Autism Education Research Articles

A educação do garoto selvagem de Aveyron e a proposta contemporânea de escolarização de alunos com transtorno do espectro autista: possibilidades de leitura

Neste artigo, temos como objetivo analisar a experiência pedagógica de Jean Itard com o menino selvagem, refletindo sobre a presença do ideário desse médico-pedagogo na proposta contemporânea de escolarização de alunos com transtorno do espectro autista. Itard, ao contrário de outros médicos, apostou na educabilidade de Victor, supondo que suas dificuldades eram decorrentes do longo abandono vivenciado. A proposta de Itard era de caráter eminentemente educativo, tendo como premissas orientadoras que o conhecimento e as ideias advêm das sensações e que cada sentido deveria ser estimulado isoladamente. Com base na análise empreendida sobre essa experiência pedagógica, refletimos sobre a presença desse ideário na educação de alunos com autismo. Para tanto, propomos a discussão a partir de um ponto central: a primazia do método de ensino na proposta pedagógica de Itard. Na contemporaneidade, a inclusão escolar de alunos com transtorno do espectro autista impele os professores a demandar um método de ensino, que garanta como resultado a aprendizagem dos conhecimentos escolares. Atentamos para a possibilidade dessa demanda repetir o cerne da proposta de Itard, que era o método. Tendo este como foco central, as manifestações singulares poderão ser apagadas ou tomadas como um entrave a ser superado na educação desses sujeitos.

Autism: Collaborative Perspektives in Education

Autism is the continuum of impairments. Children with autism show intellectual, social, emotional, and language or communication disorder. Collaboration is an important aspect in delivering education/intervention for children. Professionals have to have knowledge and skill related to autism and have to team up with parent in dealing with the disorder. The unique profile of the individual with autism calls for emphasis in the areas of communication skills, social-emotional, behavioral, and sensory regulation, and communication. Pre-identification of the children may help teachers and parents to make decisions whether the child needs a referral or not. In this case, Indonesia needs to make more political will in order to implement autism education in various setting to address immediate needs of the children before the problem becomes more complicated

Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting

With an increase in large scale Applied Behavior Analysis (ABA) services for children with autism, the need to define and measure quality is essential. Staff competence is key and identifying and measuring this accurately is critical. ABA service providers typically measure competence by direct observation, video analysis, and written examination. However, apart from the York Measure of Quality of Intensive Behavioural Intervention (YMQI) there is an interesting lack of direct links between defining competencies and developing assessment tools. In this study we used three measures of competencies developed from the UK ABA Autism Education Competence Framework Level 1. Along with the YMQI we assessed their construct validity by comparing the performance of two groups of tutors working in a school for children with autism (“experienced” vs. “inexperienced”) and performance of the “inexperienced” group at baseline (T1) and following one year of competence based training (T2). Results revealed that the more experienced group in both the between group and longitudinal comparisons achieved higher scores supporting the construct validity of the measures. There were few associations between the different methods of assessing competence, suggesting that no measure should be used in isolation if competence is to be comprehensively assessed.

Stereo Knobs and Swing Sets: Falling in Love with the Science of Behavior

Dr. Bridget A. Taylor is Co-founder and Executive Director of Alpine Learning Group and Senior Clinical Advisor for Rethink. She has specialized in the education and treatment of children with autism for the past 27 years. She holds a Doctorate of Psychology from Rutgers University and received her Master’s degree in Special Education from Teachers College, Columbia University. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is an Associate Editor for the Journal of Applied Behavior Analysis and serves on the editorial board of the journal Behavioral Interventions. She is a member of the Behavior Analyst Certification Board, a Board Member of The Association for Science in Autism Treatment and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. Dr. Taylor has published numerous articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor’s current research interests are in identifying innovative procedures to increase the observational learning skills of children with autism. BEHAVANALYST (2015) 38:283–292 DOI 10.1007/s40614-015-0041-6

Autism and the social world of childhood: a sociocultural perspective on theory and practice

1. Introduction: Richness and Variation in Children's Lives 2. The Social Experiences of Children with Autism 3. Children's Cultural Worlds 4. Children's Cultures of Communication 5. Finding Ways to Play and Make Meaning 6. Researching Autism in Natural Contexts 7. From Intervention to Assessment in Autism Education 8. The Practitioner's Toolbox

What Resources, Toys, Appliances and Print Materials Would Parents of Autistic Children find on The Internet, in Libraries and Shops, and how many are Evidence-Based?

