Foundational Strategies for Elementary Students with Autism Spectrum Disorders
DOI:
https://doi.org/10.31686/ijier.vol6.iss12.1272Keywords:
autism spectrum disorder, classroom, evidence-based, foundationalAbstract
Throughout the literature there are discussions relevant to interventions and strategies that support elementary students diagnosed with an Autism Spectrum Disorder (ASD). There has not been discussion on types of strategies that are foundational and essential to have in place for the students upon entry into the elementary classroom. There is a lack of evidence research in the area of foundational supports that are essential and imperative for students with ASD to achieve academic success. The nine strategies discussed here are foundational. They are necessary supports that can then be built upon to design individual programming for each student with ASD. The nine evidence-based supports presented in this article represent specific categories based upon the most current research.
References
[1] Lang, R., O’Reilly, M.F., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K.,…Hopkins, S. (2010). Review of teacher involvement in the applied intervention research for children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(2), 268-283.
[2] Autism Society of America. (2004). www.autism-society.org.
[3] Fombonne E. et al. (1997). Autism and associated medical disorders in a French epidemiological survey. Journal of the American Academy Child & Adolescent Psychiatry, 36(11), 1561-1569.
[4] Howlin, P. (1998). Practitioner review: Psychological and educational treatments for autism. Journal of Child Psychology and Psychiatry, 39, 307-322.
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[6] Centers for Disease Control and Prevention (CDC). (2018). Prevalence of Autism Spectrum Disorders―Autism and Developmental Disabilities Monitoring Network, United States, 2014. Surveillance Summaries, MMWR,67(6), 1-23.
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[7] National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
[8] Simpson, R.L., deBoer-Ott, S.R., & Myles, B.S. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116-133.
[9] deBoer, S.R. (2009). Successful inclusion for students with autism: Creating a complete, effective, ASD inclusion program. San Francisco, CA: Jossey-Bass.
[10] National Autism Center. (2009). Evidence-based practice and autism in the schools: A guide to providing appropriate interventions to students with autism spectrum disorders. Randolph, MA: Author.
[11] Simpson, R.L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149.
[12] Volkmar, F.R., Bregman, J., Cohen, D.J., & Cicchetti, D.V. (1988). DSM-III and DSM-III-R diagnoses of autism. American Journal of Psychiatry, (145), 1404-1408.
[13] Newschaffer, C.J., Falb, M.D., & Gurney, J.G. (2005). National autism prevalence trends from united states special education data. Pediatrics, 115(3), 277-282.
[14] Bryson, S.E., & Smith, I.M. (1998). Epidemiology of autism: prevalence, associated characteristics, and implications for research and service delivery. Mental Retardation and Developmental Disabilities Research Reviews, 4, 97-103.
[15] Mayton, M.R., Wheeler, J.J., Menendez, A.L., & Zhang, J. (2010). An analysis of evidence-based practices in the education and treatment of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(4), 539-551.
[16] Autism Society of America (ASA). Facts and Statistics. Retrieved June 29, 2011 from http://www.autism-society.org/about-autism/facts-and-statistics.html
[17] Ludlow, B.L., Keramidas, C.G., & Landers, E.J. (2007). Project STARS: Using destop conferencing to prepare autism specialists at a distance. Rural Special Education Quarterly, 26(4), 27-35.
[18] Individuals with Disabilities Education Act, 1990, 20 U.S.C. § 6301 et seq.
[19] Yell, M.L., Drasgow, E., & Lowrey, K.A. (2005). No child left behind and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 130-139.
[20] Polyak, A., Kubina, R.M., & Girirajan, S. (2015). Comorbidity of intellectual disability confounds ascertainment of autism: Implications for genetic diagnosis. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 168(7), 600-608.
[21] Wilkinson, L.A. (2010). Facilitating the identification of autism spectrum disorders in school-age children. Remedial and Special Education, 31(5), 350-357.
[22] Filipek, P.A., Accardo, P.J., Baranek, G.T., Cook, Jr., E.H., Dawson, G., Gordon, B.,…Volkmar, F.R. (1999). The screening and diagnosis of autistic spectrum disorders. Journal of Autism and Developmental Disorders, 29(6), 439-484.
