El incremento de los deberes para casa y la exactitud de tarea con la participación de los padres en niños pequeños con trastorno del espectro autista

Students with Autism Spectrum Disorder often experience difficulty completing homework assignments independently more than students without disabilitie s. This study examined the use of a daily report card while adding a parent teacher component on the homework completion and accuracy rates of two second grade boys diagnosed with Autism. Parental participation for graphing and reviewing the student data i nvolved the home environment. Researchers found that the use of the daily report card for homework completion and accuracy increased student success with the added parent teacher communication component. The parent teacher intervention increased both stude nts’ homework completion by 65% and 38% respectively and accuracy rates by 123% and 30% respectively compared, to baseline sessions. Data showed that the addition of a parent teacher graphing component can be effective with a daily report card to increase parental involvement, while also helping increase homework completion and accuracy rates in students with Autism

Views of Catholic Middle School Students on Handling Peer Aggression

Peer aggression toward peers who are perceived as weaker or different is a widespread problem for middle-school students including those attending Catholic middle schools. Middle school students’ normative beliefs about the acceptability of various types of aggressive behavior influences their own potential involvement in bullying or as bystanders to bullying in school environments. This study examined decision-making preferences of 6th, 7th, and 8th grade girls and boys for how they thought a targeted peer (from a vulnerable group) should handle a situation of physical, verbal, or cyber aggression. Significant gender, grade and type of peer aggression effects were found for the decision making of the middle schoolers, carrying important implications for the design of future school-based bullying prevention programs

Teaching & Learning During COVID-19: Alternative Instructional Activities through Individualized Learning Plans

Prior to the COVID-19 pandemic, 75 teacher candidates from SUNY Old Westbury were engaged in their Applied Learning Practicum in public schools across Long Island. Of those students, 18 were in the Exceptional Education and Learning Department. When the first teacher candidate was asked to leave her placement, faculty in the Exceptional Education and Learning Department pivoted to design an individualized learning plan for each teacher candidate to augment their clinical placement experience

The Effects of a Function-Based Classwide Intervention on the Behavior of Students in Urban Self-Contained English Language Arts Classrooms

School-based support teams may be overwhelmed, making it essential that teachers quickly integrate effective behavior management practices into their developing repertoire of skills. Using a randomized multiple baseline design, this study investigated the effects of a function-based classwide intervention on disruptive behavior and class engagement in three urban self-contained ELA classrooms for students with emotional and behavioral disorders. Teacher implementation was supported through the application of a problem solving consultation framework. Visual analysis of observation data suggested that interventions were effective in all three classrooms. The participating teacher also reported intervention and consultation services as socially valid

Teaching Children with Autism to Understand Metaphors

The purpose of this study was to evaluate the effects of an instructional procedure on the acquisition and generalization of metaphorical understanding for children with autism spectrum disorder. Three students (two boys, one girl, 5-8 years old) participated but only two completed the study. A multiple-probe design across two behaviors and three participants was used. The metaphors were categorized by topography: metaphors involving physical features and metaphors involving abstract properties. The instruction consisted of intraverbal training using echoic prompts, picture prompts, and textual prompts. The results indicated that the instruction was effective in establishing metaphorical understanding of target metaphors. Generalized understanding to untaught metaphors occurred for the two students who completed the study, and all metaphors were maintained at a relatively high level for two months following the instruction

Teaching “Imaginary Objects” Symbolic Play to Young Children with Autism Spectrum Disorder

Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children’ symbolic play emerged or increased in free play after the instruction

Teaching & Learning During COVID-19 : Alternative Instructional Activities through Individualized Learning Plans

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Work–family strain of employees with children with disabilities

Purpose: The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement.Design/methodology/approach: Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descriptive statistical and correlational analyses were used, followed by moderated regression analysis. Findings: Results indicate that higher levels of WFC have a negative impact on parents' school engagement. Similarly, children with disabilities' increased needs for parental support have a negative impact on school engagement. Moreover, the age of children with disabilities holds a moderating role in the relationship between support needs and school engagement. Research limitations/implications: Human resource managers can acquire information regarding employed parents of children with disabilities' increased support needs and formalize flexible policies leading to supportive workplace cultures. School personnel can instigate a range of options that facilitate parents' school engagement, such as maximizing use of technology via virtual meetings and activities. Originality/value: These innovative findings contribute to theoretical underpinnings in work and family strain research as well as conservation of resources theory, given the lack of previous empirical work specific to children with disabilities and their employed parents.</p