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ERIC Number: ED548989
Record Type: Non-Journal
Publication Date: 2012
Pages: 146
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4019-1
Foundational Supports and Interventions for Students with Autism Spectrum Disorders
Long, Jennie L.
ProQuest LLC, Ph.D. Dissertation, University of Kansas
Although the professional literature related to Autism Spectrum Disorder (ASD) has focused on successful interventions and strategies there is a paucity of research documenting which of these methods and supports are most foundational and essential for classroom use. Specifically, literature does not define the interventions and strategies which would be elemental for educator to use with all students with an ASD diagnosis. This study presents data collected from a group of 120 participants who are certified special educators or licensed related service providers. The participants were randomly divided into four groups and asked to read one of four case studies which described students who differed in age and severity level. Participants then completed a survey that asked for their recommendation on the need for supports and interventions that fell within nine intervention categories. An overall ANOVA determined that participant's perceptions did not differ on the age variable but did significantly differ based on students' functioning levels. A MANOVA analysis of the individual intervention support categories was also conducted. Results are discussed relative to the extant literature along with implications for pre-service teacher preparation and educators' professional development. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A