PSY FPX 5201 Assessment 1

Professional Interest

Autism Spectrum Disorder (ASD) is a developmental condition that involves difficulty with social interaction, communication, and repetitive behavior. In the United States, an approximate one in twenty-four children is impacted by ASD; the severity varies, and the range of symptoms differs among individuals. The focus of this study is to determine how it challenges the school to provide support to children with ASD, an issue that is particularly relevant to my career goals as an applied behavior analyst. As a low-income school employee, I see the challenge of providing proper support and resources for students with ASD. The aim of this research is to solve the disparity in support from ASD students in the challenges of school systems by teaching teachers, parents, and students about ASD.

Literature Review

To obtain relevant literature, keywords like “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 utilized to search databases like ExLibris, ProQuest, and SAGE. Several studies were identified that elucidated various facets of assisting children with ASD in educational settings.

Behavior and Safran (2017) brought attention to the need for innovative program development in rural settings to effectively train teachers in behavioral analysis and special education. Halakula et al. (2020) emphasized the importance of collaboration between parents and service providers to deliver educational and health services for children with ASD. Jones et al. (2017) illustrated the effectiveness of the Pen Interactive Peer Play Scale (PIPPS) in the evaluation of the quality of the colleague campaign among children with ASD and offered insightful suggestions to teachers.

Juarez et al. and Kankek et al. (2017), who posited the implications of class management methods, identified the connection between acoustic design in a class and repetitive behavior in kids with ASD. Castner et al. (2019) stressed the necessity of examining the circumstances for primary classrooms to determine functional behavior in order to make classroom management and students more successful.

PSY FPX 5201 Assessment 1 Annotated Bibliography 

Melo et al. (2016) emphasized the school’s function in offering behavioral assistance and emphasized disparities in access to service for children with ASD between non-country and rural societies. Pass et al. (2016) illustrated the efficacy of the mixed ethical simulator in minimizing issues of behavior in students with ASD and offered a promising model for teacher training. Taresh et al. (2020) identified the inadequacy of mainstream preschool teachers in recognizing children with ASD, highlighting the necessity for improved training and education.

Conclusion

Literature reviewed highlights adaptable challenges and prospects for supporting children with ASD in learning environments. By addressing such challenges through creative programs, merging services, leveraging technology, and enhancing teacher education, better serve students with school ASD.

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. The study was published in the journal Education and training in autism and developmental disabilities, volume 51, issue 4, pages 355–365.

Close, E. T., Johnson, S. R., Larsen, K. E., Brandenburg, L., Church, R., Bradshaw, C. P. (2016). To decrease the issues of behavior among students with autism spectrum disorder: coaching teachers in mixed-chorial 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). The study focuses on the skills that mainstream preschool teachers need to identify and refer 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) conducted a study. Training colleague partners to use a speech-generating unit with classmates with autism spectrum disorder: Discover communication results in preschool contexts. Journal of Speech, Language, and Hearing Research, 60, 2648-2662. https://www.eval.org/About/Guiding-Principles