Matching Items (6)
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- All Subjects: Autism
- Creators: Mathur, Sarup
Description
The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation.
ContributorsZamora, Roxanne N (Author) / Puckett, Kathleen (Thesis advisor) / Warren, Gina M (Committee member) / Mathur, Sarup (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2013
Description
Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum for post-secondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to design successful post-secondary transition programs for students with an autism spectrum disorder (ASD). The study used archival research and grounded theory to look at expectations of parents with young adults with an ASD and young adults with an ASD on post-secondary transition and to discern whether expectations impact the successful post transition of young adults. More than likely, due to an overall increase in the prevalence of ASDs, many more students with an ASD will be attending a post-secondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD will be necessary for colleges to meet the unique needs of this population.
ContributorsFox, Catherine (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Olsen, Morgan (Committee member) / Arizona State University (Publisher)
Created2011
Description
Academic transitions are a necessary and important part of an ASD student's life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research is to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research also seeks to identify shifts in parent perceptions of the importance of specific transitional program elements during different academic transitional periods. Results indicate a clear trend within each academic transition category as well as trends throughout the transition periods. The main trend in parental perspective throughout the transitions is the de-structuration of the transition planning process and increased personalization with the advancement of each academic transition. Possible uses of research results to ease the transition planning process for parents are summarized and discussed.
ContributorsLee, Cindy (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Arizona State University (Publisher)
Created2012
Description
Autism has a unique history. The definition has broadened and changed over time, from an emotional disturbance with psychogenic origins to a neurodevelopmental disability with suspected environmental and genetic origins. Diagnosis occurs later than children born with obvious disabilities such as cerebral palsy or Down syndrome, but earlier than milder, high-incidence disabilities such as dyslexia or attention deficit disorder. Historically, parents have advocated for changes in the way children with autism receive services and how federal funding and educational services are provided. There is often tension between these parents and the medical establishment. There can also be tension between the community of parents and the community of adults who have high functioning autism and Asperger syndrome. Studies have examined individual aspects of autism, from the diagnosis, caring for a child with autism, educational interventions, and genetics to characteristics of the internet community of adults with autism spectrum disorders (ASDs). This study includes interviews with mothers whose children were diagnosed with autism between 1974 and 2004, observations of appointments with developmental pediatricians at which diagnoses were given in 2010, and an analysis of media representations of autism over the same time period. These different data were analyzed together to create a new understanding about the history and present state of autism diagnosis.
ContributorsHornstein, Shana (Author) / Swadener, Elizabeth (Thesis advisor) / Mathur, Sarup (Thesis advisor) / Cheatham, Gregory (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed.
ContributorsRedhair, Emily (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12