Autism Spectrum Disorder Students Research Articles

Exploring the effects of web-based psychological capitals training on teachers' PsyCap development, emotional stability, and support: Evidence from Chinese inclusive education.

Inclusive education for students with autism spectrum disorders (ASD) has increasingly received attention nationwide in China. Schools realize that teachers are under stress and lack the skills to handle daily interactions with these students. So far, few studies have directed efforts to provide a remedy for teachers to improve their daily work. This study aimed to design and implement a 2-hour web-based training on psychological capital (PsyCap) to protect their well-being and foster their supportive behavior for ASD students in the inclusive class. A total of 120 targeted teachers were invited to participate in the training and were randomly divided into control and treatment groups. Pre-, post-, and follow-up surveys were distributed before, after, and one week after the training. ANOVA results suggested that teachers showed a significant increase in their PsyCap scores after completing the training, although the training effect slightly decreased after one week. Moreover, higher levels of PsyCap showed a positive influence on teachers' emotional stability and supportive behavior in class. The results highlighted the effectiveness of web-based PsyCap training in boosting teacher positivity, which enhances teacher support for students in inclusive education.

Bridging the Gap: Addressing Educator and Caregiver Challenges in Transitioning Students with ASD to Higher Education and TVET - A Scoping Review

Students with Autism Spectrum Disorder (ASD) often struggle with communication and social skills, necessitating significant support from family, caregivers, and educators. In Malaysia, while Special Education Needs (SEN) students are typically integrated into general education during their school years, their presence in tertiary education or TVET remains underrepresented. This scoping review aims to identify and understand the challenges general educators and caregivers face in facilitating the transition of ASD students from higher education to tertiary education and TVET. A comprehensive analysis of literature from Scopus, ProQuest, and Science Direct databases, focusing on studies published between 2013 and 2023, was conducted. The findings reveal mixed experiences, highlighting significant difficulties and areas for improvement. General educators and caregivers report numerous challenges, including inadequate training, insufficient resources, and a lack of tailored support systems, which collectively hinder the smooth transition of ASD students into higher educational settings. It suggests that targeted interventions and increased collaboration between educators and caregivers can lead to more positive outcomes. This study provides original insights into the specific needs and barriers faced by ASD students in Malaysia, offering valuable implications for policymakers, educators, and caregivers to create more inclusive and effective educational transitions. Future research on transitioning students with ASD to higher education and TVET should focus on longitudinal studies to track long-term outcomes, the development and evaluation of targeted intervention programs, and the role of assistive technologies in the transition process.

The Development of Expressive Language of Autism Spectrum Disorder Students from Their Teachers' Perspective

Improving communication specially through expressive language is the main goal that students with Autism Spectrum Disorder (ASD) need to acquire. Students with ASD can face difficulties when communicating with others because they have poor expressive language. They could not even form a full sentence without being trained. This study aimed to investigate the development of expressive language of ASD students from their teachers’ perspective. The researcher used mixed methods (qualitative and quantitative). The tools were a questionnaire and a semi-structured interview. The participants in this research were 30 male and female teachers from Yanbu and Jeddah, Saudi Arabia. The results showed that the expressive language of ASD students was very poor before joining speech therapy sessions. Using methods like group playing and modelling had a positive effect on developing ASD student’s expressive language.

Teaching English to Students with Autism Spectrum Disorder (ASD)

Students with autism spectrum disorder (ASD) typically show a unique pattern in their language learning. This fact has been documented in a number of earlier investigations. However, it was discovered that Indonesian teachers and educational institutions were insufficiently prepared to fulfill the needs of their students, both in terms of teaching strategies and the material development. This study then aimed at examining appropriate strategies of teaching English to ASD students as well as finding out the challenges faced by teacher in teaching English in the classroom. The research design of this study was case study research with qualitative approach. The participant of this study was English teacher at SLBN 01 Lombok Timur chosen using purposive sampling. The researchers used documentation, in-depth interviews, and observation to acquire data. The results revealed that the teacher faced some challenges in teaching ASD students, such as lack of focus and concentration during teaching and learning process and speech delay. To address these issues, the teacher and school principle used some strategies to teach children with autism, namely developing oral language comprehension and developing lesson plan with visual media to help the student learn English as a foreign language

