Function-based Interventions for Children with Autism Spectrum Disorders in Schools: A Review.
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| Title: | Function-based Interventions for Children with Autism Spectrum Disorders in Schools: A Review. |
|---|---|
| Authors: | Goh, Ailsa E.1, Drogan, Robin R.2, Papay, Clare K.3 ailsa.goh@nie.edu.sg |
| Source: | International Journal of Special Education. 2017, Vol. 32 Issue 1, p115-133. 19p. |
| Abstract: | An increasing numbers of students with autism spectrum disorder (ASD) are serviced in special and general education settings. Many students with ASD need behavioral supports in order to participate meaningfully in school settings. Function-based intervention has been shown to be effective in decreasing problem behavior and increasing appropriate behavior for students with ASD, however, there are still a number of gaps in the literature. The purpose of this study was to synthesize and examine the research on function-based intervention used in the reduction of problem behavior for students with ASD in school settings. Thirty-seven studies representing 62 participants were included in this review. Descriptive information on various characteristics of the participant, assessment, intervention, and study is provided. Limited teacher involvement and lack of evaluation of generalization and maintenance were common across the studies reviewed. Implications of the findings, study limitations, and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 156694071 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Function-based Interventions for Children with Autism Spectrum Disorders in Schools: A Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Goh%2C+Ailsa+E%2E%22">Goh, Ailsa E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Drogan%2C+Robin+R%2E%22">Drogan, Robin R.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Papay%2C+Clare+K%2E%22">Papay, Clare K.</searchLink><relatesTo>3</relatesTo><i> ailsa.goh@nie.edu.sg</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2017, Vol. 32 Issue 1, p115-133. 19p. – Name: Abstract Label: Abstract Group: Ab Data: An increasing numbers of students with autism spectrum disorder (ASD) are serviced in special and general education settings. Many students with ASD need behavioral supports in order to participate meaningfully in school settings. Function-based intervention has been shown to be effective in decreasing problem behavior and increasing appropriate behavior for students with ASD, however, there are still a number of gaps in the literature. The purpose of this study was to synthesize and examine the research on function-based intervention used in the reduction of problem behavior for students with ASD in school settings. Thirty-seven studies representing 62 participants were included in this review. Descriptive information on various characteristics of the participant, assessment, intervention, and study is provided. Limited teacher involvement and lack of evaluation of generalization and maintenance were common across the studies reviewed. Implications of the findings, study limitations, and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=156694071 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 115 Titles: – TitleFull: Function-based Interventions for Children with Autism Spectrum Disorders in Schools: A Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Goh, Ailsa E. – PersonEntity: Name: NameFull: Drogan, Robin R. – PersonEntity: Name: NameFull: Papay, Clare K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 32 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Special Education Type: main |
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