Formazione & insegnamento
ISSN: 2279-7505 | Published: 2024-05-15
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/7083
Full Text HTML (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/7083/6172
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/7083/6097
Full Text HTML (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/7083/6172
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/7083/6097
Alternate URL (this mirror): https://formazione-insegnamento.eu/2024-22/1/7083-inclusive-strategies-for-children-with-autism-behaviour
Title: Inclusive Strategies for Children with Autism: Behavioural Strategies
Abstract: This paper provides a comprehensive review of evidence-based behavioural strategies for the successful inclusion of children with autism in general education environments. The authors emphasize the importance of creating a truly inclusive learning environment and implementing behavioural research-based strategies to support the effective inclusion of children with autism. The review includes behavioural strategies such as behavioural assessment and approaches, review and practice, direct instruction, formative assessment and feedback, and school-wide positive behaviour support. The paper is one of a series of papers reviewing inclusive strategies for children with Autism.
Keywords: Behavioural strategies; Children with autism; General education classroom; Inclusive education
Title: Strategie inclusive per bambini con autismo: Strategie comportamentali
Abstract: Questo contributo raccoglie lo stato dell'arte delle strategie comportamentali evidence-based per l'inclusione efficace dei bambini con autismo nei contesti di scolarità non differenziale [general education]. Gli autori sottolineano l'importanza di creare un ambiente di apprendimento autenticamente inclusivo e di implementare strategie basate sulla ricerca comportamentale per supportare l'inclusione efficace dei bambini con autismo. La rassegna della letteratura scientifica include strategie comportamentali quali: la valutazione e gli approcci comportamentali; la revisione e la pratica; l'istruzione diretta; la valutazione e il feedback formativi; e il supporto comportamentale positivo a livello scolastico. L'articolo appartiene a una serie di documenti che prendono in esame le strategie inclusive per bambini con autismo.
Keywords: Bambini con autismo; Classi non differenziali; Inclusione; Strategie comportamentali
Title: Stratégies inclusives pour les enfants autistes: stratégies comportementales
Abstract: Cet article fournit une revue complète des stratégies comportementales fondées sur des preuves pour l'inclusion réussie des enfants autistes dans les environnements d'enseignement général.Les auteurs soulignent l'importance de créer un environnement d'apprentissage vraiment inclusif et de mettre en œuvre des stratégies basées sur la recherche comportementale pour soutenir l'inclusion efficace des enfants autistes.L'examen comprend des stratégies comportementales telles que l'évaluation comportementale et les approches, l'examen et la pratique, l'enseignement direct, l'évaluation formative et les commentaires et le soutien du comportement positif à l'échelle de l'école.Le document fait partie d'une série d'articles examinant les stratégies inclusives pour les enfants autistes. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Stratégies comportementales;Les enfants autistes;Classe d'éducation générale;Éducation inclusive
Title: Estrategias inclusivas para niños con autismo: Estrategias conductuales
Abstract: Este trabajo recopila el estado del arte de las estrategias conductuales basadas en evidencia para la inclusión efectiva de niños con autismo en contextos de educación general. Los autores enfatizan la importancia de crear un ambiente de aprendizaje verdaderamente inclusivo e implementar estrategias basadas en investigación conductual para apoyar la inclusión efectiva de niños con autismo. La revisión de la literatura científica incluye estrategias conductuales tales como: evaluación y enfoques conductuales; revisión y práctica; instrucción directa; evaluación formativa y retroalimentación; y apoyo conductual positivo a nivel escolar. El artículo es parte de una serie de documentos que examinan las estrategias inclusivas para niños con autismo.
