No Teacher Left Behind: Educating Students with ASD and ADHD in the Inclusion Classroom

Autor/inn/en	Jones, Michaela N.; Weber, Kimberly P.; McLaughlin, T. F.
Titel	No Teacher Left Behind: Educating Students with ASD and ADHD in the Inclusion Classroom
Quelle	In: Journal of Special Education Apprenticeship, 2 (2013) 2, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder; Inclusion; Token Economy; Grade 7; Males; Public Schools; Middle School Students; Student Behavior; Contingency Management; Behavior Modification; Case Studies; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Token-Programm; School year 07; 7. Schuljahr; Schuljahr 07; Male; Männliches Geschlecht; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Krisenbewältigung; Behaviour modification; Verhaltensänderung; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse
Abstract	The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence the learning environment to be conducive for the students who required more structure than the curriculum typically provided. It is likely that increased support from the administration to provide training and collaboration with special educators for general education teachers would have increased the on-task behavior and participation of both participants. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01