Behavioural Supports for Students with Autism Spectrum Disorders: Practice, Policy, and Implications for Special Education Reform in China

Autor/inn/en	Han, Chen; Cumming, Therese M.
Titel	Behavioural Supports for Students with Autism Spectrum Disorders: Practice, Policy, and Implications for Special Education Reform in China
Quelle	In: International Journal of Inclusive Education, 26 (2022) 1, S.41-60 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Chen) ORCID (Cumming, Therese M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1629120
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Students with Disabilities; Special Education; Behavior Modification; Evidence Based Practice; Student Behavior; Cultural Differences; Educational Change; Functional Behavioral Assessment; Story Telling; Social Development; Self Control; Intervention; Preschool Education; Elementary Secondary Education; Reinforcement; Augmentative and Alternative Communication; Video Technology; International Cooperation; Asperger Syndrome; China; Australia + Suchen Sie Ihr Suchwort? Ausland; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Kultureller Unterschied; Bildungsreform; Soziale Entwicklung; Selbstbeherrschung; Pre-school education; Vorschulerziehung; Positive Verstärkung; Internationale Kooperation; Internationale Zusammenarbeit; Asperger-Syndrom; Australien
Abstract	The educational inclusion of children with Autism Spectrum Disorder (ASD) can be challenging, due to behavioural issues. Scant research has been conducted to investigate behavioural interventions for students with ASD in the Chinese context. Since special education in China varies greatly from that in western countries such as Australia, particularly in the area of the effective application of evidence-based practices, this must be a priority for researchers and teachers alike. The current study employed a literature review to identify effective practices to support the acquisition of appropriate behaviours of children with autism in different educational environments and contexts. These findings were then used in combination with an analysis of international, Australian, and Chinese policies to make suggestions and recommendations for special education reform in China. Results suggest that antecedent interventions, Functional Behaviour Assessment (FBA), social stories, and teaching self-management are the four most effective practices to decrease the challenging behaviours of students with ASD. Suggestions for further research and policy reform are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01