An Instrument to Assess Faculty Who Support Students with Autism Spectrum Disorder at Community Colleges

ABSTRACT Students with Autism Spectrum Disorder (ASD) are one of the fastest growing groups at the community college, and supporting faculty members who teach students with ASD is a challenge for college leaders. Faculty members need a knowledge base about these students as well as the pedagogical practices that lead to their success. There have been no instruments, however, specifically designed to explore community college faculty members knowledge about students with ASD and the instructional methods to support them. This paper presents the development of an instrument assessing faculty members knowledge about students with ASD and the pedagogical practices to help them succeed. The instrument also addresses faculty members preferences for professional development to enhance ASD student success. Implications for community college leaders are presented, including the using instrument to develop systematic professional development plans – involving both full-time and adjunct faculty – to improve instruction for ASD students.

The teacher-student relationship: A comparative study of the report of students with autism spectrum disorder and typical development

The teacher-student relationship (TSR) is an important factor for promoting academic success. Even though students with autism spectrum disorder (ASD) experience more educational difficulties, the TSR in ASD students has been understudied, and there is a significant empirical gap in the perception that ASD adolescent students themselves have of their relationships with their teachers. The present study followed a non-experimental, correlational, cross-sectional and comparative design to analyze the TSR in ASD adolescents in comparison to the TSR of their typically developing (TD) peers. Sixty-four students (33 females, 31 males) who were in their first year of secondary school ( participated in the study. 32 of them had ASD and 32 had TD. The TSR subscale of the SEI was applied (Appleton et al., 2006). The results show significant interaction effects between student condition and gender, where female ASD students reported a worse relationship than their male ASD peers. These findings differ from existing research indicating that ASD students experience worse TSR and that female students experience better relationships than male students. The important role of the existing school integration program in Chilean schools, and guidelines for future research to explain the gender differences found in this study are discussed.

Is it feasible to involve parents of teenagers with ASD in their language teaching? A case study in Greece

Autism spectrum disorder (ASD) as a lifelong neurodevelopmental disorder puts a significant strain on the family. During secondary education, when the brain is rewired, language learning becomes a challenge for ASD students and their parents. Using this as a foundation, this article’s main objective is to know the opinions and attitudes that characterize the parents of adolescents with ASD regarding the teaching of the Greek language to their children. Through a descriptive qualitative study, with a semi-structured interview of 32 items (n=30 parents) and an in-depth analysis, this goal has been accomplished. The main conclusion that has been reached is that participants-parents applaud their own assistance in the educational process, claiming though for special education teachers’ cooperation, support from the Greek State and availability of specialized staff and resources to carry out smoothly the language learning process, with the aim of optimal outcomes in the linguistic competencies for their ASD adolescents.

Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms

Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies.

Understanding Inclusive Playgrounds

Inclusive education has shown an increasing interest in teaching students with autism spectrum disorder (ASD) through playgrounds. This approach not only fosters the development of social skills but also enhances cognitive and emotional growth in learners. Although the playground's impact on the skills of ASD students has been acknowledged, some criticism stems from the lack of a precise conceptualisation. Recent studies have highlighted the significance of teaching through playgrounds in improving problem-solving abilities. While there is a growing body of research on hands-on learning through playgrounds, a challenge remains in tailoring the learning experience to accommodate individual differences among ASD learners. Detailed discussions on supporting personalised learning experiences and cognitive enhancement in the playground setting are lacking. This paper is a literature review and qualitative investigation to address these gaps. The main contributions are twofold: first, it offers a review of how the physical space of the playground design impacts the development of children with ASD, and second, it suggests several implications for future research based on extensive literature review and qualitative study.

