Research to Practice

Earles-Vollrath, Theresa L.

doi:10.1177/1053451211423818

Cited by 8 publications

(10 citation statements)

References 16 publications

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“…Inclusion of RIs in the formal diagnosis for ASD has remained, withstanding subsequent versions and revisions incorporating new research, in the DSM fourth edition (DSM-IV; APA, 1994) and the DSM-IV, text revision (APA, 2000;Dziegielewski, 2010). Many specialists considered autism to be a spectrum disorder and Asperger's syndrome a mild or high-functioning form of autism (Mayes & Calhoun, 2003).…”

Section: Restricted Interests and Autistic Spectrum Disordermentioning

confidence: 99%

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Gunn

Delafield‐Butt

2016

Review of Educational Research

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Inclusive education requires teachers to adapt to childrenÕs learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We to improve the social and educational experiences of all children, presenting a more pleasant and humane learning environment for everyone, as well as improving academic attainment (Briggs, 2004). Inclusion of children with SEN may require adaptations to the curriculum and classroom environment. In particular, children with autism have difficulties with learning, interacting and communicating with others, using an understanding language, thinking imaginatively and enjoying variation in activities, all of which are essential elements in classroom practice (Autism Working Group, 2002).Adaptive practices to the SEN of these children are therefore necessary and in some contexts, adequate provision is enshrined in law. 1 SEN for a particular child result from an interplay of several factors that fall broadly into four overlapping themes, of which disability and health is only one. The learning environment, family circumstances, and particular social and emotional needs of the child all contribute. Importantly, the styles of teaching and classroom practice that compose the learning environment can be a contributing factor, especially when educational practice does not take into adequate account a particular individualÕs circumstances and needs. In some cases, children with SEN may come up against barriers to learning and achievement as a result of an inflexible approach to the curriculum, to a schoolÕs ethos, or to teaching and learning methods that do not adapt to the SEN (Scottish Government, 2010).One prominent and practical concern for inclusion of ASD children into mainstream education is how best to work with restricted interests (RIs). These interests are objects or topics that ASD individuals pursue with focus and intensity, for example, demonstrating a fascination with hurricanes, that can restrict engagement with other objects or topics (Mancil & Pearl, 2008). In this paper we take inclusion to mean that children will be supported to work to the best of their ability and have their unique talents valued in the classroom, with teachers striving to provide enjoyable and effective learning experiences for all.!!! The restricted and repetitive interests of children with ASD pose particular challenges to teachers in mainstream settings. They can obstruct normal classroom practice and prevent curriculum teaching. And importantly, there is no consensus on how best to work with RIs in the classroom. On one hand, some teachers discipline and prohibit restrictive and repetitive interests to encour...

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Section: Restricted Interests and Autistic Spectrum Disordermentioning

confidence: 99%

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Gunn

Delafield‐Butt

2016

Review of Educational Research

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“…Strong evidence for the technical characteristics, validity, and positive effects of CBM for reading has been produced. Other validated teaching strategies for inclusive settings include mathematical instructional techniques, peer mediation, cognitive strategies, direct instruction, and cooperative learning strategies (Earles-Vollrath, 2012; Martens et al, 2007; McGrath & Noble, 2010).…”

Section: The Context: Research-to-practice Gapmentioning

confidence: 99%

“…Despite the solid research base supporting the overwhelming research benefits of CBM, direct instruction, cooperative learning techniques, peer tutoring, and other research-based intervention techniques, the implementation of these strategies to enhance the outcomes of students with disabilities has varied considerably. Many studies have highlighted the advantages of these interventions with a wide range of students (Earles-Vollrath, 2012; Grima-Farrell, 2014; Madelaine & Wheldall, 2004; Stecker, Fuchs, & Fuchs, 2005). However, there is a limited body of research available that provides evidence that these validated interventions are extensively employed and sustained by teachers working with students with disabilities in school settings (Forlin, Kawai, & Higuchi, 2015; Greenstein, 2014; Grima-Farrell et al, 2011).…”

Section: The Context: Research-to-practice Gapmentioning

confidence: 99%

Bridging the Research-to-Practice Gap: Implementing the Research-to-Practice Model

Grima‐Farrell¹

2018

Australas. j. spec. incl. educ.

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In recent years, researchers have worked closely with parents, teachers, other school staff, and external stakeholders to increase knowledge on ways to effectively teach children and adolescents with disabilities in mainstream school settings. State, national, and global directives have encouraged the implementation of research-based practices and contributed to advocacy efforts for students with and without disabilities. In a longitudinal comparative case study, Grima-Farrell (2017) responded to these movements by striving to enhance teacher knowledge on how to effectively implement and sustain the use of validated teaching approaches to maximise the student engagement and success of all students. This paper specifically reports on the school-based efforts of 6 experienced teachers as they strive to implement research-based practices to respond to the diverse needs of their students. Results are presented using the research-to-practice model (Grima-Farrell, 2017) as a conceptual framework for guiding instructional decision-making through the implementation and sustained use of validated educational research approaches.

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E vidence-based practices (EBPs), or instructional practices validated by scientifically based research, have been promoted as key components of educational reform (Cook, Smith, & Tankersley, 2011;Earles-Vollrath, 2012). To ensure that EBPs really do cause desired changes in student outcomes, they are derived from research studies that demonstrate high internal validity, such as methodologically rigorous randomized controlled trials.

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mentioning

confidence: 99%