Decoding Skills of Middle-School Students with Autism: An Evaluation of the Nonverbal Reading Approach

Students diagnosed with autism demonstrate a deficit in communication skills, which affects their literacy skills. Federal legislation mandates that students with disabilities receive a free appropriate public education, be taught how to read, and have access to the general education curriculum. Students with autism are being included more in the general education classroom. Prior literacy instruction for students with moderate to severe forms of disabilities has shown promising results. The whole language approach to teaching students with autism how to read has been researched extensively, particularly in the area of sight-word identification. One major limitation to this approach, however, is that students are unable to read unknown words. This greatly impacts their ability to read text that has not been explicitly taught. The purpose of this study was to determine if the Nonverbal Reading Approach (NRA) is an effective method for teaching 11-14 year old students with autism to read unknown words. Two students with autism were included in the study, and all phases of the study were conducted in a self-contained classroom in a middle-school located in the southwestern United States. Ten target words were identified using a phonics survey, and were taught using the teacher-led and the computer-assisted components of the Nonverbal Reading Approach. A multiple probe design across participants combined with an adapted alternating treatment design was used to determine the effectiveness of both components of the Nonverbal Reading Approach on unknown word reading ability. The researchers measured the percentage correct at which students were able to read unknown words using the teacher-led and computer-led approaches of the Nonverbal Reading Approach. Data were collected on student responses, on the fidelity of implementation by the teacher, and on the perceptions of teachers in regards to the method. Results indicate that the teacher-led and computer-assisted components of the NRA were effective for improving the students\u27 unknown word identification skills. The participating teacher reported a positive attitude toward the effectiveness of the NRA for her students prior to and following the study

Pre-Service Educator Preparation to Teach Children with Disabilities Through Service-Learning

The purpose of the multi-year study discussed in this article was to investigate the impact of pre-service educator participation in a community-based service-learning program for children with disabilities. Pre-service educators who were enrolled in either an adapted physical education or introduction to special education course participated in the Children’s Adaptive Physical Education Society!, a skill-development program for 35 children (ages 5-12) with developmental disabilities. Two measures—a modified regular education initiative survey and a reflective blog assignment—were administered to the participants to identify changes in their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms. The results revealed statistically significant gains in their understanding, confidence, willingness, skill set, and educational satisfaction. Responses in the reflective blogs further supported the statistical findings, suggesting that a community-based learning program provides pre-service educators with sufficient experiences to positively and effectively change their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms

Improving Reading Comprehension Skills of Students with Autism Spectrum Disorder: A Supplemental Guide for Early Childhood Educators in Inclusive Settings

National data trends illustrate more students with Autism Spectrum Disorder (ASD) are provided academic and behavioral services in the inclusive general education environment. Reading is a unique skill in which some young students with ASD perform at or above their typically developing peers. However, as the curriculum shifts from decoding to advanced comprehension, these same students with ASD begin to struggle. One probable reason for this hindrance might be due to the perspective of Theory of Mind and the two cognitive deficits such as Weak Central Coherence and Executive Functioning. This article provides four suggested instructional practices or mini lessons as a supplemental guide that an early childhood educator can implement in a one-on-one type of instruction within an inclusive setting to address these above deficits and ameliorate the comprehension abilities of students with ASD. Lastly, directions for future empirical studies to validate the above four suggested instructional practices are briefly discussed

Changing Perceptions of Pre-Service Educators Through Service-Learning

Despite the worldwide increasing prevalence of students with disabilities (SWD) in the general education environment, pre-service educators (PSE) are still reporting negative attitudes before and after taking coursework regarding SWD. Service-learning may be one method for improving the perceptions of PSEs towards SWD. Prior research has not investigated service-learning for PSE with SWD using change and transformative theory to understand changes. The purpose of this mixed methods study was to determine whether a service-learning activity positively influences PSE perceptions regarding the inclusion of SWD in the general education environment using a modified sentiments, attitudes, and concerns protocol. Results indicate that PSEs can positively change their perceptions concerning SWD in their future classrooms

Knowledge and Perceived Barriers of OT Students in the Transition Planning Process: A Pilot Study

The involvement of related service personnel (such as occupational therapists) in the transition planning process for children with disabilities has consistently been reported as low. The purpose for this pilot study was to (a) compare Masters-level occupational therapy student knowledge of transition-related terminology to practicing therapists and (b) determine what perceived barriers students have as it relates to transition planning. A one-shot case study design was used to collect data. Occupational therapy students participated in a one-hour lecture on transition planning and a three-hour lab wherein they learned how to administer transition planning inventories. Afterwards, they completed a brief survey in order to determine whether or not the perceived barriers identified by student occupational therapists aligned with what practicing occupational therapists have identified. Occupational therapy student understanding of transition-related terminology varied from what occupational therapy practitioners reported, and perceived barriers continue to exist among occupational therapy students. Additional training is needed at the collegiate level in order to improve understanding of transition-related terminology and address perceived barriers to involvement in the transition planning process