Individualized education programs for youth with Autism Spectrum Disorders

Wilczynski, Susan; Menousek, Kathryn; Hunter, M.S.; Mudgal, Dipti

doi:10.1002/pits.20255

Cited by 45 publications

(28 citation statements)

References 35 publications

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“…The majority of research on social skills interventions for individuals with ASD focuses on the development of specific social skills (such as initiating greetings, turn taking, making eye contact, smiling, or waving goodbye [Ozonoff 2002;Krasny 2003;Wilczynski 2007]) or one type of social relationship (such as social inclusion/membership [Kalyva and Avramidis 2005]). However, in examining the impact of a collaborative iPad game on social skills, we found that one technology can support multiple skills and relationships.…”

Section: Resultsmentioning

confidence: 99%

Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder

Boyd

Ringland

Haimson

et al. 2015

ACM Trans. Access. Comput.

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This article describes how collaborative assistive technologies, housed on off-the-shelf, low-cost platforms such as the iPad, can be used to facilitate social relationships in children with autism spectrum disorder (ASD). Through an empirical study of the use of a collaborative iPad game, Zody, we explore how assistive technologies can be used to support social relationships, even without intervention from adults. We discuss how specific design choices can encourage three levels of social relationship: membership, partnership, and friendship. This work contributes to research on both assistive technologies and collaborative gaming through a framework that describes how specific in-game elements can foster social skill development for children with ASD. . 2015. Evaluating a collaborative iPad game's impact on social relationships for children with autism spectrum disorder.

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Section: Resultsmentioning

confidence: 99%

Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder

Boyd

Ringland

Haimson

et al. 2015

ACM Trans. Access. Comput.

View full text Add to dashboard Cite

show abstract

“…Designing IEPs, specific to individuals with ASD, the objectives, target behaviors, and levels of supports should all be clearly defined, specific, and developmentally appropriate (14). Specific IEP goals should be individualized, but reflective of common characteristics of autism, including communication goals related to requesting, labeling, identifying, following directions, making conversation, using spontaneous and generalized communication skills, greeting, and using and understanding non-verbal communication.…”

Section: A Special Focus On Asd In Educational Settingsmentioning

confidence: 99%

“…Specific IEP goals should be individualized, but reflective of common characteristics of autism, including communication goals related to requesting, labeling, identifying, following directions, making conversation, using spontaneous and generalized communication skills, greeting, and using and understanding non-verbal communication. Social interaction goals and objectives for an IEP could include joint attention and early social engagement skills, social play, pretend play, consideration of the perspective and feelings of others, friendship, social skills, and problem-solving (14). Lastly, goals and objectives related to restricted and repetitive behaviors could include managing and reducing or eliminating stereotypic behaviors, understanding and demonstrating flexibility, and managing and reducing obsessive thoughts and compulsive behaviors.…”

Section: A Special Focus On Asd In Educational Settingsmentioning

confidence: 99%

“…Other comorbid disorders commonly associated with ASD may include, Attention Deficit Hyperactivity Disorder (hyperactivity, short attention span, impulsivity), aggressive behaviors, tantrums, self-injury, chronic sleep problems, atypical eating patterns, over-responsiveness or under-responsiveness to sensory stimulation, and affective difficulties (depression, anxiety) (14). Although these behaviors are common, they are not exclusive to individuals with ASD, nor are they necessary for a diagnosis of ASD.…”

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confidence: 99%

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Autism Spectrum Disorder Updates – Relevant Information for Early Interventionists to Consider

Allen‐Meares

MacDonald

McGee

2016

Front. Public Health

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Autism spectrum disorder (ASD) is a pervasive developmental disorder characterized by deficits in social communication skills as well as repetitive, restricted or stereotyped behaviors (1). Early interventionists are often found at the forefront of assessment, evaluation, and early intervention services for children with ASD. The role of an early intervention specialist may include assessing developmental history, providing group and individual counseling, working in partnership with families on home, school, and community environments, mobilizing school and community resources, and assisting in the development of positive early intervention strategies (2, 3). The commonality among these roles resides in the importance of providing up-to-date, relevant information to families and children. The purpose of this review is to provide pertinent up-to-date knowledge for early interventionists to help inform practice in working with individuals with ASD, including common behavioral models of intervention.