The Effectiveness of Music Education in Improving Social Communication for Autism Spectrum Disorder (Asd) Students

"Students with Autism Spectrum Disorder (ASD) may benefit from music education as a potentially effective methodology for improving their verbal and social communication abilities. Therefore, the objective of this research is to evaluate how well music education aids students in their growth of social communication. The focus of the study area is the necessity of integrating music education into all classroom learning activities. This study's methodology involves reviewing a few earlier research projects on the value of music instruction for individuals with autism spectrum disorders. The reviewed studies will be critically analyzed to draw valid conclusions about the effectiveness of music education in improving social communication for autism spectrum disorder students. The study's findings indicate that ASD students have improved their attitudes toward using different music-based teaching techniques. Teachers also reported that students easily grasp the learning process's fundamentals, and that learning becomes more enjoyable. In conclusion, it can be seen that music education in the learning process of ASD students greatly affects the process of social communication. Keywords: music education, social communication, autism spectrum disorder, ASD"

360º videos as a tool for social skills training with ASD students

This study presents research conducted with a group of five students with Autism Spectrum Disorder (ASD) aged between 3 and 7 years, attending a regular school and receiving support from Therapeutic Pedagogy and Hearing and Language. The students participated in a social skills training program that used 360-degree videos to simulate different social situations, such as celebrating birthdays or going on an excursion. The videos were selected to teach the students how to interact in specific social situations, while also showing them how to interpret the emotions of the characters. The study was carried out in a controlled environment to expose the students to previously planned situations. A program was developed consisting of four sessions that addressed different activities to train the social skills of the students, with the main objective being to evaluate the effects of the 360-degree videos on the development of social skills of students with ASD. To check the effectiveness of the visual content, an observation instrument based on a series of pre-established categories of social skills was used. This instrument was applied after each session, allowing the evolution of the program to be evidenced

Kim jest uczeń ze spektrum autyzmu – implikacje (glotto)dydaktyczne

The article is devoted to special educational needs and difficulties of Asperger syndrome (AS) students. Asperger syndrome is more and more often diagnosed in Poland. As a consequence, the number of such students in Polish schools is growing. However, the problem is that teachers are not taught how to work and deal with Asperger syndrome and autism spectrum disorder (ASD) students. The aim of the article is to shortly characterise ASD and AS, show the areas of ASD and AS students’ difficulties and give some simple hints of how to behave, what to do and what to avoid in the classroom where these students are present.

Effectiveness of PMI Combined with Common Interest Activity for Elementary School Students with Autism Spectrum Disorder

Peer-mediated intervention (PMI) includes a range of strategies that are considered a successful aid in social-communication behavior for kids and their peers with autism spectrum disorders (ASD). This study was carried out to improve the social behavior of children with ASD, using peer training through an activity that they have in common. Three ASD students in Greek elementary schools, aged seven to ten years old, two boys and one girl, participated in this study. The peers of ASD students were trained to interact with them during recess in a comprehensive school setting. An ABA reversal design was used on each participant in order to define the effects of the intervention. Through observation probes, the responses and the initiations of all ASD students were noted by trained school staff. The results of the intervention phase showed an increase in both of these two variables. Furthermore, the follow-up phase depicted important results for the academic community, also showing an increase in all ASD students’ responses and initiations. The current study supplements the existing PMI research, which leads to the possible use of this valid tool that could be used in school settings in order to increase the socialization of ASD students.

Use of Integrated Teaching Approaches to Enhance Students with Autism Spectrum Disorder’s Functional and Educational Skills

Autism spectrum disorder (ASD) learners have capabilities but frequently experience functional and academic difficulties. This article calls attention to the current debates about autism and the challenges of including ASD students in school systems. I assert that supporting the education of ASD students locally and globally is critical for their wellness and society. I focus on the qualities of learners with ASD to reveal that they have the capacities and abilities to learn and maintain that they can succeed in schools and communities with appropriate support. I illustrate selected best teaching practices and discuss ways educators can use them to develop functional and academic skills of ASD learners and dismantle autism myths. I conclude by calling on stakeholders to promote inclusion and teach life and educational skills to enable ASD learners to grow and develop into individuals capable of having meaningful lives in school and adulthood.

