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Strategies in supporting inclusive education for autistic students ”A systematic review of qualitative research results / Linda PETERSSON-BLOOM in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Strategies in supporting inclusive education for autistic students ”A systematic review of qualitative research results Type de document : Texte imprimé et/ou numérique Auteurs : Linda PETERSSON-BLOOM, Auteur ; Mona HOLMQVIST, Auteur Langues : Anglais (eng) Mots-clés : Autism inclusive education strategies in the learning environment qualitative research Index. décimale : PER Périodiques Résumé : Background and Aim Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. Method In this systematic review, four databases were searched. Following the preferred PRISMA approach, 108 studies met the inclusion criteria, and study characteristics were reported. Synthesis of key findings from included studies was conducted to provide a more comprehensive and holistic understanding. Main Contribution This article provides insights into a complex area via aggregating findings from qualitative research a comprehensive understanding of the phenomena is presented. The results of the qualitative analysis indicate a focus on teachers’ attitudes and students’ social skills in research. Only 16 studies were at the classroom level, 89 were at the school level, and three studies were not categorized at either classroom or school level. A research gap was identified regarding studies focusing on the perspectives of autistic students, environmental adaptations to meet the students’ sensitivity difficulties, and how to enhance the students’ inclusion regarding content taught and knowledge development from a didactic perspective. Conclusions and Implications Professional development that includes autism-specific understanding and strategies for adjusting and modifying to accommodate autistic students is essential. This conclusion may direct school leaders when implementing professional development programs. A special didactical perspective is needed to support teachers’ understanding of challenges in instruction that autistic students may encounter. En ligne : http://dx.doi.org/10.1177/23969415221123429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Strategies in supporting inclusive education for autistic students ”A systematic review of qualitative research results [Texte imprimé et/ou numérique] / Linda PETERSSON-BLOOM, Auteur ; Mona HOLMQVIST, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism inclusive education strategies in the learning environment qualitative research Index. décimale : PER Périodiques Résumé : Background and Aim Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. Method In this systematic review, four databases were searched. Following the preferred PRISMA approach, 108 studies met the inclusion criteria, and study characteristics were reported. Synthesis of key findings from included studies was conducted to provide a more comprehensive and holistic understanding. Main Contribution This article provides insights into a complex area via aggregating findings from qualitative research a comprehensive understanding of the phenomena is presented. The results of the qualitative analysis indicate a focus on teachers’ attitudes and students’ social skills in research. Only 16 studies were at the classroom level, 89 were at the school level, and three studies were not categorized at either classroom or school level. A research gap was identified regarding studies focusing on the perspectives of autistic students, environmental adaptations to meet the students’ sensitivity difficulties, and how to enhance the students’ inclusion regarding content taught and knowledge development from a didactic perspective. Conclusions and Implications Professional development that includes autism-specific understanding and strategies for adjusting and modifying to accommodate autistic students is essential. This conclusion may direct school leaders when implementing professional development programs. A special didactical perspective is needed to support teachers’ understanding of challenges in instruction that autistic students may encounter. En ligne : http://dx.doi.org/10.1177/23969415221123429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings / Síglia PIMENTEL HOHER CAMARGO in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Síglia PIMENTEL HOHER CAMARGO, Auteur ; Mandy RISPOLI, Auteur ; Jennifer GANZ, Auteur ; Ee Rea HONG, Auteur ; Heather DAVIS, Auteur ; Rose MASON, Auteur Article en page(s) : p.2096-2116 Langues : Anglais (eng) Mots-clés : ASD Social skills Behavioral interventions Inclusive education Single-case research Quality analysis Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2060-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2096-2116[article] A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings [Texte imprimé et/ou numérique] / Síglia PIMENTEL HOHER CAMARGO, Auteur ; Mandy RISPOLI, Auteur ; Jennifer GANZ, Auteur ; Ee Rea HONG, Auteur ; Heather DAVIS, Auteur ; Rose MASON, Auteur . - p.2096-2116.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2096-2116
Mots-clés : ASD Social skills Behavioral interventions Inclusive education Single-case research Quality analysis Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2060-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings / Laci WATKINS in Journal of Autism and Developmental Disorders, 45-4 (April 2015)
[article]
Titre : A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur Article en page(s) : p.1070-1083 Langues : Anglais (eng) Mots-clés : Autism Peer-mediated intervention Peer interaction Social skills Inclusive education Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083[article] A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings [Texte imprimé et/ou numérique] / Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur . - p.1070-1083.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083
Mots-clés : Autism Peer-mediated intervention Peer interaction Social skills Inclusive education Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting / X. HU in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
[article]
Titre : Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting Type de document : Texte imprimé et/ou numérique Auteurs : X. HU, Auteur ; Q. ZHENG, Auteur ; G. T. LEE, Auteur Article en page(s) : p.2444-2457 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Inclusive education LEGO(R) play Peer mediation Social skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of a peer-mediated LEGO(R) play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO(R) construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. En ligne : http://dx.doi.org/10.1007/s10803-018-3502-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2444-2457[article] Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting [Texte imprimé et/ou numérique] / X. HU, Auteur ; Q. ZHENG, Auteur ; G. T. LEE, Auteur . - p.2444-2457.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2444-2457
Mots-clés : Autism spectrum disorder Inclusive education LEGO(R) play Peer mediation Social skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of a peer-mediated LEGO(R) play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO(R) construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. En ligne : http://dx.doi.org/10.1007/s10803-018-3502-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities / Anke BOER in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
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Titre : Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur Article en page(s) : p.572-583 Langues : Anglais (eng) Mots-clés : Attitudes Peers Severe physical and intellectual disabilities Inclusive education Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583[article] Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities [Texte imprimé et/ou numérique] / Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur . - p.572-583.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583
Mots-clés : Attitudes Peers Severe physical and intellectual disabilities Inclusive education Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Peer mediation in play settings for minimally verbal students with autism Spectrum disorder / Gaïd LE MANER-IDRISSI ; Tanguy SEVENO ; Olivier LE MAREC ; Sandrine LE SOURN-BISSAOUI in Autism & Developmental Language Impairments, 8 (January-December 2023)
PermalinkProfessional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals / Linda PETERSSON BLOOM in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
PermalinkTeachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties / Mickaël JURY in Research in Autism Spectrum Disorders, 83 (May 2021)
PermalinkPeer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings / Neil HUMPHREY in Autism, 15-4 (July 2011)
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