Students With Autism Spectrum Disorder : The Diject Design Study

One of the main controversial disputes regarding education is if test taking is actually a beneficial form of a learning technique for students. Within the context of Henry L. Roediger III’s article, How Tests Make Us Smarter, Roediger goes into depth upon how giving students “low-stakes quizzes” could help improve their memory as well as consistent and spread out practice. Psychology In Action, written by both Karen Huffman and Katherine Dowdell, also restates similar learning techniques within their first chapter.

Proper and applicable assessment measures are the foundation to evidence-based assessments. For psychologists, it is critical to choose the best assessment tools that can provide the most reliable and valid measures to give accurate suggestions about the most relevant intervention procedures. Application of psychometrically valid tools and significant data assembly is decisive for optimal intervention at the early stages of the diagnosis of the Autism Spectrum Disorder.

For their study Spooner et al., 2014 used four male elementary aged students diagnosed with autism. The teachers at the elementary school selected participants; all four students were nonverbal ranging from age 8-12. The interventions were held in two Special Ed classrooms in an elementary school located in the southeast. Five other students and a paraprofessional were also present during interventions. Four books were chosen for the study and modified to include a repeated storyline in order to highlight vocabulary. The four books were Where the Wild Things are, Rainbow Fish, Stellaluna, and Officer Buckle, these books were chosen because of their inclusion in a research-based literacy curriculum (Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012; Zakas & Schreiber, 2010). The books were modified to ensure content validity; there were six listening comprehension questions for each book. One of the six questions was randomly assigned to be used for each

The “Integrated Algebra Test Sampler Fall 2007” consists of 39 questions in total, 30 of which are test items and 9 open-ended questions. A majority of the exam gives questions that require the students to know vocabulary words that must have been presented to them throughout their time in the course. These are the types of questions that students should not have trouble with, even those who are struggling readers, including ELL’s. However, there are students who struggle more than others when it comes to reading and pointing out key words. Even though the questions do require them to have some knowledge of the vocabulary, it does not mean that the students understand what they are asked for in a question when they are presented the questions consisting the vocabulary. A good example of this is seen when the question asks for an answer that is not a possible solution to the question. Those who struggle with reading have a hard time understanding what they are being asked. There are several items and open-ended questions in the exam that require the student to have some proficiency in reading. These are the test items that the students, who are not proficient in reading, may have difficulty in. Throughout the exam the level of proficient reading increases as they get into part III, where they are required to answer word problems consisting of several parts. Since these questions are each worth more points, it seems as thought many of the students, who are not proficient in

The Autism Spectrum Disorder (ASD) program is an eleven-month program designed for students diagnosed with an Autism Spectrum Disorder (ASD) in grades PK-12 who require intensive, specially designed instruction and support in order to access the curriculum. Students served in the program have needs in multiple areas such as communication, social, behavior and academic.

Dipeolu, Storlie, and Johnson (2014) focus on strategies for school counselors in assisting students with disabilities, more specifically students with High-functioning Autism Spectrum Disorder (HASD) in their transition process. These counselors are not as prepared to work with the unique transition path of HASD students in comparison to their typical peers. The purpose of this article is to build awareness and understanding of the struggles the HASD students face and provide the school counselors with strategies to assist these students in their transition beyond high school. Dipeolu, Storlie, and Johnson use a model of eleven essential elements for a successful transition:

Effective science teaching allows pupils to be able to make connections to the real world and construct meaning for natural occurrences. As STEM advocates, children with Autism should be given opportunities to scientific concepts and practices in order to gain scientific knowledge. Furthermore, teachers are instructed in accordance with teachers’ standards to spur on and stimulate pupils in conjunction with ensuring that pupils learning is progressive. The teacher is responsible for ensuring that pupil’s needs are being met and this would be demonstrated effectively by ensuring George’s learning needs and barriers presented by his ASD condition are strategically

At an early age it is easy to observe the way children interact with their peers prior to any knowledge of disabilities the child may contain. The focus of this study is to see if education is a factor that contributes to progressive or digressive prosocial behavior within Typically Developing children’s interactions with children with Autism Spectrum Disorder. A Typically Developing Child is a child is growing according to normal standards in reference to social interactions and physical developments.

Kekki has been my student since she turns to 3 years old. She was identifies with developmental delayed and she was placed in Early Childhood Intervention settings. Personally I have received the opportunity to work with Kekki for 3 academic years. During this period, I could establish a healthy relation with the parent would reinforce my effort to collect data about Kekki’s function at home and social circumstances as well. The research question developed for this course study is:

Students with Autism Spectrum Disorder (ASD) have different needs and they have a wide range of disabilities. For example, some students with ASD are non-verbal and some students with ASD are extremely intelligent. At times outsiders would not know they have autism. This paper will discuss an after school program for 10 students diagnosed with ASD. In addition, this paper will talk about the overall goal of the program, location, timeframe, measured data, assistive technologies used, staffing, and rationale for the program.

An experiment was conducted by Kaartinen, Puura, Helminen, Salmelin, Pelkonen, and Juujarvi (2017) to explore whether boys and girls with autism spectrum disorder would display stronger reactive aggression than the boys and girls without autism spectrum disorder. Autism spectrum disorder or ASD is a neurological disorder that affects the functioning of the brain. There are three different types of ASD; autistic disorder also known as "classic autism", Asperger's Syndrome, and pervasive developmental disorder also called "atypical autism". They all have different characteristics, ranging from mild to severe language delays, social and communication challenges, to language or intellectual disabilities. Boys are three to four times more likely to be diagnosed with ASD than girls. This article focuses on

According to Purdue Owl, a research paper is defined as “the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition.” The preliminary and most important step of writing a research paper is, unsurprisingly, the research itself as it provides the writer the essential information to create the paper. In the past, collecting information required hours of pulling information from journals and books that had to be first evaluated for credibility based on the author or organization that published the source. However, the emergence of the Internet now allows users to easily obtain information from multiple resources at a time with. With an abundance of information

Carberry (2014, p. 22) discusses how Guided Reading supports students with autism with developing meaning. If it is conducted in a small group setting and involves reading, thinking and discussing it can also promote social interaction with peers. The instructional level is said to be within the student’s Zone of Proximal Development. The teacher provides scaffolding and uses problem solving methods to promote meaning of texts.

To prepare for this project I had to analyze multiple situations to ensure I get the most information that would be beneficial to my project. In order to have a successful project, I needed both primary and secondary sources. For my primary sources, I decided to interview three different individuals to get the full perspective on how effect my project would be and what changes I could make. I interviewed a teacher who has worked with children with Autism, her perspective was important because it gave insight on how children with Autism work in the classroom. In addition, I interviewed a family member of a child with Autism. Her perspective was important because it factored in the family perspective of this project and what they believe is best for the child. Lastly, I interviewed a public school’s solicitor to gain a practical and legal sense of the effects of the project.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.