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PSY FPX 5201 Assessment 1 Annotated Bibliography

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 characterized by challenges in social interaction, communication, and repetitive behaviors. The severity and range of symptoms vary among individuals, with an estimated one in fifty-four children affected by ASD in the United States. The focus of this research is to explore how underperforming schools support children with ASD, a topic particularly relevant to my career aspirations as an Applied Behavior Analyst. Working in a low-income school, I have witnessed the challenges in providing adequate support and resources for students with ASD. This study aims to address the gap in assistance for ASD students within struggling school systems by educating teachers, parents, and students about ASD.

Literature Review

To gather pertinent literature, 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” were utilized to search databases including ExLibris, ProQuest, and SAGE. Several studies were identified that shed light on various aspects of supporting children with ASD in educational settings.

Authors
Year
Title
Journal
DOI
Beachum and Kiser2017Doing more with less: Innovative program building in ABA and special education in rural settingsRural Special Education Quarterly10.1177/8756870517703395
Helkkula et al.2020Parents’ burdens of service for children with ASD-implications for service providersJournal of Service Management10.1108/JOSM-01-2020-0011
Jones et al.2017Evaluating the quality of peer interactions in children and adolescents with Autism with the PIPPSMolecular Autism 
Juárez et al.2018Early identification of ASD through telemedicine: Post value for underserved populationsJournal of Autism and Developmental Disorders10.1007/s10803-018-3524-y
Kankakee et al.2017An observational study of classroom acoustical design and repetitive behaviors in children with AutismEnvironmental and Behavior10.1177/0013916516669389
Kestner et al.2019Considerations of baseline classroom conditions in conducting functional behavior assessments in schoolBehavior Analysis International10:1007/s40617-018-0269-1
Mello et al.2016Services for children with Autism spectrum disorder: Comparing rural and non-rural communitiesEducation and Training in Autism and Developmental Disabilities 
Pas et al.2016Reducing behavior problems among students with autism spectrum disorder: Coaching teachers in a mixed-reality settingJournal of Autism and Developmental Disorders10.1007/s10803-016-2898-y
Taresh et al.2020Mainstream preschool teachers’ skills at identifying and referring children with autism spectrum disorder (ASD)International Journal of Environmental Research and Public Health10.3390/ijerph17124284
Thiemann-Bourque et al.2017Training peer partners to use a speech-generating device with classmates with autism spectrum disorderJournal of Speech, Language, and Hearing Research10.1044/2017_JSLHR-L-17-0049

Conclusion

The reviewed literature underscores the multifaceted challenges and opportunities in supporting children with ASD in educational settings. By addressing these challenges through innovative programs, integrating services, leveraging technology, and enhancing teacher training, schools can better meet the needs of students with ASD. Collaboration between education, healthcare, and community stakeholders is crucial in promoting inclusive and supportive environments for children with ASD.

References

Beachum, K. S., & Kiser, A. (2017). Doing more with less: Innovative program building in ABA and special education in rural settings. Rural Special Education Quarterly, 36(1), 25-30. DOI: 10.1177/8756870517703395.

PSY FPX 5201 Assessment 1 Annotated Bibliography

Helkkula, A., Buoye, A. J., Choi, H., Lee, M. K., Lui, S. Q., & Keiningham, T. L. (2020). Parents’ burdens of service for children with ASD-implications for service providers. Journal of Service Management, 31(5), 1015-1039. DOI: 10.1108/JOSM-01- 2020-0011.

Jones, R. M., Pickles, A., & Lord, C. (2017). Evaluating the quality of peer interactions in children and adolescents with Autism with the Penn Interactive Peer Play Scale (PIPPS). Molecular Autism. DOI: 10.1186/s13229-017-0144-x.

Juárez A. P., Weitlauf, A. S., Nichoson, A., Pasternak, A., Broderick, N., Hine, J., Stainbrook, J. A., & Warren, Z. (2018). Early identification of ASD through telemedicine: Post value for underserved populations. Journal of Autism and Developmental Disorders, 48(12), 2601-2610. https://doi.org/10.1007/s10803-018-3524-y.

Kankakee, S. A., Shepley, M., Tassinary, L. G., Varni, J. W., & Fawaz, H. M. (2017). An observational study of classroom acoustical design and repetitive behaviors in children with Autism. Environmental and Behavior, 49(8), 847-873. DOI 10.1177/0013916516669389.

Kestner, K. M., Peterson, S. M., Eldridge, R. R., & Peterson, L. D. (2019). Considerations of baseline classroom conditions in conducting functional behavior assessments in school settings. Behavior Analysis International, 12(2), 452-465. DOI: 10:1007/s40617-018- 0269-1.

Mello, M. P., Goldman, S. E., Urbano, R. C., & Hodapp, R. V. (2016). Services for children with Autism spectrum disorder: Comparing rural and non-rural communities. Education and Training in Autism and Developmental Disabilities, 51(4), 355-365.

PSY FPX 5201 Assessment 1 Annotated Bibliography

Pas, E. T., Johnson, S. R., Larson, K. E., Brandenburg, L., Church, R., Bradshaw, C. P. (2016). Reducing behavior problems among students with autism spectrum disorder: Coaching teachers in a mixed-reality setting. Journal of Autism and Developmental Disorders, 46, 3640-3652. DOI: 10.1007/s10803-016-

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