A Systematic Review of STEM Instruction with Students with Autism Spectrum Disorders

Ehsan, Hoda; Rispoli, Mandy; Lory, Catharine; Gregori, Emily

doi:10.1007/s40489-018-0142-8

Cited by 29 publications

(18 citation statements)

References 57 publications

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“…In addition, the three peers were assigned different tasks (i.e., Peer 1, following a model-lead-test instruction; Peer 2, providing error correction using least prompts; Peer 3, delivering token reinforcement), which may have contributed to the high fidelity of their instruction. Finally, in this study, peers were trained to implement practices that have been found effective in teaching science to students with intellectual disability, including model-lead-test, systematic instruction such as time delay and system of least prompts, and task analytic instruction (Apanasionok et al, 2019; Ehsan et al, 2018; Knight et al, 2019; Spooner et al, 2011). The adoption of these practices along with PMI may have further enhanced the participants’ science learning.…”

Section: Discussionmentioning

confidence: 99%

“…With the push from federal mandates, researchers have conceptualized, defined, and interpreted access to the general curriculum for students with disabilities, particularly those with significant cognitive disabilities (Browder & Spooner, 2006; Dymond et al, 2007). Several comprehensive literature reviews also support the success of designing, modifying, or adapting curriculum to enhance general curriculum access for students with significant cognitive disabilities to learn academic content such as literacy (Browder et al, 2006), mathematics (Browder et al, 2008; Hudson et al, 2018), and science (Apanasionok et al, 2019; Ehsan et al, 2018; Knight et al, 2019; Spooner et al, 2011); and the number of research investigations continues to increase.…”

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confidence: 99%

“…For example, Spooner et al (2011) reported that most of the early studies on teaching science to students with significant cognitive disabilities targeted functional skills (e.g., first aid skills and safety skills) with an increased number of studies focusing on supporting students to learn general science curriculum (e.g., physical science, earth science, and life science). Similarly, Ehsan et al (2018) reported that most studies in their review of science, mathematics, technology, and engineering interventions for students with autism addressed math concepts with limited studies targeting science concepts.…”

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confidence: 99%

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Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Chen

et al. 2020

Research and Practice for Persons with Severe Disabilities

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This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Chen

et al. 2020

Research and Practice for Persons with Severe Disabilities

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“…However, to help children get the most out of these experiences, we need to design appropriate engineering activities while considering their needs, assets, and individual potential. Since no engineering intervention for children on the autism spectrum has been designed and evaluated by research (Ehsan, Rispoli, Lory, & Gregori, 2018), we need to first characterize their engineering experiences, explore their strengths and weaknesses in relation to working on engineering problems, and find out ways adults and peers can support them. As the first step to support neurodiversified engineering education, this study focused on one child on the autism spectrum and his mother, exploring the ways in which he engaged in problem scoping.…”

Section: Discussionmentioning

confidence: 99%

Capturing Children with Autism’s Engagement in Engineering Practices: A Focus on Problem Scoping

Ehsan¹,

Cardella²

2020

Journal of Pre-College Engineering Education Research (J-PEER)

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In the last two decades, pre-college engineering education has increased, with research on pre-college engineering education emerging as a nascent field. However, limited research, if any, has considered aspects of engineering thinking of children with neurodiversity. In line with calls for broadening participation in engineering education, consideration of neurodiverse children is critical. Among various neurodiverse conditions, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities. Engineering is one such activity. Prior research has provided evidence of the importance of early engineering learning opportunities in terms of future performance and interest in engineering; therefore, it is critical that children with autism have access to appropriate engineering experiences. We thus need to gain a deeper understanding of how they engage in engineering learning activities. In this study, we conducted a qualitative single-case-study analysis in which we closely looked at ways a nine-year-old child with mild autism engaged in problem scoping along with his mother. We focused on three main components of problem scoping in engineering design: (1) Problem Framing, (2) Information Gathering, and (3) Reflection. The instances that we have seen in mother-child interactions and conversation provided evidence that the child with autism was capable of engaging in all three aspects of problem scoping. The behaviors we have observed were mostly associated with Problem Framing and Information Gathering. However, we have also seen some evidence of Reflection. We believe that the findings of this study lay a foundation for future studies of children with autism and engineering design, and how to effectively engage them in these activities.

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“…Kettler (2012) propone que, antes de seleccionar e implementar los apoyos, es necesario indagar sobre las características personales del estudiante con TEA, en particular, en dos direcciones: la individual (comportamientos específicos TEA presentes en el estudiante) y la institucional (características ambientales del centro y título que desea cursar). Por ejemplo, es de destacar que la distribución de los estudiantes con TEA no es aleatoria en todos los títulos universitarios, produciéndose una cierta concentración en aquellos estudios más adaptados a sus características como son las áreas de Ciencias, Matemáticas, Tecnologías e Ingeniería (STEM) 12 (Ehsan et al et al, 2018;Wei et al et al, 2013), lo cual no significa que no tengan dificultades en estas disciplinas. En todo caso, son estudios más propensos al trabajo individual y con menos contacto social.…”

Section: Programas De Apoyo Universitariounclassified

Estudiantes universitarios con trastornos del espectro del autismo: revisión de sus necesidades y notas para su atención

Marín

Alonso-Esteban

2021

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En los últimos 10 años hemos visto incrementar el número de publicaciones relacionadas con la inclusión en las aulas universitarias de estudiantes con Trastornos del Espectro del Autismo, síndrome de Asperger o Autismo de alto funcionamiento. En este artículo, se resume la literatura sobre la presencia de estudiantes con Trastornos del Espectro del Autismo en la Universidad y se reflexiona sobre la necesidad de desarrollar programas específicos para su atención en el marco de los servicios de apoyo a los estudiantes con discapacidad u otras estructuras de servicios similares. Entre las medidas específicas, hemos encontrado experiencias sobre programas de sensibilización a profesores y estudiantes con la finalidad de generar una cultura sobre “el autismo”, programas para tratar la ansiedad, programas de prevención de salud mental, etc. En definitiva, medidas que, aunque están dirigidas a un colectivo en particular, pueden beneficiar a toda la comunidad universitaria.

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A Systematic Review of STEM Instruction with Students with Autism Spectrum Disorders

Cited by 29 publications

References 57 publications

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Capturing Children with Autism’s Engagement in Engineering Practices: A Focus on Problem Scoping

Estudiantes universitarios con trastornos del espectro del autismo: revisión de sus necesidades y notas para su atención

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