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“…Günlük yaşam becerileri alanında başlıca öğretimsel odaklar şunlar olabilir; tuvaletini yapma, kişisel hijyen, giyinme, yemek yeme, materyal hazırlama, düzenleme, görevi tamamlama, temizlik yapma, sağlığını koruma vb. (Wilczynski, Menusek, Hunter, & Mudgal, 2007).…”

Section: Günlük Yaşam Becerileriunclassified

Bağimsiz Oti̇sti̇k Çocuklar Eği̇ti̇m Merkezi̇nde Yaşanan Sorunlarin Öğretmen Görüşleri̇ne Dayali Olarak İncelenmesi̇

Akçin¹,

Teyyare²,

Mandan³

2016

SBE Dergi

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ÖZETOtizmli çocuklara eğitim vermekte olan eğitim kurumlarında yaşanan sorunların neler olduğunun bilinmesi bu kurumlarda verilmekte olan eğitim ve öğretim kalitesinin geliştirilmesi bakımından önem taşımaktadır. Bu araştırmanın amacı, bağımsız otistik çocuklar eğitim merkezinde (OÇEM) yaşanan sorunların öğretmen görüşlerine dayalı olarak incelenmesidir. Araştırmada katılımcıların çalıştıkları kurumda yaşadıkları sorunları belirlemek amacıyla standardize edilmiş açık-uçlu görüşme yöntemi kullanılmıştır. Bu çalışmaya, 26 kadın ve 5 erkek olmak üzere toplam 31 öğretmen katılmıştır. Görüşmeler, 11 dakika ile 38 dakika arasında değişen sürelerde ortalamada ise 19 dakika sürmüştür. Elde edilen verilere tümevarım analizi kullanılmıştır. Bulguların güvenirliği, analist çeşitlemesi yoluyla sağlanmıştır. Değerlendirmeciler arası güvenirlik ortalama %99 (%94-100) olarak hesaplanmıştır. Katılımcılar tarafından ifade edilen sorunlar fiziki koşullar, yerleştirme, öğretmen özellikleri, kapsamlı eğitim programı, bireyselleştirilmiş eğitim planlarının hazırlanması, uygulanması ve aile başlık altında açıklanmıştır.Anahtar Sözcükler: Otistik çocuklar eğitim merkezi, öğretmen görüşleri, tümevarım analizi ABSTRACT It matters to know the problems faced at educational institutions providing education to children with autism, in terms of improving the education and training quality provided at these institutions. The aim of this study was to investigate the problems experienced at an independent autistic children education center based on teacher's perspectives. In the study, for identifying the problems which the participants faced at the institution they work, standardized open ended interview method was used. In total 31 teachers, including 26 women and 5men, participated in this study. Interviews lasted in durations changing between 11 minutes to 38 minutes, in average of 19 minutes. Inductive data analysis was carried out. Reliability of findings were ensured through analyst triangulation. Inter-rater agreement was calculated in average as 99% (94%-100). The problems stated by participants are explained under themes as; physical conditions, placement, teachers' characteristics, extensive training program, preparation and application of individualized education plans and family.Key Words: Autistic children education centre, teacher perspectives, inductive analysis "Otizm spektrum bozukluğu, ileri düzeyde ve karmaşık bir gelişimsel yetersizliktir" (Kırcaali-İftar, 2012, p.19). Otizm spektrum bozukluğu, yaygın gelişimsel bozukluk terimi ile eş anlamlı olup bu şemsiye terim, otistik bozukluk, Asperger sendromu, başka türlü sınıflandırılamayan yaygın gelişimsel bozukluk, Rett sendromu ve çocukluk çağı dezentegratif bozukluğunu kapsamaktadır (

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Individualized education programs for youth with Autism Spectrum Disorders

Cited by 45 publications

References 35 publications

Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder

Evaluating a Collaborative iPad Game's Impact on Social Relationships for Children with Autism Spectrum Disorder

Autism Spectrum Disorder Updates – Relevant Information for Early Interventionists to Consider

Bağimsiz Oti̇sti̇k Çocuklar Eği̇ti̇m Merkezi̇nde Yaşanan Sorunlarin Öğretmen Görüşleri̇ne Dayali Olarak İncelenmesi̇

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