Facilitating Inclusion by Reducing Problem Behaviors for Students With Autism Spectrum Disorders

Embse, Nathaniel P. von der; Brown, Alisha; Fortain, Jillian

doi:10.1177/1053451211406545

Cited by 18 publications

(10 citation statements)

References 19 publications

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“…In addition, social behavior is also just one component of success in an inclusive preschool classroom. Other barriers for children may include challenging behavior, functional communication needs, and information processing (Crosland and Dunlap 2012;Ravet 2011;Von der Embse et al 2011). Interventions that combine social skills training with secondary variables of challenging behavior or functional behavior are promising.…”

Section: Efficacy Of Interventionsmentioning

confidence: 99%

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

Hansen

Blakely

Dolata

et al. 2014

Rev J Autism Dev Disord

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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.

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Section: Efficacy Of Interventionsmentioning

confidence: 99%

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

Hansen

Blakely

Dolata

et al. 2014

Rev J Autism Dev Disord

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“…Evidence suggests that some problem behaviors can be prevented or reduced if social functioning is increased ; one approach to heighten social functioning for students with autism involves specific social skills training. Although specific interventions to address problem behaviors were not explicitly addressed in this study, it was predicted that indirect influences on problem behaviors would manifest if social skills were directly impacted by social skills training (Barry et al, 2003;von der Embse, Brown, & Fortain, 2011).…”

Section: Purpose Of This Studymentioning

confidence: 99%

The Relationship Between Social Skills and Problem Behaviors in Adolescent Males with Autism Spectrum Disorders

Randall¹

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Adolescent males with autism spectrum disorder commonly display an increased prevalence of problem behaviors and persistent deficits in social skills when compared to their typically developing peers. The present study deployed a single subject, multiple-baseline design to investigate the use of the social skills training program Super Skills: A Social Skills Group Program for Children with Asperger Syndrome, High-Functioning Autism and Related Challenges to promote enhanced social skills and minimize problem behaviors. Two groups of adolescent males with autism (N = 6) participated in weekly social skills training groups also containing typically developing peers (N = 3) once a week over an eight-week period. Results from this investigation indicated that social skills training was effective at increasing student fundamental social skills and social initiation skills. Teachers also reported improved relationships amongst the students with autism. Findings did not support a consistent decrease in problem behaviors for all individuals with autism.

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“…A number of commentators in the field have interpreted inclusion in terms of provision (Von der Embse et al, 2011;Cook, 2001). Interpretations of inclusion in terms of provision provide significant information about the different types of opportunities adopted by regular schools to integrate children with SEN (Peters, 2004).…”

Section: Inclusion: a 'Provision'mentioning

confidence: 99%

“…Interpretations of inclusion in terms of provision provide significant information about the different types of opportunities adopted by regular schools to integrate children with SEN (Peters, 2004). The prevailing view here is often viewed as being similar to the concept of 'least restrictive environment' (LRE) (Von der Embse et al, 2011); a concept that promotes the education of children with SEN in an environment that is as close as possible to that of where typically developing children are educated (Thomas & Webb, 1997). Ideally this 'environment' is the regular education classroom (Von der Embse et al, 2011).…”

Section: Inclusion: a 'Provision'mentioning

confidence: 99%

“…The prevailing view here is often viewed as being similar to the concept of 'least restrictive environment' (LRE) (Von der Embse et al, 2011); a concept that promotes the education of children with SEN in an environment that is as close as possible to that of where typically developing children are educated (Thomas & Webb, 1997). Ideally this 'environment' is the regular education classroom (Von der Embse et al, 2011). However, that is not always the case (Taylor, 2004).…”

Section: Inclusion: a 'Provision'mentioning

confidence: 99%

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Perceptions and Practices of Inclusion in Malaysian Integrated Preschools

Sukumaran¹

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<p>This study examines perceptions and practices of inclusion of children with special educational needs (SEN) in Malaysian integrated preschool programmes. Integrated programmes in Malaysia refer to educational settings in which units of special education classrooms are set up within existing regular school compounds. I aim to determine the state of inclusion in Malaysian integrated preschool programmes; educators’ and parents’ perceptions of and support for inclusion; and factors influencing the implementation of inclusive practices in these settings. Situated within a pragmatic research paradigm, my study adopted a two-phased sequential mixed-methods research design. The first phase involved regular and special classroom teachers’ self-reports of inclusion in their school, through a survey by questionnaire. In the second phase, data gathering was carried out in three case-study preschools, which, based on questionnaire findings, were preschools that demonstrated differing levels of inclusion (i.e., high, moderate, and low). Information sources in each site involved interviews with the school principal, regular and special classroom preschool teachers, and parents of preschoolers with and without SEN, as well as observations of daily events and examination of relevant documents in the preschool settings. The perspective proposed by the bioecological systems theory (Bronfenbrenner, 1995, 2005; Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 1998), which strongly advocate that human development involves a combination of interactions between proximal processes, personal characteristics, context, and time, served as a useful conceptual framework for examining and elaborating on inclusion in this study. Questionnaire and case study findings presented substantial evidence that integrated preschool programmes in Malaysia were neither practising nor promoting inclusion. Whilst there were some efforts towards partial inclusion of children with SEN, educators’ and parents’ views, as well as findings across my case study sites showed that preschools generally engage these children in socially integrated activities, otherwise segregating them totally to activities confined to their own classrooms. Furthermore, educators lamented that there was lack of information and guidance training from the Ministry of Education in relation to inclusion and SEN. Parents on the other hand were barely involved in decisions about the nature of their children’s preschool’s inclusion. These issues were exacerbated by the absence of a clearly delineated policy governing inclusion. Nevertheless, the study found that the ways in which inclusion (or non-inclusion) practices were implemented in each case study site was reflective of the individual school’s philosophy towards inclusive education. The principals’ role, the regular and special classroom teachers’ shared perspectives on inclusion, parental involvement, and the preschool’s physical and instructional environment gave each preschool an individual “inclusive-identity”. Accordingly, this information provided empirical evidence to support the usefulness of the bioecological systems perspective, especially in understanding how interacting factors within and beyond the school setting can influence how inclusion is perceived and practiced. Thus important implications for policy and practice are identified in this thesis, including the need to develop mandates in support of inclusion; in particular the re-examination of initial and in-service teacher education programmes, opportunities for teacher trainees’ practical experience in teaching children with SEN, encouraging collaboration between regular and special classroom teachers, support for principals to develop their leadership concerning inclusion, educating parents and the wider community on inclusion and SEN.</p>

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Facilitating Inclusion by Reducing Problem Behaviors for Students With Autism Spectrum Disorders

Cited by 18 publications

References 19 publications

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

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

The Relationship Between Social Skills and Problem Behaviors in Adolescent Males with Autism Spectrum Disorders

Perceptions and Practices of Inclusion in Malaysian Integrated Preschools

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