Download full text
Download full text
ERIC Number: EJ1127784
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 41
No Teacher Left Behind: Educating Students with ASD and ADHD in the Inclusion Classroom
Jones, Michaela N.; Weber, Kimberly P.; McLaughlin, T. F.
Journal of Special Education Apprenticeship, v2 n2 Dec 2013
The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence the learning environment to be conducive for the students who required more structure than the curriculum typically provided. It is likely that increased support from the administration to provide training and collaboration with special educators for general education teachers would have increased the on-task behavior and participation of both participants.
Descriptors: Autism, Pervasive Developmental Disorders, Attention Deficit Hyperactivity Disorder, Inclusion, Token Economy, Grade 7, Males, Public Schools, Middle School Students, Student Behavior, Contingency Management, Behavior Modification, Case Studies, Qualitative Research, Statistical Analysis
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: email@example.com; Web site: http://www.josea.info
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A