Background: The 2005-2006 US National Survey of Children With Special Health Care Needs found children with autism were less likely to receive specific health care, family support services or prompt family–centred care. Parents report more stress if their child has more severe symptoms but stress levels are lower if they find helpful readily available support. Objectives: We wished to identify the types and costs of resources parents of children with autism could find if they searched, and how many are evidence-based. Methodology: We searched for web-based or printed materials, computer applications and programs, videos, CDs and toys and visited children’s stores. We checked whether resources corresponded to the NICE 2013 systematic review on autism recommendations. Results: We identified 27 websites, 10 videos, 188 books, five occupational or play therapy programs and 78 computer applications/games. Only three websites provided information about interventions tested by an RCT: one for Picture Exchange Therapy (PECS) and two for Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), and two books that described TEACCH. Parents would not be able to use these resources as PECS is a training program for autism teachers and TEACCH is a training program for parents taught by autism therapists. No website used evidence-based assessment tools to assess biases in design, execution and data-analysis of the resources they advocated. Many contained advertisements to purchase books or other resources they had not assessed. The US Centers for Disease Control (CDC) website reports on autism prevalence rates are evidence-based but the remainder of its website is not. Conclusions: Parents could use much time reading websites and spending money purchasing books and videos that are not evidence based. Parents need guidance from professionals who are up to date with systematic reviews of evidence-based literature, such as the NICE systematic review.

A Systematic Review of Social Communication and Interaction Interventions for Patients with Autism Spectrum Disorder

Abstract Background: Autism spectrum disorder (ASD) is currently not curable, but it may be malleable to varying degrees in response to different interventions to improve outcomes. Objective: We conducted a systematic review of interventions aimed at ameliorating social communication impairments in patients with ASD. This study was registered in the International Prospective Register of Systematic Reviews (no. CRD42013003780). Methods: We focused on the ASD interventions that are frequently applied in Swedish clincial practice to address ASD. To ensure stakeholder involvement, we also conducted two surveys with three major Swedish ASD interest organizations to assess perceived research priorities for ASD treatment. With the use of this rationale for selection, Early Intensive Behavioral Intervention [EIBI], Treatment and Education of Autistic and Related Communication Handicapped Children [TEACCH], social skills training groups, and interventions that involved significant others were reviewed. A bibliographic search was conducted via five databases: Medline, PubMed, PsycInfo, CINAHL, and ERIC. Identified articles were screened for relevance by two independent reviewers, who also assessed the risk of bias in randomized controlled trials using systematic checklists. Results: A total of 7264 citations were identified as being published before February 2013, and 109 studies (18 of EIBI, 18 of social skills training, 4 of TEACCH, and 69 of interventions involving significant others) were included in the analysis. The included studies provided some support for the positive effects of each of the interventions; this is especially true if the most recently published research (March 2013 through August 2015) is considered, and a crude updated search for relevant randomized controlled trials was performed. The interventions that involve the significant others of individuals with ASD form a heterogenous area of treatment strategies that require subcategorization for future review. Conclusions: These findings provide preliminary support for treatments that are commonly used in clinical practice for the treatment of ASD in Sweden. However, larger and more rigorously designed and controlled studies are still needed before definitive conclusions regarding their effects can be made.

