Examining School‐Based Social Skills Program Needs and Barriers for Students with High‐Functioning Autism Spectrum Disorders Using Participatory Action Research

Ostmeyer, Katrina F.; Scarpa, Angela

doi:10.1002/pits.21646

Cited by 27 publications

(31 citation statements)

References 46 publications

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“…Existing literature in the areas of general education, special education, and educational leadership validates each of these barriers, with particular attention to educator preparation (e.g., Brownell et al, 2010), burnout (e.g., Fernet et al, 2012), and engagement (e.g., Azad et al, 2015). Additional attention has been drawn previously to the time and resource constraints experienced by special education teams (e.g., Ostmeyer and Scarpa, 2012;Locke et al, 2015), the interdependence of educator motivation and administrator support (e.g., Thoonen et al, 2011;Locke et al, 2015), and philosophical barriers that reduce team cohesion (e.g., Nellis, 2012). When experienced by educational teams serving the complex population of students with ASD, these barriers appear to be compounded.…”

Section: Discussionmentioning

confidence: 95%

“…Each coder independently coded the same transcripts (n = 17) and written feedback forms (n = 70), identifying recurrent themes using a grounded theory-based approach (Strauss and Corbin, 1990). This methodology has been used effectively across the fields of developmental disabilities and special education (Midence and O'Neill, 1999;Ostmeyer and Scarpa, 2012). The first step in the coding process was open coding, during which the coders evaluated transcripts and feedback forms line by line to identify initial barriers noted by stakeholders.…”

Section: Procedures and Analysismentioning

confidence: 99%

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Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder

Wilson

Landa

2019

Front. Educ.

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There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may compromise child outcomes. This qualitative study collected ongoing verbal and written feedback from educators (n = 8) and administrators (n = 3) during their participation in the iterative development phase of a larger project to translate and preliminarily trial an evidence-based intervention, Early Achievements, in public preschool classrooms. Using a grounded theory-based approach, barriers were identified in areas of educator preparedness, engagement, and cohesion, complexity of instructing students with ASD, limited time/resources, and administrator support. Educators and administrators differed in their perspectives. Innovative strategies are presented for enhancing transportability, along with discussion of implications for teacher education practices and related policy.

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Section: Discussionmentioning

confidence: 95%

Section: Procedures and Analysismentioning

confidence: 99%

Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder

Wilson

Landa

2019

Front. Educ.

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“…None of the journals listed under the limiter "Source Title" within this specific search were identified as journals specifically related to autism spectrum disorders. When using the limiter "Article title, Abstract, Keywords, " (i.e., TITLE-ABS-KEY) default in the query, the search resulted in 2 document results, but one of two the documents was focused primarily on intellectual disabilities, so we focused on this result for this paper [59].…”

Section: Scopus Search: Autism Spectrum Disorders and Participatory Amentioning

confidence: 99%

“…Of further interest is that the Nicolaidis et al, (2012) [57] article was listed separately in the two following search queries when using the ALL fields parameter in the search algorithm for Scopus: 1)ALL((community-based participatory research AND autism spectrum disorders)) 2)ALL ((participatory action research AND autism spectrum disorders)). Given the results of the various search queries via Scopus, the exemplar journal articles (listed in descending order by date published -most recent first) and the keywords used for each journal publication [11,56,57,59]. When reviewing the reference lists of selected articles and using a fine-grained review of targeted journal publications, referenced theses and dissertations, the following is recommend (listed in descending order by publication date-most recent first) so that readers can appreciate a wider scope of scholarship on CBPR and PAR and ASD issues [18,22,48,58,77].…”

Section: Scopus Search: Autism Spectrum Disorders and Community-basedmentioning

confidence: 99%

Autism spectrum disorder and the applied collaborative approach: a review of community based participatory research and participatory action research

Wright¹,

Wright²,

Diener³

et al. 2014

J Autism

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The quest to understand ASD is monumental, dramatic and paradigmatically shifting. Research advances in ASD challenge the traditional understanding of autism and call for a "reconceptualization" of autism given the revolutionary impact of recent discoveries. Related to this reconceptualization of autism, are the countervailing forces signaling a shift in the research "agenda" where individuals with ASD are part of the research process-and offer an understanding of autism beyond bench science and traditional scholarship. Although many interpretations of autism remain grounded in the biomedical paradigm, individuals with autism, through narrative self-representations and activities are changing the perspective of autism transforming it from "cure to community. " The involvement of individuals with ASD, along with their families, and school and workplace representatives moves research closer to a "communityengaged" endeavor and helps to build a stronger science that is translational and sustainable. This paper examines the role of both community-based participatory research (CBPR) and participatory action research (PAR) in the study of autism issues via the trends analyzed by Scopus in journal publications within an established time-frame of publication dates and specific search analytics. An example of using an ecological model to explore the use of CBPR and PAR in autism research is presented. The goal of this review is to determine trends in publications in these domains and to assist scholars and future researchers to consider identified publications as a part of their plans to use CBPR or PAR designs and ecological models when designing their community engaged research methodology.

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“…In terms of academic functioning, the whole concept of learning in a classroom requires children to use social skills constantly. Ostmeyer and Scarpa (2012) refer to learning in the classroom as a "social event" (p. 932).…”

Section: Effects Of Social Deficitsmentioning

confidence: 99%

The Importance of Effectively Teaching Social Skills to Students with High-Functioning Autism

Mirsky

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Over the past decade, there has been a significant increase in the number of children diagnosed with an autism spectrum disorder. Due to this dramatic increase, the amount of children with high-functioning autism that have entered public schools across the United States has skyrocketed. Often times these children might have average IQs, but they often exhibit deficits in various social skills that can cause them to have difficulties in a variety of other areas. Research supports and emphasizes the importance of effectively teaching social skills to children with high-functioning autism. Because social functioning is a critical part of today's society, children with high-functioning autism must meet developmental social milestones in order to be a successful and contributing member of society. The researcher of this study examined social skills interventions and characteristics that made them effective. The researcher examined literature on this topic and gathered information from educational professionals who have had experience teaching social skills to children with high-functioning autism. Findings indicate a significant need for effective and structured interventions that target these unique social needs of these children.

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Examining School‐Based Social Skills Program Needs and Barriers for Students with High‐Functioning Autism Spectrum Disorders Using Participatory Action Research

Cited by 27 publications

References 46 publications

Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder

Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder

Autism spectrum disorder and the applied collaborative approach: a review of community based participatory research and participatory action research

The Importance of Effectively Teaching Social Skills to Students with High-Functioning Autism

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