Educational Interventions for Children With Autism: A Literature Review of Recent And Current Research
Year: 1998
Type: other
Abstract: Key recommendations• Research studies should use standard measures for assessing the children and measuring progress and standard research designs for the timing and nature of the measures.• Approaches should be independently evaluated, preferably with double blind techniques.The use of video-recording may make this possible.• Approaches need to be compared with one another in well designed studies that allow for control (or statistical accounting) of all key competing variables, including intensity.Failing a direct comparison study, standardised design and measures would allow comparison through a meta-analysis.• There needs to be an examination of the construction of eclectic curricula in UK schoolstheir rationale, process of operation, and effectiveness, compared to single approaches.This is most important in school studies but also affects the way different approaches are adopted concurrently by parents and the interactive effects that might result.• Integration and inclusion of children with asd in UK schools need to be studied as a process and effectiveness of placement in mainstream, special and specialist schools evaluated in terms of outcomes (for children with asd and their peers), access to a relevant curriculum, school and child characteristics, timing and preparation.• Parental choice needs to be researched in terms of the availability of information and then the degree of choice following diagnosis, factors affecting choice of school or approach, outcomes for all the family of following different approaches, and reactions to apparent success or failure of approaches in terms of parental expectations.
Authors: Rita Jordan, Glenys Jones, Dinah Murray
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: green
Funder: University of Birmingham
OpenAlex ID: W1512225693