Social Skills Deficits in Autism: A Study among Students with Austim Spectrum Disorder in Inclusive Classrooms

Yeo, Kee Jiar; Teng, Kie Yin

doi:10.13189/ujer.2015.031208

Cited by 27 publications

(22 citation statements)

References 40 publications

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“…Children with deficits in social skills are more likely to face impairments in social life, academic progress, and delayed early language and communication (Reichow, Volkmar, & Cicchetti, 2008). They also have difficulties in eye contact, joint attention, initiating and maintaining conversations, problem-solving ability, empathy, and interpreting body language (American Psychiatric Association (APA), 2013; Yeo & Teng, 2015). The training therefore focused on providing practicum students with social stories and play strategies, as well as on teaching turn-taking in conversation.…”

Section: Discussionmentioning

confidence: 99%

Practicum Students Views about Field Experience Program for Children with Autism Spectrum Disorders

Ibrahim

2020

International Journal of Education and Practice

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There is very little research about autism spectrum disorder (ASD) in Jordan, and no specific programs to help support these children. In addition, teachers are not equipped with the skills and knowledge needed to work with children with autism in school, so many parents send their children to a private center to get more support. The little research available indicates a lack of qualified teachers and equipment, which negatively affects children. However, many studies have shown that outcomes for children with ASD improve when teachers are provided with specific training that meet children's needs (Browder, Trela, & Jimenez, 2007; Dib & Sturmey, 2007; Jordan, 2003). This study examined the effect of specific training on autism spectrum disorders for practicum students in special education. Based on the hypothesis that educators and school leaders would benefit from specific training and coursework on ASD, this quantitative study obtained data from 45 practicum students who participated in four months of training on different teaching methods and skills specific for children with ASD. The results of this study suggest that the training had a positive impact on the students' views about ASD. Contribution/Originality: This study documents valuable information about the importance of field experience in improving practicum students' skills, knowledge and experience in working with children and youth with ASD. It may also encourage leaders and educators to plan field training for more than one semester. of age (Napolioni et al., 2011). It is also is characterized by impairment in learning abilities and behavior confront (Centers for Disease Control and Prevention, 2019). Practicum students in special education in Jordan do not currently have enough knowledge and experience of ASD to fully support these children in their education. There is no specific class that covers ASD for undergraduate students majoring in special education. Practicum students do not have a solid background in ASD, but still work with children diagnosed with ASD in the field. Teacher preparation programs are important in providing students with the knowledge and experience they need when teaching children with ASD academic and life skills. Field-based experience gives practicum students the opportunity to apply their theoretical knowledge to practical work (Nagro & Bettencourt, 2017) and improves their

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Section: Discussionmentioning

confidence: 99%

Practicum Students Views about Field Experience Program for Children with Autism Spectrum Disorders

Ibrahim

2020

International Journal of Education and Practice

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“…This result is in line with Cheung, Siu, Brown (2017), who found that persons with ASD may have difficulty in making friends as one of the assertive behavior, and total lack of facial expressions as one of the empathy skills. Yeo & Teng (2015), also suggested that ASD have social skills deficits fall under the areas of behavioral and affective. Students with autism are characterized by their social skills difficulties.…”

Section: Discussionmentioning

confidence: 99%

Social Skills of Students with Disabilities at Elementary Level in Inclusive School Setting

Arini

Sunardi

Yamtinah

2019

IJMMU

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Social skills evidently played an important role for students to develop their lives as individuals and members of society, citizens and members of mankind. The objectives of this research were to find out the level of social skill among students with disabilities at the elementary level in inclusive school and to discover the dispersion of social skills level of students by their disability categories. Data were collected from teachers to rate the social skills students with disabilities using a 4-point Likert questionnaire. The research findings indicated that students with disabilities' mean score were 44.45 from minimum 30 and maximum 63, which is closest to the minimum. The levels of social skills' student with disabilities tend to the fair to very poor level (82.5%). Effective social skills instruction, such as intensive social skills training is required to enhance the level of social skills of students with disabilities in inclusive school.

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“…They also identified that the symptoms as such repetitive activities, stereotyped movements, struggle to adapt in the environment and the daily routine and unusual responses to sensory experiences. Autism spectrum disorders (ASD) is characterized by social communication and social interaction (Yeo & Teng, 2015). Researcher mentioned that ASD restricted repetitive patterns of behavior, interests and activities.…”

Section: Characteristic Of Asdmentioning

confidence: 99%

Preliminary Study on Sensory Design for Autism Centre

Ghazali¹,

Sakip²,

Samsuddin³

2018

E-BPJ

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Autism Spectrum Disorders (ASD) is a lifelong handicap that affects the lives and the people around them. Knowing them as a unique person, designated learning environment should consider the sensory issues to overcome their needs. However, designers are lack of awareness in terms of sensory design while designing learning spaces for autistic children. This research objective is to identify the sensory design of physical learning enviroment in the Autism Centre, while the paper aims to develop the Design Criteria Checklist of sensory design for Autism Centre. The result of the study highlighted factors that relating to quality physical learning environment.eISSN: 2398-4287 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v3i8.1392

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Social Skills Deficits in Autism: A Study among Students with Austim Spectrum Disorder in Inclusive Classrooms

Cited by 27 publications

References 40 publications

Practicum Students Views about Field Experience Program for Children with Autism Spectrum Disorders

Practicum Students Views about Field Experience Program for Children with Autism Spectrum Disorders

Social Skills of Students with Disabilities at Elementary Level in Inclusive School Setting

Preliminary Study on Sensory Design for Autism Centre

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