Serving students with autism: Ensuring a place for applied behavior analysis

Barnett, Juliet E. Hart

doi:10.1177/00317217221082806

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Various challenges to implementing evidence-based practices in public schools are present in the literature (Barnett, 2022;Kodak et al, 2018;Max & Lambright, 2021;Strogilos et al, 2017;Tiernan et al, 2020). Given the effectiveness of specialized instruction for autistic students, these barriers are problematic as schools attempt to implement effective instruction as required by IDEA (2004).…”

Section: Barriers To Asd Best Practice Instructionmentioning

confidence: 99%

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Exploring and improving culturally responsive practices for students with autism

Willand

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I would like to express my deepest appreciation to my dissertation chair for the countless hours of reading and rereading my dissertation, the willingness to meet, and the invaluable guidance and feedback. I am also extremely grateful for my second and third readers who generously provided their expertise throughout this endeavor. A special thanks to the Director of Diversity, Equity, and Inclusion at my agency who provided intangible support in making this dissertation happen by creating training for participants and attending sessions to share her knowledge to benefit the project.Many thanks to department leadership and my colleagues who joined me on the journey to improve cultural responsiveness within our work. Their willingness to listen and give feedback as I developed my action step influenced the success of the work. I am also grateful to my colleagues in this program for their moral support and openness to check-ins. Lastly, I would not have had the motivation to push through this process without the unwavering support of my husband who created the space for me to work on nights and weekends, and my parents and in-laws who always believed in me seeing this through.

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Section: Barriers To Asd Best Practice Instructionmentioning

confidence: 99%

“…Additionally, despite the vested interest in implementing effective ABA-based instruction, a lack of financial resources to support the training and personnel to implement this instruction is problematic (Barnett, 2022).…”

Section: Barriers To Asd Best Practice Instructionmentioning

confidence: 99%

Exploring and improving culturally responsive practices for students with autism

Willand

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Integrating Universal Design of Learning Principles to Teach Students With Autism Spectrum Disorders in Inclusive Classrooms

Khazanchi

2023

Developing Inclusive Environments in Education

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A growing number of students with disabilities are seeking services in inclusive classrooms. Sixty-six percent of students with disabilities spend 80% of their time in general education classes, and 12% of students receiving special education services have autism spectrum disorders (ASD). Teachers face challenges in effectively teaching students with ASD in inclusive classrooms and struggle to create an inclusive education environment meeting the needs of all students. In inclusive classrooms, teachers collaborate to implement inclusive teaching practices to engage students. Inclusive teaching practices improve student engagement in social interaction, academic growth, and positive behaviors in inclusive classrooms. One inclusive practice widely used is the universal design of learning. This chapter highlights the principles of the universal design of learning and its role in effectively teaching students with ASD in inclusive classrooms.

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Serving students with autism: Ensuring a place for applied behavior analysis

Cited by 2 publications

References 17 publications

Exploring and improving culturally responsive practices for students with autism

Exploring and improving culturally responsive practices for students with autism

Integrating Universal Design of Learning Principles to Teach Students With Autism Spectrum Disorders in Inclusive Classrooms

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