A Targeted Review of Computer-Assisted Learning for People with Autism Spectrum Disorder: Towards a Consistent Methodology

Computer-assisted learning is an approach which has been used widely to support people with autism spectrum disorders. Commercial and research-driven technologies continue to be produced at a rapid rate, particularly mobile device applications. However, the field lacks a consistent, evidence-based methodology for design, implementation and evaluation of these technologies. This review collates published evidence for the value of CAL in autism education and therapy, with a specific view to identifying best practice in design, implementation and evaluation. The future of research in CAL for autism is considered including the need for relevant theoretical underpinnings, and appropriate responses from researchers and practitioners to novel technologies.

Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture?

The adoption of ‘structured teaching’ is evident in educational settings worldwide and has fast become one of the key ‘tools’ in autism education. As calls for evidence‐based practice have increased, research evidence has grown to interrogate the effectiveness of structured teaching components. Previous systematic literature reviews of the research evidence suggest that structured teaching has positive effects upon problem behaviours and also increases engagement and independent task organisation. This literature review builds upon previous reviews in order to explore the effects of structured teaching upon behaviour and learning, asking what the research evidence actually measures in relation to these two concepts. Gaps in the research evidence are identified, and discussion focuses upon the need for research which investigates the role of structured teaching components in meaningful learning, the need for greater attention to evaluate social validity of the approach which takes into account those who implement and indeed those who receive the intervention and finally the need for research to analyse the effects of structured teaching upon alternative outcomes of ‘well‐being’ and ‘quality of life’.

TEACCH-based group social skills training for children with high-functioning autism: a pilot randomized controlled trial

BackgroundAlthough social skills training programs for people with high-functioning autism (HFA) are widely practiced, the standardization of curricula, the examination of clinical effectiveness, and the evaluation of the feasibility of future trials have yet to be done in Asian countries. To compensate for this problem, a Japanese pilot randomized controlled trial (RCT) of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH)-based group social skills training for children with HFA and their mothers was conducted.MethodsEleven children with HFA, aged 5–6 years, and their mothers were randomly assigned to the TEACCH program (n=5) or a waiting-list control group (n=6). The program involved comprehensive group intervention and featured weekly 2-hour sessions, totaling 20 sessions over six months. The adaptive behaviors and social reciprocity of the children, parenting stress, and parent–child interactions were assessed using the Strengths and Difficulties Questionnaire (SDQ), Parenting Stress Index (PSI), Beck depression inventory-II (BDI-II), and Interaction Rating Scale (IRS).ResultsThrough this pilot trial, the intervention and evaluation of the program has been shaped. There were no dropouts from the program and the mothers’ satisfaction was high. The outcome measurements improved more in the program group than in the control group, with moderate effect sizes (SDQ, 0.71; PSI, 0.58; BDI-II, 0.40; and IRS, 0.69). This pilot trial also implied that this program is more beneficial for high IQ children and mothers with low stress than for those who are not.ConclusionWe have standardized the TEACCH program, confirmed the feasibility of a future trial, and successfully estimated the positive effect size. These findings will contribute to a larger trial in the future and to forthcoming systematic reviews with meta-analyses.Trial registrationUMIN000004560

Improving Educational Programs for Students with Autism in Rural Schools: A Preliminary Program Description of the Montana Autism Education Project

The Montana Autism Education Project (MAEP), that started in 2010, aimed to: (a) increase teacher knowledge of Evidence-Based Practices (EBPs), (b) provide on-site technical assistance and peer-to-peer collaboration, (c) develop sustainable support for teachers across Montana, and (d) develop inter-agency collaboration between the project and various stakeholders. Preliminary evaluation focused on three categories: (a) consultant visits, (b) trainings, and (c) video training via Internet technology. Analysis of data suggests that MAEP helped improve teachers' ability to implement quality educational programs for students with autism spectrum disorders (ASD), especially in rural areas and in schools located on or near Indian reservations. Future directions for statewide efforts are highlighted.

A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder

We conducted a longitudinal study of 30 preschool children with autism spectrum disorders (ASDs) to evaluate the potential benefits of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). Fifteen children following a low intensity TEACCH program were assessed four times for autism severity, adaptive functioning, language skills, maladaptive behaviors and parental stress and compared with a control group of 15 children following a non-specific approach. Findings suggest that a low intensity home and school TEACCH program may provide benefits for children with ASD by reducing autistic symptoms and maladaptive behaviors. Furthermore, a decrease in parental stress indicates that parents' involvement in the rehabilitation program is a crucial factor and contributes greatly to treatment efficacy.

