NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1127551
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: EISSN-2377-2263
Informing Instruction of Students with Autism in Public School Settings
Kuo, Nai-Cheng
Journal of Educational Issues, v2 n2 p31-47 2016
The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum disorders (ASD) in an applied behavior analysis (ABA) classroom. The measures included ABLLS-R, DIBELS-R, and DIBELS-M. Results of the study indicate that all students acquired new skills across domains and met their IEP goals measured by the mastery learning assessment, but they scored low on reading and math for their grade level according to standardized achievement tests. Suggestions for prompting good autism practice in public school settings are discussed.
Macrothink Institute. 5348 Vegas Drive, Unit 825, Las Vegas, Nevada 89108. Tel: 702-953-1852; Fax: 702-420-2900; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Battelle Developmental Inventory
Grant or Contract Numbers: N/A