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Descriptors:
General Education; Autism; Pervasive Developmental Disorders; Writing Instruction; Literature Reviews; Access to Education; Children; Adolescents; Teaching Methods; Instructional Effectiveness

Abstract:
Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that "all" children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Severe Disabilities; Special Needs Students; Teacher Education Programs; Course Content; Accountability; Federal Legislation; Educational Philosophy; Best Practices; Teacher Certification; Graduation Requirements; Barriers; General Education; Inclusive Schools; Change Strategies; Access to Education

Abstract:
All teacher preparation programs face serious challenges; however, programs that prepare teachers to work with students with extensive support needs face additional, unique challenges in preparing professionals to facilitate their students' development of functional skills and to ensure their access to the general education curriculum. The purpose of this article is to examine current issues in preparing teachers to work with students with extensive support needs. An examination of how philosophy, law, research, and certification requirements impact the content and structure of teacher preparation programs is provided. Suggestions for teacher educators are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reading Research; Reading Fluency; Autism; Phonemic Awareness; Inferences; Reading Instruction; Phonics; Pervasive Developmental Disorders; Vocabulary Development; Children; Adolescents; Young Children; Literature Reviews

Abstract:
Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Social Behavior; Autism; Behavior Disorders; Task Analysis; Special Education Teachers; Interpersonal Competence; Reading Comprehension; Student Behavior; Models; Grade 2; Teaching Methods

Abstract:
Many students identified with emotional or behavioral disorders have social skill deficits, often displayed as less mature or inappropriate social behavior. Students may have difficulty engaging in appropriate play or social interactions and may at times become aggressive. The inability to interact with others has a negative impact on academic achievement and places children at risk for the development of secondary problems. Improving social functioning and behavior are primary intervention targets for children with emotional and behavioral disabilities (EBD). The Social Story[TM] intervention was introduced by Gray and Garand as a method of teaching children with autism how to read social situations, and how to replace inappropriate behavior with appropriate behavior that will serve the same function. This article provides teachers of students with EBD a simple process for including Social Stories[TM] as part of a comprehensive behavior and support plan for children with EBD. The Social Story[TM] intervention involves a child reading a brief, individualized story, which explains how to negotiate a social situation the child finds challenging. In addition, Social Stories[TM] incorporates several effective strategies that special educators typically use with students with disabilities such as task analysis, modeling, priming, and visual supports. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Asperger Syndrome; Writing Skills; Writing Improvement; Self Control; Independent Study; Teaching Methods; Writing Strategies; Preadolescents; Revision (Written Composition); Intervention; Writing (Composition)

Abstract:
More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Written Language; Intervention; Asperger Syndrome; Writing Skills; Writing Improvement; Program Effectiveness; Self Control; Essays; Persuasive Discourse; High School Students; Adolescents; Videotape Recordings

Abstract:
The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Intervention; Videotape Recordings; Models; Role Models; Behavior Modification; Literature Reviews; Teaching Methods; Instructional Effectiveness

Abstract:
Video modeling interventions involve a child watching videotapes of positive examples of adults, peers, or him- or herself engaging in a behavior that is being taught. The purpose of this review was to examine empirical studies in which video modeling interventions were applied to individuals with autism. Nineteen studies published between 1985 and 2005 met the inclusion criteria for this review. The findings suggest that video modeling interventions are effective in teaching a variety of skills to children with autism. Descriptive summaries are provided for each study. Directions for future research and implications for practitioners are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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