ERIC Number: EJ896605
Record Type: Journal
Publication Date: 2007
Reference Count: 25
Interventions for Increasing the Academic Engagement of Students with Autism Spectrum Disorders in Inclusive Classrooms
Goodman, Gay; Williams, Cathy M.
TEACHING Exceptional Children, v39 n6 p53-61 Jul-Aug 2007
Joseph, a student with autism in Ms. Mendez's inclusion kindergarten class, experienced difficulty attending during group activities. He spent a significant amount of time looking at his hands and quoting parts of his favorite videos. Attempts to engage Joseph resulted in vocal protests and, at times, mild aggression. Ms. Mendez realized that she needed to address those behaviors but was unsure of how to do so. She consulted with an Intervention Assistance Team (IAT) whose members had experience designing appropriate interventions for the problem behaviors of students with autism. They generated a number of hands-on activities to help Joseph maintain his visual engagement during the group learning activity. This article describes empirically supported, field-tested strategies that have resulted in increased engagement and fewer problem behaviors for Joseph and other students with autism spectrum disorders (ASD) who are being educated in inclusive classrooms.
Descriptors: Group Activities, Autism, Kindergarten, Pervasive Developmental Disorders, Inclusive Schools, Intervention, Mainstreaming, Student Behavior, Behavior Modification, Behavior Problems, Experiential Learning, Student Participation, Auditory Stimuli, Singing, Visual Stimuli, Classroom Techniques, Play, Interpersonal Relationship, Reading Aloud to Others, Decision Making, Attention, Responses, Peer Relationship, Motion, Imitation
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: email@example.com; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten
Authoring Institution: N/A