Professional Interest
PSY FPX 5201 Assessment 1 Autism Spectrum Disorder (ASD) is a developmental condition that involves difficulties in social interaction, communication and repetitive behavior. In the United States, an estimated in twenty -four children with ASD vary, the severity varies and the range of symptoms between individuals. It is our concern in this study to determine how the school assists children with ASD, an issue particularly germane to my professional aspiration as applied behavior analyst. Being employed in a low-income school, I see firsthand the difficulties of offering proper support and resources to students with ASD. The aim of this research is to bridge the gap in support from ASD students in the failing school systems by enlightening teachers, parents and students on ASD.
Literature Review
In order to find relevant literature, the keywords “Low-income schools,” “ASD Students,” “Autism Classroom setting,” “Autism,” “Behavior intervention in rural schools,” “Strategies for educators,” and “Helping ASD students in the classroom” were used to search databases such as ExLibris, ProQuest, and SAGE. A number of studies have been found that shed light on different aspects of supporting students with ASD in schools.
Behavior and Safran (2017) highlighted the necessity of the construction of innovative programs in rural areas to effectively educate teachers in special education and behavioral analysis. Halakula et al. (2020) highlighted the significance of the unification of health and educational services for children with ASD by service providers and parents. Jones et al. (2017) illustrated the value of Penn Interactive Peer Play Scale (Pipps) for measuring the quality of the colleague campaign among children with ASD, and presented beneficial information to teachers.
Juarez et al., Kankek et al. (2017), which proposed the implications of class management strategies, established a connection between class acoustic design and repetitive behavior among children with ASD. Castner et al. (2019) highlighted the need for evaluating the situation for basic classrooms to evaluate functional behavior for enhancing the effectiveness of classroom management and students.
PSY FPX 5201 Assessment 1 Annotated Bibliography
PSY FPX 5201 Assessment 1 Melo et al. (2016) stressed the school’s role in giving behavioral assistance, and emphasized differences in access to services for ASD children between non-country societies and rural societies. Pass et al. (2016) proved the efficacy of the mixed ethical simulator to mitigate the issues of behavior among students with ASD, and gave a promising method to train teachers. Taresh et al. (2020) uncovered the shortage of competencies among traditional preschool teachers to recognize children with ASD, portraying the necessity of improved training and education.
Conclusion
Reviewed literature highlights adaptable challenges and opportunities for supporting children with ASD in school environments. Solving these challenges through innovative interventions, service integration, leveraging technology and enhancing teacher training, help address students’ needs with school ASD better.
References
Behavam, KS and Saffron, A. (2017). More with less: Innovative program construction in ABA and special education in rural surroundings. Rural Special Education Quarterly, 36 (1), 25-30. https://doi.org/10.1007
Halakula, A., Buy, A. J., Choi, H., Li, M. K., Louis, S. Q., and Keening, T. L. (2020). The burden of serving parents for children with ASD-not use for service providers. Journal of Service Management, 31 (5), 1015–1039. . https://doi.org/10.1007/s10803-018-3524-Y.
Jones, R. M., Pickle, A. and Lord, C. (2017). Pen Interactive Peer Play Scale (Pipps) evaluation of the quality of conversation in children and adolescents with autism. Molecular autism. Doi: 10.1186/s13229-017-0144-x.
Juarez a. P., Vitlaf, A.S. Initial identification of ASD by telemedicine: Postal value for the subordinate population. Autism and Developmental Disorder Journal, 48 (12), 2601-2610.
Kankakee, S. A., Shapele, M., Tasinary, L. G., Varni, J. W., and Fawaz, H. M. (2017). An observational study of acoustic design and repetitive behavior in children suffering from autism. Environment and behavior, 49 (8), 847–873. Doi Doi 10.1177/0013916516516669389.
Castner, K. M., Peterson, S. M., Aldridge, R. R., and Peterson, L. D. (2019). The concept of the status of the basic classroom in evaluating functional behavior in school environments. Behavior analysis International, 12 (2), 452–465. . https://doi.org/10.1007
PSY FPX 5201 Assessment 1 Annotated Bibliography
Melo, M. P., Goldman, S. E., Urbano, R. C., and Hodapp, R. V. (2016). Services for children with autism spectrum disorder: Comparison of rural and non-country societies. Education and training in autism and developmental disabilities, 51 (4), 355–365.
Close, E. T., Johnson, S. R., Larsen, K. E., Brandenburg, L., Church, R., Bradshow, C. P. (2016). To decrease the issues of behavior among students with autism spectrum disorder: Training teachers in mixed-gorial settings. Journal of Autism and Developmental Disorder, 46, 3640-3652.
. https://www.outreachmadisonlgbt.org/home
Taresh, S. M., Ahmed, N. A., Rosian, S., Marof, A. M., and Zaid, S. M. (2020). Skills for mainstream preschool teachers in identifying and referring to children with Autism Spectrum Disorder (ASD). International Journal of Environmental Research and Public Health, 17 (12), 4284..https://www.eval.org/About/Guiding-Principles
Thean-Borke, K. S., McGuff, S., and Goldstein, H. (2017). Educating colleague partners to implement a speech-generating device with peers with autism spectrum disorder: Find communication outcomes in preschool settings. Journal of Speech, Language and Hearing Research, 60, 2648-2662. https://www.eval.org/About/Guiding-Principles
