Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice

Autor/inn/en	Spencer, Vicky G.; Evmenova, Anya S.; Boon, Richard T.; Hayes-Harris, Laura
Titel	Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 3, S.331-353 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Intervention; Pervasive Developmental Disorders; Autism; Teaching Methods; Literature Reviews; Elementary Schools; Secondary Schools; Educational Research; Mathematics Instruction; Reading Instruction; Writing Instruction; Social Studies; Science Instruction; Visual Aids; Educational Technology; Concept Formation; Direct Instruction; Behavior Modification; Technology Uses in Education; Coding; Learning Strategies; Skill Development; Reading Strategies; Writing Strategies; Mathematics Skills + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Sekundarschule; Bildungsforschung; Pädagogische Forschung; Mathematics lessons; Mathematikunterricht; Leseunterricht; Schreibunterricht; Gemeinschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anschauungsmaterial; Unterrichtsmedien; Concept learning; Begriffsbildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Behaviour modification; Verhaltensänderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Codierung; Programmierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Reading strategy; Leselernstufe; Lesetechnik; Schreibtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the vast majority of research has been conducted at the elementary and mixed grade-levels, while only a few studies were found focusing on students in the secondary grade levels. In addition, we found most of the existing research to focus primarily on reading, writing, mathematics, and/or a combination of these areas; however, studies in social studies and science instruction were scant, with only three studies identified. Effective interventions that emerged from this review included such strategies as: (a) visual supports; (b) technology-based instruction; (c) concrete representation; (d) direct instruction; and (e) behavioral interventions. Implications for both general and special educators working with students with ASD, limitations, and directions for future research are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10