Assessment of Academic Responding in Children Diagnosed with Autism

Autor/inn/en	Lorden, JoAnna; Walker, Stephen F.; Peters, Kerri P.; Slanzi, Crystal M.
Titel	Assessment of Academic Responding in Children Diagnosed with Autism
Quelle	In: Education and Treatment of Children, 45 (2022) 4, S.389-393 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Stephen F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-022-00085-3
Schlagwörter	Autism Spectrum Disorders; Environmental Influences; Students with Disabilities; Individualized Education Programs; Mathematics; Problem Solving; Performance; Learner Engagement; Interference (Learning); Interaction; Attention; Student Behavior + Suchen Sie Ihr Suchwort? Autism; Autismus; Environmental influence; Umwelteinfluss; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Mathematik; Problemlösen; Achievement; Leistung; Interaktion; Aufmerksamkeit; Student behaviour; Schülerverhalten
Abstract	Understanding how different environmental arrangements can affect academic performance and engagement is critical for developing effective and efficient instructional strategies. The current study examined the influence of five environmental arrangements (no-interaction, distractor, escape, attention, and tangible conditions) on the rate of correctly completed math problems for four children diagnosed with ASD who had individual education plans (IEP). The results suggest that different students' academic behavior is sensitive to different environmental arrangements and, as such, should be tested and incorporated into students' IEPs. Consistent with prior research, none of the participants completed any math problems in the distractor condition, suggesting that having leisure items accessible during academic programming may limit a student's productivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01