[23] Long, J.L., & Simpson, R.L. (2017) “Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners with Autism Spectrum Disorders.” Focus on Autism and Other Developmental Disibilities. 32(4), 269-278.
[24] Simpson, R.L., Mundschenk, N.A., & Heflin, L.J. (2011). Issues, policies, and recommendations for improving the education of learners with autism spectrum disorders. Journal of Disability Policy, 22(1), 3-17.
[25] Barnhill, G.P., Polloway, E.A., & Sumutka, B.M. (2011). A survey of personnel preparation practices in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 26(2), 75-86.
[26] Bellini, S., Henry, D., & Pratt, C. (2011). From intuition to data: Using logic models to measure professional development outcomes for educators working with students on the autism spectrum. Teacher Education and Special Education, 34(1), 37-51.
[27] No Child Left Behind Act of 2001, 20 U.S.C. 70§6301 et seq. (2002).
[28] Heflin, L.J., & Alaimo, D.F. (2007). Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River, NJ: Pearson.
[29] Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1400 et seq. Retrieved from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%2E8,c,
[30] Harlacher, J.E., Walker, N.J.N., & Sanford, A.K. (2010). The “I” in RTI: Research-based factors for intensifying instruction. Teaching Exceptional Children, 42(6), 30-38.
[31] Bender, W.N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.
[32] Shores, C. (2009). A comprehensive rti model: Integrating behavioral and academic interventions. Thousand Oaks, CA: Corwin Press
[33] Berkeley, S., Bender, W.N., Peaster, L.G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95.
[34] Hawkins, R.O., Kroeger, S.D., Musti-Rao, S., Barnett, D.W., & Ward, J.E. (2008). Preservice training in response to intervention: Learning by doing an interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.
[35] Vanderheyden, A.M. (2011). Technical adequacy of response to intervention decisions. Exceptional Children, 77(3), 335-350.
[36] Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62(4), 280-290.
[37] Gresham, F. M., VanDerHeyden, A., & Witt, J. C. (2005). Response to intervention in the identification of learning disabilities:Empirical support and future challenges. Unpublished manuscript. Retrieved from http://www.joewitt.org/Downloads/ResponsetoInterventionMSGreshamVanderheydenWitt.pdf
[38] Witsken, D., Stoeckel, A., & D’Amato, R.C. (2008). Leading educational change using a neuropsychological response-to-intervention approach: Linking our past, present, and future. Psychology in the Schools, 45(9), 781-798.
[39] Odom, S.L., Brown, W.H., Frey, T., Karasu, N., Smith-Canter, L.L., & Strain, P.S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175.
[40] Simpson, R.L., de Boer-Ott, S., Griswold, D., Myles, B., Byrd, S., Ganz, J., Cook, K., Otten, K., Ben-Arieh, J., Kline, S., & Adams, L. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press.
[41] Simpson, R.L. (2002). Professional Development in Autism Grant. Unpublished assessment form. Department of Special Education, University of Kansas, Lawrence, KS.
[42] Friend, M. & Cook, L. (2007). Interactions: Collaboration skills for school professionals (Fifth Edition). Boston, MA: Pearson.
[43] Simpson, R.L., & Myles, B.S. (2008). Educating children and youth with autism: Strategies for effective practice (Second Edition). Austin, TX: Pro-Ed.
[44] Pugach, M.C. & Johnson, L.J. (1995). Collaborative practitioners collaborative schools. Denver, CO: Love Publishing.
[45] Dalrymple, N.J. (1995). Environmental supports to develop flexibility and independence. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (p. 243-264). Albany, NY: Delmar.
[46] Buron, K.D. & Wolfberg, P. (2008). Learners on the autism spectrum: Preparing highly qualified educators. Shawnee Mission, KS: AAPC.
[47] Simpson, R.L., & Myles, B.S. (2011). Asperger syndrome and high-functioning autism: A guide for effective practice (Third Editon). Austin, TX: Pro-Ed.
