Current Trends in Psychological and Educational Approaches for Training and Teaching Students with Autism in California


Trisha SUGITA


Abstract

Within the United States, Autism Spectrum Disorder (ASD) has seen a dramatic increase over the past twenty years. As the prevalence rate of ASD increases, an increased need for expertise in the field of education has become apparent. Psychological and educational practices for training and teaching students with ASD continue to evolve in California however, a significant gap between theory and practice remains. This article provides a historical perspective of ASD and its prevalence rates. In addition, this article examines the current shifts in teacher training and provides an overview of evidence-based strategies to support students with ASD.


Keywords

Autism, Evidence-based practices, Teacher training

Paper Details

Paper Details
Topic Special Education
Pages 307 - 316
Issue IEJEE, Volume 9, Issue 2, Special Issue: Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment
Date of acceptance 01 September 2016
Read (times) 120
Downloaded (times) 95

Author(s) Details

Trisha SUGITA

Chapman University, United States


References

Baron-Cohen, S. (1999). Does the study of autism justify minimalist innate modularity? Learning and Individual Differences, 10, 179-191.

Barton, E. E., Harris, B., Leech, N., Stiff, L., Choi, G., & Joel, T. (2016). Journal of Autism Developmental Disorder, 46(1), 737-748.

Brock, M.E., Huber, H.B., Carter, E.W., Juarez, A.P., Warren, Z.E., (2014). Statewide assessment of professional development needs related to educating students with

Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67-79.

Bunch, G. C., Kibler, A., & Pimentel, S. (2014). Shared responsibility: Realizing opportunities for English learners in the Common Core English Language Arts and Disciplinary Literacy Standards. In L. Minaya-Rowe (Ed.), Effective educational programs, practices, and policies for English learners (pp. 1-28). Charlotte, NC: Information Age Publishing.

California Assembly Bill 2160 (2016). Autism Authorization. 

California Department of Education (2015). Retrieved from http://www.cde.ca.gov/ ds/ sd/ cb/ dataquest.asp.

Carter, E.W., Lane, K.L., Cooney, M., Weir, K., Moss, C.K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Journal on Intellectual and

Developmental Disabilities, 88, 16-31. doi: 10.1352/1944-7558-118.1.16 Center for Disease Control and Prevention. (2014). Prevalence of Autism Spectrum

Disorder among children aged 8 years-autism and developmental disabilities monitoring network. Morbidity and Mortality Weekly Report (MMWR), 63, 1-21.

Frith, U. & Happé F. (1994).  Autism: beyond "theory of mind." Cognition, 50(1-3), 115-32.

Individuals with Disabilities Education Act of 2004 (2004). Pub. L. No. 108-446, 118 Stat. 2647 (2004).

Just, M. A., Cherkassky, V.L., Kellar, T.A., & Minshew, N.J. (2004). Cortical activation and synchronization during sentence comprehension in High-functioning Autism: Evidence of under-connectivity. Brain, A Journal of Neurology, 127, 1811–21.

Klinger, J.K., Arguelles, M.E., Hughes, M.T., & Vaughn, S. (2001). Examining the schoolwide “spread” of research-based practices. Learning Disability Quarterly, 24, 221-234.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.

Lubas, M., Mitchell, J., De Leo, G. (2016). Evidence-based practice for teachers of children with Autism: A dynamic approach. Intervention in School and Clinic, 51(3), 188-193.

Mastropieri, M., & Scruggs, T. (2000). Promoting inclusion in secondary classrooms. Learning Disability Quarterly, 24, 265-274.

Minshew, N., Goldstein, G, & Siegel, D. (1997).  Neuropsychological functioning in Autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society 3(4), 303–316.

Mostofsky, S., Powell, S., Simmonds, D., Goldberg, M., Caffo, B., & Pekar, J. (2009). Decreased connectivity and cerebellar activity in autism during motor task performance. Brain, A Journal of Neurology, 132(9), 2413–2425.

Moss, C. M., Brookhart, S. M., & Long, B. A. (2011). Knowing your learning target.  Educational Leadership, 68(6), 66-69.

Nishimura, T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling 10(1), 19-42.

Ocampo, A. (2011). The relationship of collaboration and job satisfaction between speech-language pathologists and school psychologists. Chapman University.

Orange County Government Statistics. (2016). Community indicators. Orange, CA. Preparing America’s students for success. (2015). Retrieved from www.corestandards.org.

Sanford, C., Levine, P., & Blackorby, J. (2008). A national profile of students with Autism. Menlo Park, CA: SRI International. 

Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an Autism Spectrum Disorder. Pediatrics, 12, 1042-1049. doi: 10.1542/peds.2011-2864

Simpson, R. L., deBoer-Ott, S. R., Smith-Myles, B. (2003). Inclusion of learners with Autism Spectrum Disorders in general education settings. Top Language Disorders, 23(2), 116-133.

Sugita, T., & Ocampo, A. (2016). Academic social skills for students with Autism: A common core approach. Paper presentation. Lecture presented at Annual California Speech and Hearing Association in Anaheim, CA. 

Thompson Policy Institute. (2016). Inaugural disability summit: 2016 summary of findings. Orange, CA: Cardinal, D. & Griffiths, A.J.

U.S. Census Bureau. (2015). State Quickfacts: California. Retrieved October 31, 2016, from http://www.census.gov/quickfacts/table/PST045215/06.

Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school:  A first look at the postschool experiences of youth with disabilities. Menlo Park, CA: SRI International. 

Related Papers