Principals' and Teachers' Reports of Successful Teaching Strategies With Children With High-Functioning Autism Spectrum Disorder
Little research has been conducted on the evidence base for educational interventions implemented by teachers targeting students with high-functioning autism spectrum disorder (HFASD). Research examining particular techniques perceived as effective may facilitate guidelines for the application of ev...
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| Veröffentlicht in: | Canadian journal of school psychology 2017-09, Vol.32 (3), p.192-208 |
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| container_title | Canadian journal of school psychology |
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| creator | Stokes, Mark A. Thomson, Mary Macmillan, Caitlin M. Pecora, Laura Dymond, Sarah R. Donaldson, Emma |
| description | Little research has been conducted on the evidence base for educational interventions implemented by teachers targeting students with high-functioning autism spectrum disorder (HFASD). Research examining particular techniques perceived as effective may facilitate guidelines for the application of evidence-based practices. A principal and teacher of students with HFASD from each of 29 different schools provided information on their current teaching interventions. Principals participated in an online survey designed to ascertain support for HFASD learners in their school, whereas teachers completed an online reflective journal to document methods they used in the classroom. Both teachers and principals found numerous strategies such as structure and incorporating needs to be successful. Inappropriate communication, disorganisation, and a lack of understanding were considered unhelpful. These results have implications for current practices in classrooms. [Author abstract] |
| doi_str_mv | 10.1177/0829573516672969 |
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Research examining particular techniques perceived as effective may facilitate guidelines for the application of evidence-based practices. A principal and teacher of students with HFASD from each of 29 different schools provided information on their current teaching interventions. Principals participated in an online survey designed to ascertain support for HFASD learners in their school, whereas teachers completed an online reflective journal to document methods they used in the classroom. Both teachers and principals found numerous strategies such as structure and incorporating needs to be successful. Inappropriate communication, disorganisation, and a lack of understanding were considered unhelpful. These results have implications for current practices in classrooms. 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Research examining particular techniques perceived as effective may facilitate guidelines for the application of evidence-based practices. A principal and teacher of students with HFASD from each of 29 different schools provided information on their current teaching interventions. Principals participated in an online survey designed to ascertain support for HFASD learners in their school, whereas teachers completed an online reflective journal to document methods they used in the classroom. Both teachers and principals found numerous strategies such as structure and incorporating needs to be successful. Inappropriate communication, disorganisation, and a lack of understanding were considered unhelpful. These results have implications for current practices in classrooms. [Author abstract]</description><subject>Administrator Surveys</subject><subject>Autism</subject><subject>Autism spectrum disorders</subject><subject>Autistic children</subject><subject>Children & youth</subject><subject>Classroom Design</subject><subject>Classroom techniques</subject><subject>Classrooms</subject><subject>Developmental disabilities</subject><subject>Education</subject><subject>Educational psychology</subject><subject>Elementary Secondary Education</subject><subject>Evidence based practice</subject><subject>Extracurricular activities</subject><subject>Foreign Countries</subject><subject>Intervention</subject><subject>Learning</subject><subject>Mental disorders</subject><subject>Online Surveys</subject><subject>Outcomes of Education</subject><subject>Participation</subject><subject>Pervasive Developmental Disorders</subject><subject>Polls & surveys</subject><subject>Preschool Children</subject><subject>Primary secondary education</subject><subject>Principals</subject><subject>Schools</subject><subject>Statistical analysis</subject><subject>Students</subject><subject>Surveys</subject><subject>Teacher Administrator Relationship</subject><subject>Teacher attitudes</subject><subject>Teacher effectiveness</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching 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| ispartof | Canadian journal of school psychology, 2017-09, Vol.32 (3), p.192-208 |
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| source | SAGE Complete A-Z List |
| subjects | Administrator Surveys Autism Autism spectrum disorders Autistic children Children & youth Classroom Design Classroom techniques Classrooms Developmental disabilities Education Educational psychology Elementary Secondary Education Evidence based practice Extracurricular activities Foreign Countries Intervention Learning Mental disorders Online Surveys Outcomes of Education Participation Pervasive Developmental Disorders Polls & surveys Preschool Children Primary secondary education Principals Schools Statistical analysis Students Surveys Teacher Administrator Relationship Teacher attitudes Teacher effectiveness Teachers Teaching Teaching Methods |
| title | Principals' and Teachers' Reports of Successful Teaching Strategies With Children With High-Functioning Autism Spectrum Disorder |
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