[48] Glasberg, B.A. (2006). Functional behavior assessment for people with autism: Making sense of seemingly senseless behavior. Bethesda, MD: Woodbine House.
[2] Autism Society of America. (2004). www.autism-society.org.
[3] Fombonne E. et al. (1997). Autism and associated medical disorders in a French epidemiological survey. Journal of the American Academy Child & Adolescent Psychiatry, 36(11), 1561-1569.
[4] Howlin, P. (1998). Practitioner review: Psychological and educational treatments for autism. Journal of Child Psychology and Psychiatry, 39, 307-322.
[5] Schwartz, I.S., Sandall, S.R., McBride, B.J., & Boulware, G.L. (2004). Project DATA (developmentally appropriate treatment for autism): An inclusive school-based approach to educating young children with autism. Topics in Early Childhood Special Education, 24(3), 156-168.
[6] Centers for Disease Control and Prevention (CDC). (2018). Prevalence of Autism Spectrum Disorders―Autism and Developmental Disabilities Monitoring Network, United States, 2014. Surveillance Summaries, MMWR,67(6), 1-23.
Centers for Disease Control and Prevention (CDC). Research: Autism spectrum disorders-NCBDDD. Retrieved April 5, 2011 from http://www.cdc.gov/ncbddd/autism/research.html
[7] National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
[8] Simpson, R.L., deBoer-Ott, S.R., & Myles, B.S. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116-133.
[9] deBoer, S.R. (2009). Successful inclusion for students with autism: Creating a complete, effective, ASD inclusion program. San Francisco, CA: Jossey-Bass.
[10] National Autism Center. (2009). Evidence-based practice and autism in the schools: A guide to providing appropriate interventions to students with autism spectrum disorders. Randolph, MA: Author.
[11] Simpson, R.L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149.
[12] Volkmar, F.R., Bregman, J., Cohen, D.J., & Cicchetti, D.V. (1988). DSM-III and DSM-III-R diagnoses of autism. American Journal of Psychiatry, (145), 1404-1408.
[13] Newschaffer, C.J., Falb, M.D., & Gurney, J.G. (2005). National autism prevalence trends from united states special education data. Pediatrics, 115(3), 277-282.
[14] Bryson, S.E., & Smith, I.M. (1998). Epidemiology of autism: prevalence, associated characteristics, and implications for research and service delivery. Mental Retardation and Developmental Disabilities Research Reviews, 4, 97-103.
[15] Mayton, M.R., Wheeler, J.J., Menendez, A.L., & Zhang, J. (2010). An analysis of evidence-based practices in the education and treatment of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(4), 539-551.
[16] Autism Society of America (ASA). Facts and Statistics. Retrieved June 29, 2011 from http://www.autism-society.org/about-autism/facts-and-statistics.html
[17] Ludlow, B.L., Keramidas, C.G., & Landers, E.J. (2007). Project STARS: Using destop conferencing to prepare autism specialists at a distance. Rural Special Education Quarterly, 26(4), 27-35.
[18] Individuals with Disabilities Education Act, 1990, 20 U.S.C. § 6301 et seq.
[19] Yell, M.L., Drasgow, E., & Lowrey, K.A. (2005). No child left behind and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 130-139.
[20] Polyak, A., Kubina, R.M., & Girirajan, S. (2015). Comorbidity of intellectual disability confounds ascertainment of autism: Implications for genetic diagnosis. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 168(7), 600-608.
[21] Wilkinson, L.A. (2010). Facilitating the identification of autism spectrum disorders in school-age children. Remedial and Special Education, 31(5), 350-357.
[22] Filipek, P.A., Accardo, P.J., Baranek, G.T., Cook, Jr., E.H., Dawson, G., Gordon, B.,…Volkmar, F.R. (1999). The screening and diagnosis of autistic spectrum disorders. Journal of Autism and Developmental Disorders, 29(6), 439-484.
[23] Long, J.L., & Simpson, R.L. (2017) “Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners with Autism Spectrum Disorders.” Focus on Autism and Other Developmental Disibilities. 32(4), 269-278.
