Using Emergence Theory-Based Curriculum to Teach Compromise Skills to Students with Autistic Spectrum Disorders

Autor/inn/en	Fein, Lance; Jones, Don
Titel	Using Emergence Theory-Based Curriculum to Teach Compromise Skills to Students with Autistic Spectrum Disorders
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 5 (2015) 1, S.35-54 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Autism; Pervasive Developmental Disorders; Teaching Methods; Skill Development; Private Schools; Mixed Methods Research; Case Studies; Program Effectiveness; Curriculum; Observation; Intervention; Coding; Thematic Approach; Scores; Experimental Groups; Control Groups; Pretests Posttests; Cognitive Ability; Interaction; Neurological Impairments; Behavior Modification; Middle School Students; Middle Schools; Aggression; Behavior Problems + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Private school; Privatschule; Case study; Fallstudie; Case Study; Curricula; Lehrplan; Rahmenplan; Beobachtung; Codierung; Programmierung; Themenzentrierter Unterricht; Denkfähigkeit; Interaktion; Neurodegenerative Erkrankung; Behaviour modification; Verhaltensänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its effectiveness. Guided by cognitive development and constructivist theories, a concurrent, mixed methods, case study design was used to investigate the impact of this curriculum on teaching compromise skills to middle school students with ASD and related deficits. For the qualitative sequence, teacher observations and compromise interventions from eight participants were open coded and analyzed thematically. The frequency of each thematic occurrence was analyzed using descriptive statistics. For the quantitative sequence, an ANCOVA and descriptive statistics were used to analyze posttest scores between a treatment group that used emergence theory-based curriculum and a control group, while controlling for pretest scores. Three most frequently occurring themes emerged regarding teachers' need (a) to understand the cognitive deficits exhibited by students, (b) for further instruction in emergence theory-based curriculum, and (c) for opportunities to plan lessons together using emergence theory. Moreover, the ANCOVA revealed a significant interaction between the pretest scores and the curriculum used. This study indicated that importance for remediating cognitive deficits related to compromise within the population of students with ASD and improving educator understanding and success in working with this student population. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01