Curriculum and Classroom Structure

Olley, J. Gregory

doi:10.1002/9780470939352.ch7

Cited by 31 publications

(16 citation statements)

References 48 publications

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“…44,45 These recommendations reflect the recognition that earlier identification and intensive intervention can improve functioning. [46][47][48] Ongoing monitoring of the prevalence of ASD among US children will help to evaluate the impact of these and other policy-level changes.…”

Section: Discussionmentioning

confidence: 99%

Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007

et al. 2009

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Section: Discussionmentioning

confidence: 99%

Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007

et al. 2009

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“…Though Social Story interventions are often viewed by stakeholders as feasible and effective (Smith, 2001), the empirical research findings for them have been mixed. In a 2005 review of the efficacy of ASD interventions Olley (2005) indicated that the Social Story research base was largely anecdotal, mainly consisting of descriptive evaluations of intervention effectiveness. Although intuitively appealing, anecdotal evidence is insufficient for establishing the efficacy of applied intervention technologies (Kratochwill & Shernoff, 2004).…”

Section: Review Of Previous Research Synthesismentioning

confidence: 99%

Social Story™ interventions for decreasing challenging behaviours: a single-case meta-analysis 1995–2012

McGill

Baker

Busse

2014

Educational Psychology in Practice

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A meta-analysis of the single-case research examining the efficacy of Social Story™ interventions for decreasing problem behaviours of children and adolescents with autism spectrum disorder was conducted by examining 27 outcome studies (n = 77) between 1995 and 2012 that yielded 64 intervention effects across three single-case outcome indicators. The overall mean visual analysis ratings and percentage of non-overlapping data scores indicated that the use of Social Story™ interventions resulted in small to negligible effects whereas the weighted effect size estimator ( ES = 0.79) indicated moderate to large treatment effects. Moderator analysis indicated that intervention setting, intervention agent, length of treatment, and publication status were all associated with positive effects for behavioural outcomes, although the significance of these outcomes were not consistent across indicators. Implications for practitioners and clinicians, suggestions for future research, and limitations are discussed. IntroductionAs the referral and identification rates for autism spectrum disorder (ASD) among children and adolescents continues to rise there is a need to critically evaluate the efficacy of therapies that are intended to treat the social and behavioural symptoms that commonly present to professionals in clinical or educational settings. Although there is no empirically validated "cure" for ASD, many symptoms of the disorder can be effectively managed through a combination of psychoeducational intervention programmes. According to Sansosti, Powell-Smith, and Kincaid (2004), the primary focus of autism interventions is to reduce problem behaviours as well as improve pro-social behaviours that generalise across settings. Some authors (for example, Francis, 2007;Gentry, 2003) have suggested utilising interventions that directly teach social skills and perspective-taking to children with ASD. Social Stories are a flexible intervention strategy that successfully incorporates both of these components. In a recent meta-analysis of school-based social skills interventions for children with ASD, Chenier et al. (2012) found Social Stories to be one of the more popular intervention techniques cited within the empirical literature.

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“…Recently, a range of school support programs for children with ASD have been developed in the USA and the UK (Arick et al 2005;Harris et al 2005;Olley 2005), a central component of which is trainings for teachers (Mesibov et al 2006). School-based programs have also been development recently in Germany (Hausotter and Maass 1996) to meet the specific needs for remedial education.…”

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confidence: 97%

Brief Report: Outcomes of a Teacher Training Program for Autism Spectrum Disorders

Probst

Leppert²

2008

J Autism Dev Disord

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In this study a teacher training program for Autism Spectrum Disorders (ASD), based on "structured teaching" (Mesibov et al., The TEACCH approach to autism spectrum disorders, 2006) was developed and evaluated within a Pre-Post design. In total, 10 teachers working with 10 students with ASD (mean age 10.0 years) in special education classrooms in Germany were involved in the training, The Pre-Post outcomes measured by teacher questionnaires indicated significant improvement on the Classroom Child Behavioral Symptom Scale as well as on the corresponding Classroom Teachers' Stress Reaction Scale. In addition, teachers implemented two structured teaching methods on average in their classrooms. These findings provide some first evidence for the clinical and social validity of the training program examined.

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Curriculum and Classroom Structure

Cited by 31 publications

References 48 publications

Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007

Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007

Social Story™ interventions for decreasing challenging behaviours: a single-case meta-analysis 1995–2012

Brief Report: Outcomes of a Teacher Training Program for Autism Spectrum Disorders

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