Interventions for Increasing the Academic Engagement of Students with Autism Spectrum Disorders in Inclusive Classrooms

Autor/inn/en	Goodman, Gay; Williams, Cathy M.
Titel	Interventions for Increasing the Academic Engagement of Students with Autism Spectrum Disorders in Inclusive Classrooms
Quelle	In: TEACHING Exceptional Children, 39 (2007) 6, S.53-61 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Group Activities; Autism; Kindergarten; Pervasive Developmental Disorders; Inclusive Schools; Intervention; Mainstreaming; Student Behavior; Behavior Modification; Behavior Problems; Experiential Learning; Student Participation; Auditory Stimuli; Singing; Visual Stimuli; Classroom Techniques; Play; Interpersonal Relationship; Reading Aloud to Others; Decision Making; Attention; Responses; Peer Relationship; Motion; Imitation + Suchen Sie Ihr Suchwort? Gruppenaktivität; Autismus; Inclusive school; Integrative Schule; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Experiental learning; Erfahrungsorientiertes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Auditive Stimulation; Gesang; Klassenführung; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Decision-making; Entscheidungsfindung; Aufmerksamkeit; Peer-Beziehungen; Bewegungsablauf
Abstract	Joseph, a student with autism in Ms. Mendez's inclusion kindergarten class, experienced difficulty attending during group activities. He spent a significant amount of time looking at his hands and quoting parts of his favorite videos. Attempts to engage Joseph resulted in vocal protests and, at times, mild aggression. Ms. Mendez realized that she needed to address those behaviors but was unsure of how to do so. She consulted with an Intervention Assistance Team (IAT) whose members had experience designing appropriate interventions for the problem behaviors of students with autism. They generated a number of hands-on activities to help Joseph maintain his visual engagement during the group learning activity. This article describes empirically supported, field-tested strategies that have resulted in increased engagement and fewer problem behaviors for Joseph and other students with autism spectrum disorders (ASD) who are being educated in inclusive classrooms. (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10