Abstract
Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 69-97 |
| Number of pages | 29 |
| Journal | Behavior modification |
| Volume | 39 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2015 |
Bibliographical note
Funding Information:Development Institute at the University of North Carolina at Chapel Hill. She has been involved with several studies and projects involving children and youth with autism. She currently serves as the Principal Investigator of the Toddlers and Families Together study funded by the Maternal and Child Health Bureau.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The work reported here was supported by the Institute of Education Sciences, U.S. Department of Education through Grant R324B090005 awarded to University of North Carolina at Chapel Hill.
Publisher Copyright:
© The Author(s) 2014.
Keywords
- autism spectrum disorder
- evidence-based practice
- preschool
- school readiness