Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings

McCurdy, Erin E.; Cole, Christine L.

doi:10.1007/s10803-013-1941-5

Cited by 62 publications

(42 citation statements)

References 25 publications

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“…Specifically, children with ASD may need help to manage daily routines, make transitions between activities and engage in social interactions [5]. If these special needs are not addressed, they can result in interruptions during class that decrease learning opportunities, not only for the student with ASD, but also for all the students [20].…”

Section: Introductionmentioning

confidence: 99%

Tablet-based activity schedule for children with autism in mainstream environment

Fage¹,

Pommereau²,

Consel³

et al. 2014

Proceedings of the 16th International ACM SIGACCESS Conference on Computers &Amp; Accessibility - ASSETS '14

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Including children with Autism Spectrum Disorders (ASD) in mainstreamed environments creates a need for new interventions whose efficacy must be assessed in situ.This paper presents a tablet-based application for activity schedules that has been designed following a participatory design approach involving mainstream teachers, special-education teachers and school aides. This applications addresses two domains of activities: classroom routines and verbal communications.We assessed the efficiency of our application with a study involving 10 children with ASD in mainstream inclusion (5 children are equipped and 5 are not equipped). We show that (1) the use of the application is rapidly self-initiated (after two months for almost all the participants) and that (2) the tablet-supported routines are differently executed over time according to the activity domain conditions. Importantly, compared to the control children, the equipped children exhibited more classroom and com munication routines correctly performed after three month of intervention.

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Section: Introductionmentioning

confidence: 99%

Tablet-based activity schedule for children with autism in mainstream environment

Fage¹,

Pommereau²,

Consel³

et al. 2014

Proceedings of the 16th International ACM SIGACCESS Conference on Computers &Amp; Accessibility - ASSETS '14

View full text Add to dashboard Cite

show abstract

“…However, the results showed that students with high autistic traits with much social support could help each other more easily and, based on this, peer support groups for students with ASD in universities are appropriate. Few studies have examined the effectiveness of peer support groups for adolescents or adults with ASD, while there is a lot of support for the effectiveness of peer support groups for young people with ASD (McCurdy & Cole, 2014;Rodriguez-Medina, Martín-Antón, Carbonero, & Ovejero, 2016).…”

Section: Discussionmentioning

confidence: 99%

https://iafor.org/journal/iafor-journal-of-psychology-and-the-behavioral-sciences/volume-3-issue-2/article-6/

Nagase¹

2017

ijpbs

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In recent times, the number of students with autism spectrum disorders (ASD) in higher education institutions in Japan has increased. As a result, some researchers have investigated the role of peer support provided by typical students in supporting students with ASD. The purpose of this study was to examine the relationship between the intentionality of peer support and the characteristics of the peer supporter, focusing on autistic traits and social support. Participants were 51 university students who responded to a questionnaire on intentionality of peer support, autistic traits, and social support. Results showed that among students with high level of autistic traits, those having more social support could more easily help students with ASD than those with less social support. Furthermore, among students with little social support, those with a low level of autistic traits could more easily help students with ASD than those with a high level of autistic traits.

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“…There are three reasons why peer support of students with ASD has received academic attention. First, peer support could help students with ASD to improve their academic learning and social skills (VanBergeijk, Klin, & Volkmar, 2008;McCurdy & Cole, 2014;Watkins, O' Reilly, Kuhn, Gevarter, Lancioni, Sigafoos, & Lang, 2015). VanBergeijk et al (2008) pointed out that students with ASD did not have enough opportunities to learn about academic learning and social skills, and needed empirical support about these skills.…”

Section: Peer Supportmentioning

confidence: 99%

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2017

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We are pleased to introduce you to our 2017 autumn issue. IAFOR's Journal of Psychology & the Behavioral Sciences covers a variety of topics about applications of psychological theories in educational settings, mental health conditions, human development, psychological outreach services and community development, family studies and professional practice, as well as articles addressing the needs of at-risk children, youth and families, and vulnerable populations. The journal is an internationally peer reviewed and editorially independent, interdisciplinary journal associated with the IAFOR (The International Academic Forum) conferences on Psychology and the Behavioral Sciences. This issue is devoted to several interdisciplinary studies which represent diverse topics, cultures, and disciplines in the fields of psychology and the behavioral sciences. All papers published in the journal have been subjected to the rigorous and accepted processes of academic peer review. Some of the articles are original, and some are significantly revised versions of previously presented papers or published reports from IAFOR's conferences and proceedings. We would like to express our deep appreciation to all reviewers for taking time from their busy schedules to review each assigned manuscript and for offering their professional expertise and recommendations for improvement of these published papers. Also, we would like to take this opportunity to acknowledge the hard work of the support staff at IAFOR who were involved in the publication of this journal.

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Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings

Cited by 62 publications

References 25 publications

Tablet-based activity schedule for children with autism in mainstream environment

Tablet-based activity schedule for children with autism in mainstream environment

https://iafor.org/journal/iafor-journal-of-psychology-and-the-behavioral-sciences/volume-3-issue-2/article-6/

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