Keywords: Educación general; Estrategias conductuales; Inclusión; Niños con autismo
Title: Estratégias inclusivas para crianças com autismo: Estratégias comportamentais
Abstract: Este trabalho compila o estado da arte das estratégias comportamentais baseadas em evidências para a inclusão efetiva de crianças com autismo em contextos de educação geral. Os autores destacam a importância de criar um ambiente de aprendizado verdadeiramente inclusivo e de implementar estratégias baseadas em pesquisa comportamental para apoiar a inclusão efetiva de crianças com autismo. A revisão da literatura científica inclui estratégias comportamentais como: avaliação e abordagens comportamentais; revisão e prática; instrução direta; avaliação formativa e feedback; e suporte comportamental positivo no âmbito escolar. O artigo faz parte de uma série de documentos que revisam as estratégias inclusivas para crianças com autismo.
Keywords: Crianças com autismo; Educação geral; Estratégias comportamentais; Inclusão
Aidonopoulou‐Read, T. (2019, October 11). The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties. British Journal of Special Education, 47(1), 88–109. https://doi.org/10.1111/1467-8578.12290
Alwahbi, A. A. (2022, July 25). The Efficacy of Virtual Positive Behavior Support in a Special School for Students with ASD. Journal of Behavioral Education. https://doi.org/10.1007/s10864-022-09486-1
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Banda, D. R., & Hart, S. L. (2010, June). Increasing peer-to-peer social skills through direct instruction of two elementary school girls with autism. Journal of Research in Special Educational Needs, 10(2), 124–132. https://doi.org/10.1111/j.1471-3802.2010.01149.x
Bereiter, C., & Engelman, S. (1966). Teaching Disadvantaged Children in the Preschool. Englewood Cliffs, NJ: Prentice-Hall.
Cadette, J. N., Wilson, C. L., Brady, M. P., Dukes, C., & Bennett, K. D. (2016, June 16). The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer 'Wh-' Questions. Journal of Autism and Developmental Disorders, 46(9), 2968–2978. https://doi.org/10.1007/s10803-016-2825-2
Carpenter, K. L. H., Hahemi, J., Campbell, K., Lippmann, S. J., Baker, J. P., Egger, H. L., Espinosa, S., Vermeer, S., Sapiro, G., & Dawson, G. (2020, September 14). Digital Behavioral Phenotyping Detects Atypical Pattern of Facial Expression in Toddlers with Autism. Autism Research, 14(3), 488–499. https://doi.org/10.1002/aur.2391
Clawson, A., Clayson, P. E., Worsham, W., Johnston, O., South, M., & Larson, M. J. (2014, April). How about watching others? Observation of error-related feedback by others in autism spectrum disorders. International Journal of Psychophysiology, 92(1), 26–34. https://doi.org/10.1016/j.ijpsycho.2014.01.009
Crosland, K., & Dunlap, G. (2012, May). Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms. Behavior Modification, 36(3), 251–269. https://doi.org/10.1177/0145445512442682
Engelmann, S. (1980). Direct Instruction. Educational Technology.
Fears, N. E., Sherrod, G. M., Blankenship, D., Patterson, R. M., Hynan, L. S., Wijayasinghe, I., Popa, D. O., Bugnariu, N. L., & Miller, H. L. (2023, June). Motor differences in autism during a human-robot imitative gesturing task. Clinical Biomechanics, 106, 105987. https://doi.org/10.1016/j.clinbiomech.2023.105987
Flores, M. M., & Ganz, J. B. (2014, October 2). Comparison of Direct Instruction and Discrete Trial Teaching on the Curriculum-based Assessment of Language Performance of Students with Autism. Exceptionality, 22(4), 191–204. https://doi.org/10.1080/09362835.2013.865533
Flores, M. M., Nelson, C., Hinton, V., Franklin, T. M., Strozier, S. D., Terry, L., & Franklin, S. (2013). Teaching reading comprehension and language skills to students with autism spectrum disorders and developmental disabilities using direct instruction. Education & Training in Autism & Developmental Disabilities, 48(1), 41–48.
