Interventions for challenging behavior of autistic students in general education settings: A systematic literature review / Emily GREGORI ; Stephanie HUFF ; Ramella LEE ; Nate RENDON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102385 Titre : Interventions for challenging behavior of autistic students in general education settings: A systematic literature review Type de document : texte imprimé Auteurs : Emily GREGORI, Auteur ; Stephanie HUFF, Auteur ; Ramella LEE, Auteur ; Nate RENDON, Auteur Année de publication : 2024 Article en page(s) : p.102385 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Challenging behavior  Problem behavior  Behavioral intervention  Systematic review Index. décimale : PER Périodiques Résumé : Background As the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. Method A literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. Results A lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. Conclusions Findings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices. En ligne : https://doi.org/10.1016/j.rasd.2024.102385 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Interventions for challenging behavior of autistic students in general education settings: A systematic literature review [texte imprimé] / Emily GREGORI, Auteur ; Stephanie HUFF, Auteur ; Ramella LEE, Auteur ; Nate RENDON, Auteur . - 2024 . - p.102385. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102385 Mots-clés : Autism  Inclusion  Challenging behavior  Problem behavior  Behavioral intervention  Systematic review Index. décimale : PER Périodiques Résumé : Background As the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. Method A literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. Results A lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. Conclusions Findings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices. En ligne : https://doi.org/10.1016/j.rasd.2024.102385 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers / Catharine LORY in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202962 Titre : Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers Type de document : texte imprimé Auteurs : Catharine LORY, Auteur ; Qingli LEI, Auteur ; Emily GREGORI, Auteur ; Travis HAMMOND, Auteur ; Ramella LEE, Auteur ; Stephanie HUFF, Auteur Article en page(s) : 202962 Langues : Anglais (eng) Mots-clés : Autism  School  Teachers  Special education  General education  Qualitative Index. décimale : PER Périodiques Résumé : Objectives As the number of students with autism continues to rise, more educators are expected to address their needs. This qualitative study examined teachers’ strengths and limitations across academic, behavioral, social, and functional domains, and what they perceive as facilitators and barriers in supporting these students. Methods Focus groups were conducted with 17 teachers from an urban Southwestern U.S. region. A preliminary codebook was developed based on prior literature and iteratively refined through team coding of transcripts and identification of emergent themes. Results Teachers most frequently identified academics as a strength, citing familiarity with the content and teaching methods. Addressing behavioral issues was most frequently reported as the most challenging area, due to significant student needs, limited training, and resource gaps. Top facilitators included collaboration with families or staff, availability of support personnel, and teacher confidence; top barriers included inadequate training, staff support, and administrative support. Conclusions Study findings suggest the need for more frequent and relevant training for teachers across general and special education, more opportunities for professional collaboration, and administrative actions to strengthen staff capacity to serve students with autism across domains. En ligne : https://doi.org/10.1016/j.reia.2026.202962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers [texte imprimé] / Catharine LORY, Auteur ; Qingli LEI, Auteur ; Emily GREGORI, Auteur ; Travis HAMMOND, Auteur ; Ramella LEE, Auteur ; Stephanie HUFF, Auteur . - 202962. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202962 Mots-clés : Autism  School  Teachers  Special education  General education  Qualitative Index. décimale : PER Périodiques Résumé : Objectives As the number of students with autism continues to rise, more educators are expected to address their needs. This qualitative study examined teachers’ strengths and limitations across academic, behavioral, social, and functional domains, and what they perceive as facilitators and barriers in supporting these students. Methods Focus groups were conducted with 17 teachers from an urban Southwestern U.S. region. A preliminary codebook was developed based on prior literature and iteratively refined through team coding of transcripts and identification of emergent themes. Results Teachers most frequently identified academics as a strength, citing familiarity with the content and teaching methods. Addressing behavioral issues was most frequently reported as the most challenging area, due to significant student needs, limited training, and resource gaps. Top facilitators included collaboration with families or staff, availability of support personnel, and teacher confidence; top barriers included inadequate training, staff support, and administrative support. Conclusions Study findings suggest the need for more frequent and relevant training for teachers across general and special education, more opportunities for professional collaboration, and administrative actions to strengthen staff capacity to serve students with autism across domains. En ligne : https://doi.org/10.1016/j.reia.2026.202962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

---

1 (1 - 2 / 2) Par page : 25 50 100 200