Research-Based Educational Practices for Students With Autism Spectrum Disorders

被引：14
|
作者：
Ryan, Joseph B. [1 ]
Hughes, Elizabeth M. [2 ]
Katsiyannis, Antonis [1 ]
McDaniel, Melanie [3 ]
Sprinkle, Cynthia [4 ]
机构：
[1] Clemson Univ, Special Educ, Sch Educ, Clemson, SC 29634 USA
[2] Clemson Univ, Curriculum & Instruct, Sch Educ, Clemson, SC 29634 USA
[3] Vanderbilt Univ, Sch Med, Speech & Language Pathol, Nashville, TN 37235 USA
[4] Hart Acad, Hartwell, GA USA
来源：
TEACHING EXCEPTIONAL CHILDREN | 2011年 / 43卷 / 03期
关键词：
D O I：
10.1177/004005991104300307
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Autism spectrum disorder (ASD) has become the fastest growing disability in the United States, with current prevalence rates estimated at as many as 1 in 110 children (CDC, 2010). This increase in the number of students identified with ASD has significant implications for public schools. The most popular research-based educational practices for teaching this population, explored in the pages that follow, include applied behavior analysis (ABA); the Developmental, Individual-Difference, Relationship-Based model (DIR/Floortime); the Picture Exchange Communication System (PECS); social stories; and Treatment and Education of Autistic and Communication related handicapped CHildren (TEACCH).
引用
收藏
页码：56 / 64
页数：9
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