Children with Autism in the Inclusive Preschool Classroom: A Systematic Review of Single-Subject Design Interventions on Social Communication Skills

Abstract

Changes in legislation have led to an increased push for children with autism spectrum disorder to be educated in classrooms with typically developing peers. This systematic review of the literature between the years of 2005 and 2012 aimed to identify effective interventions to support the children with autism spectrum disorder in the inclusive preschool classroom. Single-subject studies concerning the improvement of social communication skills for children with autism spectrum disorder in inclusive preschools were identified through systematic searches of electronic databases using key terms, journal hand searches, and ancestral searches of identified articles. Data were extracted from the resulting 16 articles to (a) examine rigor of design, (b) evaluate intervention effectiveness using visual analysis and percentage nonoverlapping data (PND), and (c) determine evidence-based practices. Results suggest a range of effective interventions to improve the social communication skills for children with autism spectrum disorder in inclusive preschool classrooms. Suggestions for future research are discussed.

"I m Not Trained for This " And Other Barriers to Evidence-Based Social Skills Interventions for Elementary Students with High Functioning Autism in Inclusion

“…Social skills have a greater impact on the quality of life for individuals with high functioning autism than do any specific diagnoses and/or cognitive advantage (Mordre et al, 2012). Therefore, implementing appropriate evidence-based strategies for social intervention early and continuing those interventions throughout one's educational tenure, is the most optimal approach to meeting the social needs of students with autism (Hansen et al, 2014;Starr, Popovic, & McCall, 2016).…”

“…(Sansosti & Sansosti, 2012, p. 917). Hansen et al, (2014) conducted a literature review of multiple single-case design research studies; the researchers noted that more than any other support, children with autism in inclusive settings need access to evidence-based practices for social skills to be successful.…”

Inclusive Education for Students with Autism Spectrum Disorder in Elementary Schools in Vietnam: The Current Situation and Solutions

“…Hansen, Blakely, Dolata, Raulston, and Machalicek (2014) found children with ASD can benefit from increased opportunities to observe, initiate social interactions, and respond to the social and play bids of typically developing peers inclusive educational settings offer. Previous studies have shown children with ASD in inclusive classrooms have increased the development of social interaction in both communication skills and group activities (Runcharoen, 2014), and their untargeted verbal initiations greatly improved over baseline levels and often approximated the levels of their peers (Rotheram-Fuller et al, 2010).…”

“…Inclusive education is considered the highest goal to facilitate access, success, and participation for children with ASD and the most preeminent educational setting for the development of the majority of children with ASD. Changes in legislation have led to an increased push for children with ASD to be educated in classrooms with typically developing peers (Hansen et al, 2014). The number of students with ASD detected in mainstream schools is increasing (Humphrey, 2008).…”

Interaction Design Principles for Edutainment Systems: Enhancing the Communication Skills of Children with Autism Spectrum Disorders

“…Individuals with Autism Spectrum Disorders (ASD) exhibit delay in the development of language and speech (Achmadi et al, 2014). A child with these symptoms will exhibit difficulties in learning and participating in an educational atmosphere unless the conditions are addressed early (Hansen et al, 2014). Numerous techniques and treatments are utilized today to assist children with ASD in learning.…”