Flores, M. M., Schweck, K. B., & Hinton, V. (2016, March). Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning. Rural Special Education Quarterly, 35(1), 3–12. https://doi.org/10.1177/875687051603500102
Frampton, S. E., Shillingsburg, M. A., & Simeone, P. J. (2020, February 11). Feasibility and Preliminary Efficacy of Direct Instruction for Individuals With Autism Utilizing Speech-Generating Devices. Behavior Analysis in Practice, 13(3), 648–658. https://doi.org/10.1007/s40617-020-00412-3
GEIER, D. A., KERN, J. K., & GEIER, M. R. (2012). A prospective Cross-sectional Cohort Assessment of Health, Physical, and Behavioral Problems in Autism Spectrum Disorders. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3566881/
Gavaldá, J. M. S., & Qinyi, T. (2012). Improving the Process of Inclusive Education in Children with ASD in Mainstream Schools. Procedia - Social and Behavioral Sciences, 46, 4072–4076. https://doi.org/10.1016/j.sbspro.2012.06.200
Gillis, J. M., Callahan, E. H., & Romanczyk, R. G. (2011, January). Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children. Research in Autism Spectrum Disorders, 5(1), 351–360. https://doi.org/10.1016/j.rasd.2010.04.019
Gunby, K. V., & Rapp, J. T. (2014, October 13). The use of behavioral skills training and in situ feedback to protect children with autism from abduction lures. Journal of Applied Behavior Analysis, 47(4), 856–860. https://doi.org/10.1002/jaba.173
Haq, S. S., Zemantic, P. K., Kodak, T., LeBlanc, B., & Ruppert, T. E. (2017, February 14). Examination of variables that affect the efficacy of instructive feedback. Behavioral Interventions, 32(3), 206–216. https://doi.org/10.1002/bin.1470
Head, Flores, & Shippen. (2018). Effects of Direct Instruction on Reading Comprehension for Individuals with Autism or Developmental Disabilities. Vol. 53, No. 2 (June 2018), pp. 176-191 (16 pages)
Hoch, J., Moore, T., McComas, J., & Symons, F. J. (2010). Arousal and activity choice in autism: A single‐case assessment integrating autonomic and behavioral analysis. Journal of Applied Biobehavioral Research, 15(3), 119–133. https://doi.org/10.1111/j.1751-9861.2010.00056.x
Javaid, A., Ghebru, S., Nawaz, J., Michael, D., Pearson, R., Rushforth, E., & Michael, G. (2020, October). Use of positive behaviour support plan for challenging behaviour in autism. Progress in Neurology and Psychiatry, 24(4), 14–16. https://doi.org/10.1002/pnp.681
Kamps, D., Heitzman-Powell, L., Rosenberg, N., Mason, R., Schwartz, I., & Romine, R. S. (2016, July 11). Effects of Reading Mastery as a Small Group Intervention for Young Children with ASD. Journal of Developmental and Physical Disabilities, 28(5), 703–722. https://doi.org/10.1007/s10882-016-9503-3
Li, M., Lin, Y., Bao, T., Zhao, Q., Wang, Y., Li, M., Chen, Y., Qian, Y., Chen, L., & Zhu, D. (2022, April 30). Inclusive education of elementary students with autism spectrum disorders in Shanghai, China: From the teachers' perspective. BioScience Trends, 16(2), 142–150. https://doi.org/10.5582/bst.2022.01104
Lindsay, G. (2007, March). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906x156881
Mackey, M., & Nelson, G. (2015, October 23). Twins with autism: utilising video feedback to improve job‐related behaviours. British Journal of Special Education, 42(4), 390–410. https://doi.org/10.1111/1467-8578.12107
Mitchell, D. (2014, January 10). What Really Works in Special and Inclusive Education. https://doi.org/10.4324/9780203105313
Morton, S. M., Campanaro, A. M., Vladescu, J. C., Sidener, T. M., & Domanski, C. (2023, May 16). Emergent control for play responses following instructive feedback for children with autism spectrum disorder. Behavioral Interventions, 38(3), 554–568. https://doi.org/10.1002/bin.1954