Investigating the social engagement of children with autism in mainstream schools for the purpose of identifying learning targets

The social needs of children with autism are complex, and their inclusion in mainstream schools necessitates a consideration of the nature of a child's participation in peer culture and how it is received by others. The case study reported here sought to investigate the social engagement of a child with autism and his peers using naturalistic methods to provide contextualised and detailed information. A comparative approach was used to study different social contexts: the wider class group, the peer group which included the child with autism, and the individual participation of the child with autism compared with this smaller group. Findings indicate that the child with autism demonstrated a number of competencies in relation to his own social group and that social difficulties were not necessarily seen as a weakness within the peer culture. The importance of careful analysis of social processes and the use of reflective assessment to autism education is highlighted.

Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools

While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far.

An education in autism

An education in autism

2122 – Autistic preschoolers: a teacch based model for early behavioral intervention in school setting

Introduction TEACCH program (Treatment and Education of Autistic and related Communication Handicapped Children) represents a model for management of five major autistic behavioral problems: (1) Self abuse, (2) Aggression, (3) Disruptive behaviors, (4) Repetitive Behaviors, (5) Other behavioral deficits. Objective Present study introduces TEACCH based model for behavioral intervention of autistic preschoolers in school setting. Aim Studying effectiveness of usage of (TEACCH) program in decreasing commonly experienced behavioral disorders among autistic preschool children according to Parent/Teacher assessment and follow up. Methods 5 autistic children aged (2-6) years (4 boys and 1 girl) were selected according to the study inclusion criteria and legal guardian consent. They were subjected to psychiatric assessment (psychiatric interview sheet and DSM IV criteria for autistic disorder), psychological assessment using: (1) Childhood Autism Rating Scale” (CARS)(2000) (Arabic version), (2) Vineland Adaptive Behavior Scale(2004)(Arabic version), as well as (3) Autistic Behavioral Checklist for preschool children and (4) Disordered Behavior Intervention Program (3 and 4 were made by researchers). Study subjects were assessed by their mothers and teachers for their behavioral problems. Pre- intervention assessment were arranged for each child and commonly experienced behaviors both at home and school as regard both severity and frequency were listed for intervention. Mother/Teacher Post-intervention and follow up assessment were also arranged for each child. Results Both Pre/post and Post /follow up assessment and comparison were statistically significant both for mother and teacher ratings. Behavioral problems were significantly decreased using TEACCH model for behavioral intervention of disordered behaviors among study subjects. Conclusion Early identification, Individualized intervention and follow up of significant behavioral problems using study model helps reducing them.

Évaluation prospective d’enfants atteints d’un trouble envahissant du développement après deux ans de prise en charge en hôpital de jour

The treatment of children with pervasive developmental disorders (PDD) has not been systematically assessed in French day-care units. In this prospective study, 11children with a diagnosis of PDD were followed up for 2years in a day-care unit in the Marseille university hospital. The treatment they received is based on an initial assessment by the "Centre Ressources Autisme" (CRA PACA) and further included a continued observation of the child and an assessment of the child's abilities and needs. This treatment used various therapeutic approaches 10h weekly and also included parental counseling and coordinated work with schools. Treatment in our day-care unit can be categorized as eclectic, non-intensive therapy. It is based on methods such as TEACCH (Treatment and Education of Autistic and related Communication handicapped Children), Floor Time Play, speech and language therapy, developmental therapy, and psychotherapy. International studies on intensive behavioral therapies suggest that this treatment is superior to non-behavioral and/or non-intensive treatment. They suggest its efficiency is due both to the nature of the treatment (behavioral) and to its intensity (more than 25h a week). In this study, the CRA diagnosed children using the ADI and ADOS. The 11 children (mean age, 3years 5months) were tested twice, with the Vineland and CARS scales. The first assessment was on admission to the day hospital and the second was 2years later. The results showed developmental progress with a mean increase of 13.5 months at the Vineland Scale, and a decrease of the autism severity score on the CARS. The treatment presented here proves to be efficient; if compared to similar results in international studies, we obtained better results than their eclectic intensive or non-intensive treatment comparison group.