[24] Simpson, R.L., Mundschenk, N.A., & Heflin, L.J. (2011). Issues, policies, and recommendations for improving the education of learners with autism spectrum disorders. Journal of Disability Policy, 22(1), 3-17.
[25] Barnhill, G.P., Polloway, E.A., & Sumutka, B.M. (2011). A survey of personnel preparation practices in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 26(2), 75-86.
[26] Bellini, S., Henry, D., & Pratt, C. (2011). From intuition to data: Using logic models to measure professional development outcomes for educators working with students on the autism spectrum. Teacher Education and Special Education, 34(1), 37-51.
[27] No Child Left Behind Act of 2001, 20 U.S.C. 70§6301 et seq. (2002).
[28] Heflin, L.J., & Alaimo, D.F. (2007). Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River, NJ: Pearson.
[29] Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1400 et seq. Retrieved from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%2E8,c,
[30] Harlacher, J.E., Walker, N.J.N., & Sanford, A.K. (2010). The “I” in RTI: Research-based factors for intensifying instruction. Teaching Exceptional Children, 42(6), 30-38.
[31] Bender, W.N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.
[32] Shores, C. (2009). A comprehensive rti model: Integrating behavioral and academic interventions. Thousand Oaks, CA: Corwin Press
[33] Berkeley, S., Bender, W.N., Peaster, L.G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95.
[34] Hawkins, R.O., Kroeger, S.D., Musti-Rao, S., Barnett, D.W., & Ward, J.E. (2008). Preservice training in response to intervention: Learning by doing an interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.
[35] Vanderheyden, A.M. (2011). Technical adequacy of response to intervention decisions. Exceptional Children, 77(3), 335-350.
[36] Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62(4), 280-290.
[37] Gresham, F. M., VanDerHeyden, A., & Witt, J. C. (2005). Response to intervention in the identification of learning disabilities:Empirical support and future challenges. Unpublished manuscript. Retrieved from http://www.joewitt.org/Downloads/ResponsetoInterventionMSGreshamVanderheydenWitt.pdf
[38] Witsken, D., Stoeckel, A., & D’Amato, R.C. (2008). Leading educational change using a neuropsychological response-to-intervention approach: Linking our past, present, and future. Psychology in the Schools, 45(9), 781-798.
[39] Odom, S.L., Brown, W.H., Frey, T., Karasu, N., Smith-Canter, L.L., & Strain, P.S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175.
[40] Simpson, R.L., de Boer-Ott, S., Griswold, D., Myles, B., Byrd, S., Ganz, J., Cook, K., Otten, K., Ben-Arieh, J., Kline, S., & Adams, L. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press.
[41] Simpson, R.L. (2002). Professional Development in Autism Grant. Unpublished assessment form. Department of Special Education, University of Kansas, Lawrence, KS.
[42] Friend, M. & Cook, L. (2007). Interactions: Collaboration skills for school professionals (Fifth Edition). Boston, MA: Pearson.
[43] Simpson, R.L., & Myles, B.S. (2008). Educating children and youth with autism: Strategies for effective practice (Second Edition). Austin, TX: Pro-Ed.
[44] Pugach, M.C. & Johnson, L.J. (1995). Collaborative practitioners collaborative schools. Denver, CO: Love Publishing.
[45] Dalrymple, N.J. (1995). Environmental supports to develop flexibility and independence. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (p. 243-264). Albany, NY: Delmar.
[46] Buron, K.D. & Wolfberg, P. (2008). Learners on the autism spectrum: Preparing highly qualified educators. Shawnee Mission, KS: AAPC.
[47] Simpson, R.L., & Myles, B.S. (2011). Asperger syndrome and high-functioning autism: A guide for effective practice (Third Editon). Austin, TX: Pro-Ed.
[48] Glasberg, B.A. (2006). Functional behavior assessment for people with autism: Making sense of seemingly senseless behavior. Bethesda, MD: Woodbine House.
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How to Cite
Long, J. L. (2018). Foundational Strategies for Elementary Students with Autism Spectrum Disorders. International Journal for Innovation Education and Research, 6(12), 227-241. https://doi.org/10.31686/ijier.vol6.iss12.1272