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015, April 22). The Effects of Self-Monitoring and Performance Feedback on the Treatment Integrity of Behavior Intervention Plan Implementation and Generalization. Journal of Positive Behavior Interventions, 17(4), 223–234. https://doi.org/10.1177/1098300715573629
Parsons, M. B., Reid, D. H., Bentley, E., Inman, A., & Lattimore, L. P. (2012, June). Identifying Indices of Happiness and Unhappiness Among Adults With Autism: Potential Targets for Behavioral Assessment and Intervention. Behavior Analysis in Practice, 5(1), 15–25. https://doi.org/10.1007/bf03391814
Reed, P. (2023, January 26). Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback. Autism, 27(7), 2011–2020. https://doi.org/10.1177/13623613221150377
Schieltz, K. M., O'Brien, M. J., Tsami, L., Call, N. A., & Lerman, D. C. (2022, February 15). Behavioral Assessment and Treatment via Telehealth for Children with Autism: From Local to Global Clinical Applications. International Journal of Environmental Research and Public Health, 19(4), 2190. https://doi.org/10.3390/ijerph19042190
Shillingsburg, M. A., Bowen, C. N., Peterman, R. K., & Gayman, M. D. (2014, May 2). Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 30(1), 44–56. https://doi.org/10.1177/1088357614532498
Tay, H., & Kee, K. (2019, January 1). Effective questioning and feedback for learners with autism in an inclusive classroom. Cogent Education, 6(1), 1634920. https://doi.org/10.1080/2331186x.2019.1634920
Thompson, J. L., Wood, C. L., Preston, A., & Stevenson, B. (2019). Teaching unison responding during small-group direct instruction to students with autism spectrum disorder who exhibit interfering behaviors. Education & Treatment of Children, 42(1), 1–23. https://doi.org/10.1353/etc.2019.0001
Thompson, J.; Wood, C. L.; Test, D. W.; & Cease-Cook, J. (2012). Effects of direct instruction on telling time by students with autism. Journal of Direct Instruction, 12, 1–12.
Tullis, C. A., Marya, V., & Alice Shillingsburg, M. (2018, June 25). Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device. The Analysis of Verbal Behavior, 35(1), 103–112. https://doi.org/10.1007/s40616-018-0096-z
Unruh, K. E., McKinney, W. S., Bojanek, E. K., Fleming, K. K., Sweeney, J. A., & Mosconi, M. W. (2021, July 10). Initial action output and feedback-guided motor behaviors in autism spectrum disorder. Molecular Autism, 12(1). https://doi.org/10.1186/s13229-021-00452-8
Van Laarhoven, T. R., Johnson, J. W., Andzik, N. R., Fernandes, L., Ackerman, M., Wheeler, M., Melody, K., Cornell, V., Ward, G., & Kerfoot, H. (2021, January 8). Using Wearable Biosensor Technology in Behavioral Assessment for Individuals with Autism Spectrum Disorders and Intellectual Disabilities Who Experience Anxiety. Advances in Neurodevelopmental Disorders, 5(2), 156–169. https://doi.org/10.1007/s41252-020-00191-6
Wei, Q., & Machalicek, W. (2021, January 2). Delayed video-feedback and pyramidal training is a promising approach to teach incidental teaching to paraprofessionals in low-resource countries, but it may not be sufficient to increase child mands. Evidence-Based Communication Assessment and Intervention, 15(1), 7–12. https://doi.org/10.1080/17489539.2021.1876302
Wolfe, K., Rispoli, M., Taylor, L., & Drasgow, E. (2018). Investigating generalization difficulties during instruction in language for learning. Advances in Neurodevelopmental Disorders, 2(1), 75–85. https://doi.org/10.1007/s41252-017-0049-x
de Vaan, G., Vervloed, M., Peters‐Scheffer, N. C., van Gent, T., Knoors, H., & Verhoeven, L. (2015, June 8). Behavioural assessment of autism spectrum disorders in people with multiple disabilities. Journal of Intellectual Disability Research, 60(2), 101–112. https://doi.org/10.1111/jir.12206