BULLING CHILDREN WITH AUTISM SPECTRUM DISORDER

The article is devoted to a review of existing research on bullying of children and adolescents with autism spectrum disorder (ASD). Particular attention is paid to the prevalence of this phenomenon, risk factors, forms and consequences of bullying, as well as the possibility of intervention. It is necessary to expand the available knowledge base on this problem, as well as propose practical, sound approaches to its solution. Community awareness of bullying and understanding of the importance of the problem have increased somewhat in recent years. However, RAS students are still extremely vulnerable to bullying, so parents, teachers, classmates and other members of society should be sensitive to the needs of such students. There is no one-size-fits-all way to learn about bullying right away. Children’s reaction to bullying depends on its severity, on its nature. Among those most at risk are children with ASD, Asperger’s syndromeand those with difficulty understanding social conventions, and teens who attend regular schools or have several behavioral problems. The basis of any intervention should be an understanding that children with ASD are at high risk, and adjusting the chosen technique according to their specific needs. In light of the above, there is an urgent need for further research to evaluate the effectiveness of comprehensive, multilevel intervention strategies aimed at preventing and reducing bullying of ASD students in different educational contexts. The success of development and social adaptation of a child with ASD is also determined by the presence of individual correctional plans and programs, special equipment, special techniques, a differential approach to socio-psychological services, creativity and professionalism (correctional teachers and special psychologists). To implement the principles of consistency, systematic implementation of the correctional process, taking into account the personal development of the child, the programs are integrated depending on the characteristics of its development.

Disparities in Special Education Services for Youth With Autism Spectrum Disorder in the United States

The current study aimed to examine racial, ethnic, and gender disparities in the receipt of special education services for students with a diagnosis of autism spectrum disorder (ASD) from a healthcare provider utilizing parent-report data from a large, nationally representative sample of U.S. youth. Binary logistic regression results indicated that females with ASD were significantly less likely to receive special education than their male peers; however, race and ethnicity were not significant predictors of school-based autism services. These results suggest that racial/ethnic disparities in educational support for ASD students may be improving, yet misunderstandings of the impact of gender on autism symptom presentation and school functioning persist.

Birthpangs of Thivra: surmounting the hurdles to launch “Dwani”

Study level/applicability The case focuses on Thivra Info Solutions Pvt Ltd, an entrepreneurial organization incubated by Prasannan (she/her) in 2017. The organization started with a mission to provide technology-based learning solutions for children diagnosed with autism spectrum disorder (ASD). Thivra Info Solutions Pvt Ltd had developed multiple offerings, including gamified learning, targeted to ASD and general ed-tech users. The firm also launched “Dwani,” the communicative-based learning app for ASD children. The initial feedback by users, parents and teachers had been encouraging. Prasannan was exploring avenues to scale the business when the Covid-19 pandemic affected all the operations.The case presents the multiple dilemmas entrepreneurial firms face in managing resources, finances, growth and product and customer focus. Students are encouraged to debate the organization strategy, product and consumer target segments and solutions to scale the business while managing frugal resources. Subject area This case study can be used in entrepreneurship, leadership, crisis management, business development, organizational behavior and technology. Case overview The case study describes the navigation of Thivra from a Generic Gamified App to its niche of catering for ASD students. The case presents the challenges presented to leadership to manage the crisis and try to grow their entrepreneurial venture. This case has been designed for use in business-to-consumer marketing or entrepreneurship, gender entrepreneurship, ed-tech-based startups, in MBA, executive MBA or executive education programs in the field. The case is suitable for those doing business in Asia, for post-graduate and under-graduate students studying business innovation, entrepreneurship, strategy and marketing. It is also appropriate for courses on gender entrepreneurship; women and crisis management; and product management. The case aims at facilitating classroom discussion on the extension of Indian-based ed-tech startups to ASD children. Expected learning outcomes Students will also be able to explore the following issues: to study the role played by a business model that withstands the competition over a long period and adopting sustainability; to describe the concept and implications of paradoxical leadership, thereby drawing its impact on business decisions; to analyze how a leader acts in terms of crisis from a startup point of view; to draw the phases and constraints of the enterprise development and compare and contrast it based on gender; to demonstrate the value to different constituents (ASD students, parents, teachers and ASD counselors) by understanding their differentiated needs and developing powerful value propositions for each. Articulating and demonstrating this value is key to gaining the buy-in of the various decision-making units; to understand how, having gained traction in one market segment (in this case, tractions with parents of ASD children), a company can develop new market segments; to study the issues and problems faced by startups in developing economies, especially the tech-based ones; and to understand the application of gamification on education and communication for ASD children. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship

