A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders

Autor/inn/en	Machalicek, Wendy; O'Reilly, Mark F.; Beretvas, Natasha; Sigafoos, Jeff; Lancioni, Guilio; Sorrells, Audrey; Lang, Russell; Rispoli, Mandy
Titel	A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders
Quelle	In: Research in Autism Spectrum Disorders, 2 (2008) 3, S.395-416 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2007.07.001
Schlagwörter	Autism; Communication Skills; Cultural Background; Student Characteristics; Teaching Methods; Pervasive Developmental Disorders; Daily Living Skills; Play; Interpersonal Relationship; Interpersonal Communication; Academic Ability; Literature Reviews; Cultural Influences; Social Influences + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Alltagsfertigkeit; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Cultural influence; Kultureinfluss; Sozialer Einfluss
Abstract	This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10