Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder / Sara E. WITMER in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144 Titre : Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : assessment  inclusion  instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur . - p.131-144. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144 Mots-clés : assessment  inclusion  instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Using Parents and Teachers to Monitor Progress Among Children With ASD: A Review of Intervention Research / Sara E. WITMER in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.67-85 Titre : Using Parents and Teachers to Monitor Progress Among Children With ASD: A Review of Intervention Research Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. WITMER, Auteur ; Amy NASAMRAN, Auteur ; Purvi J. PARIKH, Auteur ; Heather A. SCHMITT, Auteur ; Marianne C. CLINTON, Auteur Article en page(s) : p.67-85 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  behavior  communication  socialization Index. décimale : PER Périodiques Résumé : Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review, we examined intervention research studies focused on children with ASD in Grades K–12 that involve parents, teachers, and other school staff as data collectors. We describe the strategies that have been used in the 40 identified research studies to monitor progress in the areas of behavior and social communication. The results highlight monitoring strategies that may be helpful for parents and teachers to apply, and the discussion provides related suggestions to guide future research and practice. En ligne : http://dx.doi.org/10.1177/1088357614525659 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Using Parents and Teachers to Monitor Progress Among Children With ASD: A Review of Intervention Research [Texte imprimé et/ou numérique] / Sara E. WITMER, Auteur ; Amy NASAMRAN, Auteur ; Purvi J. PARIKH, Auteur ; Heather A. SCHMITT, Auteur ; Marianne C. CLINTON, Auteur . - p.67-85. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.67-85 Mots-clés : assessment  autism spectrum disorders  behavior  communication  socialization Index. décimale : PER Périodiques Résumé : Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review, we examined intervention research studies focused on children with ASD in Grades K–12 that involve parents, teachers, and other school staff as data collectors. We describe the strategies that have been used in the 40 identified research studies to monitor progress in the areas of behavior and social communication. The results highlight monitoring strategies that may be helpful for parents and teachers to apply, and the discussion provides related suggestions to guide future research and practice. En ligne : http://dx.doi.org/10.1177/1088357614525659 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

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