Twelve months of TEACCH-oriented habilitation on an Italian population of children with autism

Autism is a severe disorder and it is important to implement targeted interventions designed on the strengths and needs of affected children in order to improve their daily life. In this sense, the TEACCH program (Treatment and Education of Autistic and related Communication handicapped CHildren) may be useful in autism. A longitudinal study was conducted in Italy to evaluate the effectiveness of our treatment and the best age to start a low-intensive TEACCH-oriented intervention. Twenty-eight children with autism were treated twice a week following the guidelines inspired by the TEACCH intervention. Developmental abilities were rated at baseline and after six and 12 months with the Psychoeducational Profile-Revised (PEP-R) scale. Developmental abilities significantly improved during the first 6 months with progressive amelioration throughout the 12-month follow-up period, particularly for children under 40 months of age. Specifically perception, motor skills, and cognition improved only in patients who begun the program before 60 months of age. This study shows that early low-intensive TEACCH habilitation is effective in improving developmental abilities in autism even after 6 months, particularly in patients at the very early stages of the disease. It is therefore crucial to begin the habilitation program in autism at the very early stage of the illness in order to maximize the effectiveness of the treatment.

Utahns' understanding of autism spectrum disorder

BackgroundThe general public has numerous misconceptions and a lack of awareness and understanding regarding some of the prevalence, characteristics, and treatments of autism. As a result, education and awareness activities to increase the general public's understanding and awareness of autism are important. This study was conducted throughout Utah to inform public education and awareness efforts being planned as part of Utah's State Plan for Improving Outcomes for Individuals with Autism Spectrum Disorders and Development Disorders. ObjectiveThe purpose of this study was to identify public awareness and knowledge of ASD in Utah, such as the public's understanding of the prevalence, characteristics, and treatments of autism, as well as the sources of this information. MethodsTo identify public perceptions and attitudes of autism spectrum disorder, 1001 Utah residents 18 years of age or older were surveyed using a 32-question statewide random-digit dialed telephone survey. ResultsThe percentages of responses for 15 of the 20 autism-related questions are presented by ethnicity (Hispanic or Latino), education level, and income level. ConclusionsThe study indicates that autism education efforts need to address the least understood aspects of autism; the causes of autism, how autism is diagnosed, and how autism is treated. Radio or TV outlets are more effective, particularly so with Hispanic or Latinos and populations with less education. Medical professionals are also an important resource for families with direct autism-related needs.

Autism Knowledge among Pre-Service Teachers Specialized in Children Birth through Age Five

Background: Autism prevalence has grown dramatically. Early interventions are effective in helping children with autism develop behavior patterns similar to children without the condition. It is important for health educators and teachers to recognize common autism symptoms among preschool children so they will benefit from early intervention. Purpose: To examine autism knowledge among pre-service teachers specialized in children birth through age five (B-5). Method: After an IRB approval was obtained, a self-administered paper-pencil survey was conducted in four undergraduate B-5 programs in the Southeastern United States. Data were collected from 148 of the 176 preservice B-5 teachers. Results: The mean age was 32 and 139 (93.9%) were female. 75.0% of the participants had limited experience interacting with autistic children. The mean score of perceived knowledge was 3.7 on a 7-point Likert scale with 7 being very knowledgeable and 1 being no knowledge. The mean actual knowledge score was 19.1 out of 26. Discussion: Many participants lacked autism knowledge, which is influenced by age, perceived autism knowledge, past experience in working with autistic children and the number of sources where participants received autism information. Translation to Health Education: Health educators should plan, implement, administer and manage health education, especially autism education, for B-5 teacher preparation programs.