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ERIC Number: ED519017
Record Type: Non-Journal
Publication Date: 2010
Pages: 139
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-2954-9
ISSN: N/A
Effects of an Arts Integration Curriculum versus a Non-Arts Integration Curriculum on the School Experiences of Kindergarten through Middle School Students with Autism
Batson, Robyne Diane Miles
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene College
This study addressed one possible method of instruction for students with high-functioning autism. A treatment and control group were examined to discover if a difference was present in the areas of social skills, communication skills, and classroom behaviors using an arts integration curriculum. The review of literature pointed to a promising prospect using this method. The sample size from this qualitative research study (n = 18) did not allow for a statistical analyses. The most interesting findings were seen in the area of communication skills using the data instruments--parent surveys, teacher surveys, and classroom observations. The classroom observations revealed a difference between the students in the treatment group (using an arts integrated curriculum) and the control group for this population. The parent surveys and teacher surveys in the areas of social skills and classroom behaviors were mixed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Intermediate Grades; Kindergarten; Middle Schools; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A