What does the research say?
We constantly look to best educational practices for students with Autism.
Breitenbach, M. M., Armstrong, V. L., & Bryson, S. E. (2013). The implementation of best education practices for a student severely affected by autism. International Journal of Inclusive Education, 17(3), 277-294.
The_Implementation_of_BestEducation_Practices_for_a_Student_Severely_Affected_by_Autism
This paper discusses the implementation of a boy with a diagnosis of autism in an inclusive classroom. The goal of inclusion is described as a decrease in behaviors and an increase in engagement in addition to increasing positive interactions of students with autism with their peers. The summary and documentations of observations and the educational programming pointed to the commonality and shared vision of the school and families for the child’s educational outcome. Strong school and board leadership, key support staff that are trained, effective teaming and true inclusion were all factors in creating a positive learning environment for the students. “Leadership and collaboration at all levels, including department, school board, school, and family must be present to remove barriers and provide a continuum of supports based on the child’s assessed needs.”
Parsons, S., Charman, T., Faulkner, R., Ragan, J., Wallace, S., & Wittemeyer, K. (2013). Commentary–bridging the research and practice gap in autism: The importance of creating research partnerships with schools. Autism, 17(3), 268-280.
This article discusses why there seems to be a gap between evidence-based practices and everyday classroom practices. The discussion in this article centers around the ability to carry out intervention programs the exact way they were researched is difficult based on the need to meet the individual child’s needs. This requires flexibility and interpretation of programs and interventions. There is a disconnect between the researchers and the practical need to support children on an individual basis in complex settings of a classroom. There needs to be more collaboration of researchers and schools in understanding these gaps.
Ryan, J. B., Hughes, E. M., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2011). Research-based educational practices for students with autism spectrum disorders. Teaching Exceptional Children, 43(3), 56-64.
This article describes different levels of autism and how they are addressed in the educational setting. The article discusses Applied Behavior Analysis, Developmental-Individual Differences- Relationship-based model, Picture Exchange Communication System, Social Stories, and the Treatment and Education of Autistic and Communication Related Handicapped Children programs. All of these programs are evidence-based educational programs that are used in the education of students with autism.
Delmolino, L., & Harris, S. L. (2012). Matching children on the autism spectrum to classrooms: A guide for parents and professionals. Journal of autism and developmental disorders, 42(6), 1197-1204.
Paper_Matching_Children_to_Classrooms
This article discusses considerations for parents and professionals in deciding on a placement for a student with a diagnosis of autism. The considerations discussed are: Compatibility of ideology and values, evaluating quality indicators and evidence, identifying the relationship of child, family and placement characteristics and matching goals to treatments and measurement. The article discusses these indicators and why they are important in choosing an appropriate placement for the student.