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Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice
ARTICLE

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ETADD Volume 49, Number 3, ISSN 2154-1647

Abstract

The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the vast majority of research has been conducted at the elementary and mixed grade-levels, while only a few studies were found focusing on students in the secondary grade levels. In addition, we found most of the existing research to focus primarily on reading, writing, mathematics, and/or a combination of these areas; however, studies in social studies and science instruction were scant, with only three studies identified. Effective interventions that emerged from this review included such strategies as: (a) visual supports; (b) technology-based instruction; (c) concrete representation; (d) direct instruction; and (e) behavioral interventions. Implications for both general and special educators working with students with ASD, limitations, and directions for future research are discussed.

Citation

Spencer, V.G., Evmenova, A.S., Boon, R.T. & Hayes-Harris, L. (2014). Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice. Education and Training in Autism and Developmental Disabilities, 49(3), 331-353. Retrieved August 11, 2024 from .

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