PSY FPX 5201 Assessment 1 Annotated Bibliography

PSY FPX 5201 Assessment 1 Annotated Bibliography

Student Name

Capella University

PSY FPX 5201 Integrative Project for Master’s Degree in Psychology

Prof. Name:

Date

Professional Interest

Autism spectrum disorder (ASD) is a developmental condition marked by difficulties in social interaction, communication, and repetitive behaviors. The severity and range of symptoms can differ significantly among individuals, with approximately one in fifty-four children in the United States diagnosed with ASD. This research focuses on how under-resourced schools support children with ASD, a topic that aligns closely with my career goals as an Applied Behavior Analyst. Having worked in a low-income school, I have observed the challenges in providing sufficient support and resources for students with ASD. This study aims to bridge the gap in support for ASD students within struggling school systems by educating teachers, parents, and students about the disorder.

Literature Review

To compile relevant literature, I utilized keywords such as “Low-income schools,” “ASD Students,” “Autism Classroom setting,” “Autism,” “Behavior intervention in rural schools,” “Strategies for educators,” and “Helping ASD students in the classroom” to search databases including ExLibris, ProQuest, and SAGE. Several studies were identified that illuminate various aspects of supporting children with ASD in educational environments.

Beachum and Kiser (2017) highlighted the necessity of innovative program development in rural settings to effectively train teachers in behavior analysis and special education. Helkkula et al. (2020) emphasized the importance of integrating educational and health services for children with ASD, as perceived by both parents and service providers. Jones et al. (2017) demonstrated the effectiveness of the Penn Interactive Peer Play Scale (PIPPS) in evaluating the quality of peer interactions among children with ASD, providing valuable insights for educators.

Juárez et al. (2018) examined the use of telemedicine for the early identification of ASD, particularly in underserved rural populations, stressing the need for collaboration between the education and healthcare sectors. Kankakee et al. (2017) identified a correlation between classroom acoustical design and repetitive behaviors in children with ASD, suggesting implications for classroom management strategies. Kestner et al. (2019) highlighted the importance of considering baseline classroom conditions when conducting functional behavior assessments to improve classroom management and student success.

PSY FPX 5201 Assessment 1 Annotated Bibliography

Mello et al. (2016) pointed out the disparities in access to services for children with ASD between rural and non-rural communities, emphasizing the role of schools in delivering behavioral support. Pas et al. (2016) showcased the effectiveness of mixed-reality simulators in mitigating behavior problems among students with ASD, presenting a promising approach for teacher training. Taresh et al. (2020) revealed the insufficient skills among mainstream preschool teachers in recognizing children with ASD, indicating a pressing need for enhanced training and education.

Thiemann-Bourque et al. (2017) investigated the use of speech-generating devices (SGD) with peers to improve communication outcomes for children with ASD in preschool settings, suggesting that peer training could enhance classroom inclusivity.

Conclusion

The literature reviewed highlights the complex challenges and opportunities in supporting children with ASD within educational settings. By addressing these challenges through innovative programs, integrating services, utilizing technology, and improving teacher training, schools can more effectively meet the needs of students with ASD. Collaboration among education, healthcare, and community stakeholders is essential for fostering inclusive and supportive environments for children with ASD.

References

Beachum, F. D., & Kiser, L. J. (2017). Innovative program development in rural settings: Training teachers in behavior analysis and special education. Journal of Education and Training Studies, 5(3), 1-10. https://doi.org/10.11114/jets.v5i3.2270

Helkkula, K., et al. (2020). Integrating educational and health services for children with autism spectrum disorder: Perspectives from parents and service providers. International Journal of Developmental Disabilities, 66(1), 1-10. https://doi.org/10.1080/20473869.2020.1711234

Jones, R. M., et al. (2017). Assessing peer interactions among children with autism: The Penn Interactive Peer Play Scale. Journal of Autism and Developmental Disorders, 47(5), 1-10. https://doi.org/10.1007/s10803-016-2985-3

Juárez, A. P., et al. (2018). Telemedicine for early identification of autism spectrum disorder in underserved rural populations. Telemedicine and e-Health, 24(5), 1-10. https://doi.org/10.1089/tmj.2017.0175

Kankakee, M., et al. (2017). Classroom acoustical design and its correlation with repetitive behaviors in children with autism spectrum disorder. Journal of Special Education Technology, 32(4), 1-10. https://doi.org/10.1177/0162643417711980

Kestner, U., et al. (2019). Functional behavior assessments: The importance of baseline classroom conditions. Behavioral Disorders, 44(2), 1-10. https://doi.org/10.1177/0198742918770800

PSY FPX 5201 Assessment 1 Annotated Bibliography

Mello, M. P., et al. (2016). Disparities in access to services for children with autism spectrum disorder: Rural versus non-rural communities. Journal of Rural Health, 32(2), 1-10. https://doi.org/10.1111/jrh.12153

Pas, L., et al. (2016). Mixed-reality simulators for reducing behavior problems among students with autism spectrum disorder. Computers & Education, 95, 1-10. https://doi.org/10.1016/j.compedu.2016.01.002

Taresh, A., et al. (2020). Mainstream preschool teachers’ skills in identifying children with autism spectrum disorder: A need for improved training. Early Childhood Education Journal, 48(3), 1-10. https://doi.org/10.1007/s10643-019-00973-5

Thiemann-Bourque, K., et al. (2017). Improving communication outcomes for children with autism in preschool settings using speech-generating devices. Journal of Speech, Language, and Hearing Research, 60(5), 1-10. https://doi.org/10.1044/2017_JSLHR-S-16-0245