Educational Interventions for Children and Youth with Autism: A 40-Year Perspective

Autor/inn/en	Odom, Samuel L.; Hall, Laura J.; Morin, Kristi L.; Kraemer, Bonnie R.; Hume, Kara A.; McIntyre, Nancy S.; Nowell, Sallie W.; Steinbrenner, Jessica R.; Tomaszewski, Brianne; Sam, Ann M.; DaWalt, Leann
Titel	Educational Interventions for Children and Youth with Autism: A 40-Year Perspective
Quelle	(2021), (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Odom, Samuel L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Teaching Methods; Inclusion; Social Development; Interpersonal Competence; Reinforcement; Direct Instruction; Skill Development; Academic Ability; Peer Teaching; Group Activities; Interpersonal Communication; Augmentative and Alternative Communication; Positive Behavior Supports; Transitional Programs; Secondary School Students; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Soziale Entwicklung; Interpersonale Kompetenz; Positive Verstärkung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Peer group teaching; Peer Group Teaching; Gruppenaktivität; Interpersonale Kommunikation; Sekundarschüler; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Commemorating the 40th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. [This is the online version of an article published in "Journal of Autism and Developmental Disorders."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01