Exceptionality : Effective Practices for Children and Youth with Autism Spectrum Disorders (décembre 2007)

mercredi 5 décembre 2007

La revue Exceptionality propose un dossier spécial sur les pratiques éducatives efficaces chez les jeunes enfants avec autisme dans son numéro de décembre 2007.

1. Simpson RL. Introduction to the Special Issue : Effective Practices for Children and Youth with Autism Spectrum Disorders. Exceptionality ;2007 (2007/11/19) ;15(4):201-202.

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2. Simpson RL, McKee M, Teeter D, Beytien A. Evidence-Based Methods for Children and Youth with Autism Spectrum Disorders : Stakeholder Issues and Perspectives. Exceptionality ;2007 (2007/11/19) ;15(4):203-217.

Despite variable interpretations of the meaning and nature of specific effective practice methods and research-supported strategies, such approaches are generally considered essential for children and youth with autism spectrum disorders (ASDs). Indeed, there is general consensus that only by qualified professionals using effective methods in an approved fashion will optimal student outcomes be achieved. Related to this need, this article presents perspectives of stakeholders connected to use of effective practices with children and youth diagnosed with ASD. A parent, educational practitioner, and program administrator each share their unique perspectives on the subject of effective practice methods for learners with ASD.

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3. Stichter JP, Randolph J, Gage N, Schmidt C. A Review of Recommended Social Competency Programs for Students with Autism Spectrum Disorders. Exceptionality ;2007 (2007/11/19) ;15(4):219-232.

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming : (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to : (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored.

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4. Ogletree BT, Oren T, Fischer MA. Examining Effective Intervention Practices for Communication Impairment in Autism Spectrum Disorder. Exceptionality ;2007 (2007/11/19) ;15(4):233-247.

This article describes effective communication-related practices by reviewing specific evidence-based techniques, sharing how these techniques have been used in various treatment approaches, and discussing a constellation of general principles vital to treatment success. A comprehensive model of service delivery is provided to illustrate these key features of effective practice within the ecological and cultural contexts of families and their everyday lives.

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5. Ganz JB. Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorders. Exceptionality ;2007 (2007/11/19) ;15(4):249-260.

Autism experts and individuals with high-functioning autism contend that many individuals with autism spectrum disorders (ASDs) respond most favorably to information that is presented visually. Accordingly, strategies capitalizing on this visual preference have received significant recent attention in both ASD research and practitioner-related literature. This article provides a review of visually based strategies for organizing classrooms for children and youth with ASD. Classroom structuring methods, visual schedules, and visually based organizational strategies are described and discussed. For each of the above, a justification, a brief review of the research literature, implementation guidelines, recommendations for effective use, and suggested resources for practitioners are provided. Tables and figures that provide examples of methods are also provided.

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