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ERIC Number: EJ934791
Record Type: Journal
Publication Date: 2011-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1053-4512
Facilitating Inclusion by Reducing Problem Behaviors for Students with Autism Spectrum Disorders
von der Embse, Nathaniel; Brown, Alisha; Fortain, Jillian
Intervention in School and Clinic, v47 n1 p22-30 Sep 2011
Recent legislation has increased the emphasis on including students with disabilities in the general education classroom. However, students with autism spectrum disorders (ASD) exhibit a wide range of behaviors that make inclusion difficult. To date, there has been little research to identify best practices in reducing problem behavior and promoting inclusion for students with ASD. The authors conducted a systematic literature review of three major psychological and educational electronic research databases to identify empirical research articles in the past 10 years that included (a) students in kindergarten through 12th grade, (b) facilitated inclusion, and (c) reduced problem behavior. Results indicated a lack of evidence-based practices that use inclusion as an independent variable. This article highlights four themes demonstrated to be effective: functional behavior assessments, tiered models of service delivery, behavioral approaches, and social skills training. Implications for educators are discussed. (Contains 1 table.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A