Qualitative analysis of the role of teacher rapport on autism spectrum disorder student engagement while scanning for frontal lobe activation using fNIRS

IntroductionPrevious research has indicated that students with Autism Spectrum Disorder (ASD) show lower levels of engagement in the classroom and often struggle to focus in most learning environments compared to neurotypical students. It has been noted that the teacher plays a crucial role in creating a safe learning environment for ASD students. Successful teachers establish rapport with their students in order to create this safe learning environment. When teachers provide encouragement to students or make an effort to engage them through personal conversations, the student is more likely to engage in the material. The purpose of this study was to determine what teacher behaviors result in the highest brain activation in the frontal lobe of ASD students.MethodsTeachers and students wore functional Near Infrared Spectroscopy (fNIRS) NIRSIT systems (Soterix Medical, Inc.) during a 30‐minute simulated math lesson consisting of three phases ‐ didactic instruction, facilitated practice problem solving, and supervised independent study. Teachers with 3 or fewer years experience teaching ASD students, and those with more than 3 years teaching high‐functioning ASD high school students ranging in grade‐level math from 6th grade to 12th grade were recruited for the study. Blood Oxygenation Level Dependence (BOLD) activation of the participants were monitored to indicate what teaching and learning moments resulted in the most frontal lobe activation of the students, and the results were compared between groups. In addition, we used grounded theory thematic analysis to analyze the video recordings of the learning space.ResultsWe observed that teacher rapport was an important factor in engaging students. Friendly remarks and encouragement allowed for students to feel comfortable to engage in learning the material, resulting in a successful lesson flow with increased participation from the students. When students were engaged with material due to teacher rapport, frontal lobe BOLD signal increased. In addition, some students were actively engaged when answering questions or providing explanations for answers, while others showed concomitant brain activation while quietly listening to the teacher or the other student.ConclusionsThe creation of a friendly learning environment is an important component in engaging students and should be emphasized for teachers seeking to engage both ASD students. The results of this study illustrate that students present different behaviors in a learning environment and can be actively engaged even when their behaviors deviate from what is typically defined as engagement.

Improving the Transition to College for Twice-Exceptional Students with ASD: Perspectives From College Service Providers

Increasing numbers of academically talented students with autism spectrum disorder (ASD) are accessing higher education. This is an underserved and understudied cohort of students, as their talents can mask their autism, or their autism can mask their talents. We conducted interviews with 11 professionals who support academically talented students with ASD at 10 very competitive 4-year institutions in the United States. Findings highlighted the significant academic and personal strengths that these students bring to college, factors that can be incorporated into secondary transition planning for twice exceptional ASD students. Suggestions about important concepts that both families and secondary transition personnel should understand regarding the differences between high school and college are also provided. Implications for secondary transition planning are discussed.

The Educational Inclusion of School Children with a Diagnosis of Autism Spectrum Disorder, Current Situation, Reflections and Challenges in Cuba

Educational inclusion requires the improvement of the work carried out by teachers, specialists and families in order to meet the needs of children, adolescents and young people with Autism Spectrum Disorder (ASD). The comprehensive education given to these students with ASD based on the inclusive policies that are being developed is a great challenge, and when considering the high expectations of an educated population like Cuba’s. The purpose of this paper is to review the pedagogical work structured on a set of principles for ASD students. For this purpose, the application and continuous use of interaction techniques that are put into practice in daily life favor learning, socialization, adaptation of their behaviors, social interrelations, and knowledge of the environment of the children with ASD. The intensity and long duration of the interventions, the cooperative intervention, precocity, the ecological principle, priority to communication and socialization, the multisensory principle, and the use of alternative facilitating systems and individualization during intervention can become guidelines for the pedagogical work the ASD learners.