Educational Approaches in Autism: What we know about what we do

Tutt, Rona; Powell, Stuart; Thornton, Mary

doi:10.1080/02667360500512452

Cited by 27 publications

(13 citation statements)

References 5 publications

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“…If I try to screen out the background noise, I also screen out the phone” (62). Educational approaches to ASD have long noted the need to keep the child's learning environment as free from distractors as possible (63). A typical classroom (or nearly any other socially integrated setting) is not free of distractors, creating a conundrum for the educator between optimizing the learning ability of the ASD student vs. the necessity of introducing the student to the real-world predicament of unexpected distractions.…”

Section: Physiology Of the Lcmentioning

confidence: 99%

Neuromodulation and a Reconceptualization of Autism Spectrum Disorders: Using the Locus Coeruleus Functioning as an Exemplar

London

2018

Front. Neurol.

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The Autism Spectrum Disorders (ASD) are a heterogeneous group of developmental disorders. Although, ASD can be reliably diagnosed, the etiology, pathophysiology, and treatment targets remain poorly characterized. While there are many atypical findings in anatomy, genetics, connectivity, and other biologic parameters, there remains no discreet hypothesis to explain the core signs as well as the very frequent comorbidities. Due to this, designing targets for treatments can only be done by assuming each symptom is a result of a discreet abnormality which is likely not the case. Neuronal circuity remains a major focus of research but rarely taking into account the functioning of the brain is highly dependent on various systems, including the neuromodulatory substances originating in the midbrain. A hypothesis is presented which explores the possibility of explaining many of the symptoms found in ASD in terms of inefficient neuromodulation using the functioning of the locus coeruleus and norepinephrine (LC/NE) as exemplars. The basic science of LC/NE is reviewed. Several functions found to be impaired in ASD including learning, attention, sensory processing, emotional regulation, autonomic functioning, adaptive and repetitive behaviors, sleep, language acquisition, initiation, and prompt dependency are examined in terms of the functioning of the LC/NE system. Suggestions about possible treatment directions are explored.

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Section: Physiology Of the Lcmentioning

confidence: 99%

Neuromodulation and a Reconceptualization of Autism Spectrum Disorders: Using the Locus Coeruleus Functioning as an Exemplar

London

2018

Front. Neurol.

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“…For example, why do established teaching strategies that work well with the majority of children in mainstream fail to work with children with ASD? International research explains this phenomenon as a mismatch among the teachers' expectations of children with ASD, a lack of knowledge in how to approach learning and the unexpected responses that children with ASD sometimes exhibit (Tutt, Powell and Thornton, 2006). For some children, environmental factors such as sensory inputs may affect daily access to learning opportunities, thus compounding problems of opportunity and access.…”

Section: Discussionmentioning

confidence: 99%

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice

Peters

Forlin

2010

Journal of Research in Special Educational Needs

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The advancement of inclusive educational provision in the Asia-Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning.This review was undertaken by identifying research from an exploration of four electronic repositories, ProQuest,

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“…Social ability can have a significant impact on a child's academic success in the classroom (Welsh, Parke, Widaman, & O'Neil, ). According to Tutt, Powell, and Thornton (), classroom learning is a social event. In fact, there are several basic social skills regarded as imperative to success in the learning environment.…”

Section: Effects Of Social Deficits In Hfasdmentioning

confidence: 99%

Examining School‐Based Social Skills Program Needs and Barriers for Students with High‐Functioning Autism Spectrum Disorders Using Participatory Action Research

Ostmeyer

Scarpa

2012

Psychology in the Schools

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Participatory action research (PAR) is a method used to develop interventions with the direct input of stakeholders. Social skills are a core deficit of children with high‐functioning autism spectrum disorders (HFASD) that can affect academic performance and other areas of well‐being, yet empirically supported services are not always available. The current study examined data collected using PAR for the purpose of informing development of a school‐based social skills program for children with HFASD. Both qualitative and quantitative data were collected during focus groups with school staff (n = 14) and parents (n = 2) of children with HFASD and observations of children with HFASD (n = 2) in a full‐inclusion elementary classroom. Results showed that both quantitative and qualitative data yielded helpful and unique forms of information as the first step of PAR, documenting the need for social skills interventions and barriers to implementation.

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Educational Approaches in Autism: What we know about what we do

Cited by 27 publications

References 5 publications

Neuromodulation and a Reconceptualization of Autism Spectrum Disorders: Using the Locus Coeruleus Functioning as an Exemplar

Neuromodulation and a Reconceptualization of Autism Spectrum Disorders: Using the Locus Coeruleus Functioning as an Exemplar

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice

Examining School‐Based Social Skills Program Needs and Barriers for Students with High‐Functioning Autism Spectrum Disorders Using Participatory Action Research

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