Addressing the Challenges: Developing a Programmatic Framework for the Systematic Integration of Evidence-Based Practices for Young Children with Autism Spectrum Disorder

Autor/inn/en	Stichter, Janine Peck; Brown, Terry; Clarent, Rikkii; Iskow, Jill; Krug, Monica; Richards, Janet; Kay, Denise
Titel	Addressing the Challenges: Developing a Programmatic Framework for the Systematic Integration of Evidence-Based Practices for Young Children with Autism Spectrum Disorder
Quelle	In: Beyond Behavior, 16 (2006) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
Schlagwörter	Autism; Educational Practices; School Districts; Federal Legislation; Related Services (Special Education); Pervasive Developmental Disorders; Special Needs Students; Expenditure per Student; Elementary School Students; Preschool Children; Program Development; Behavior Problems; Curriculum Development; Interpersonal Competence; Skill Development; Communication Skills; Cognitive Development; Psychomotor Skills; Self Control; Play; Classroom Techniques; Student Needs; Teamwork; Michigan + Suchen Sie Ihr Suchwort? Autismus; Bildungspraxis; School district; Schulbezirk; Bundesrecht; Sonderpädagogischer Förderbedarf; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programmplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Kognitive Entwicklung; Psychomotorische Aktivität; Selbstbeherrschung; Spiel; Klassenführung
Abstract	National concern about the growing number of identified children with autism spectrum disorder (ASD) has increased efforts in the research field (National Research Council, 2001; Odom et al. 2003; Simpson, 2005) and the U.S. federal government (U.S. House of Representatives, 2005) to provide specific recommendations regarding appropriate educational practices. Nevertheless, school districts remain challenged to articulate recommendations in everyday practice, particularly in light of the noted increase in the number of children eligible for ASD-related services under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), the recognized shortages in special education service providers, and the significant increases in per student costs. This article describes how one school district, the Huron Intermediate School District (Huron ISD) responded to this challenge for their pre-K through elementary students with ASD, while still maintaining their commitment to the practical application of established research-based practices for all students. Key features of the program and its implementation as a team-based process are described. Initial data on student outcomes is also presented. The implications and importance of developing a programmatic framework of evidence-based practices to bridge research to practice is discussed. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10