsel bozukluk, Rett sendromu ve çocukluk çağı dezentegratif bozukluğunu kapsamaktadır (

show abstract

Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism

et al. 2013

View full text Add to dashboard Cite

Background Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning Autism Spectrum Disorder (HFASD). Method Thirty-seven students with HFASD and 54 age and IQ-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to 9 avatar peers seated at a table, while simultaneously answering self-referenced questions. Results Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more ADHD Inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus non-social targets. Moreover, measures of social attention rather than non-social attention were significantly associated with parent report and objective measures of learning in the classroom. Conclusions The data in this study supports the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of autism and educational intervention approaches for affected school-aged children.

show abstract

Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders

Cited by 128 publications

References 26 publications

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

Bağimsiz Oti̇sti̇k Çocuklar Eği̇ti̇m Merkezi̇nde Yaşanan Sorunlarin Öğretmen Görüşleri̇ne Dayali Olarak İncelenmesi̇

Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism

Contact Info

Product

Resources

About