Educational Interventions for Children and Youth with Autism: A 40-Year Perspective

被引：37

作者：

Odom, Samuel L. ^{[1
,2
,6
]}

Hall, Laura J. ^{[2
]}

Morin, Kristi L. ^{[3
]}

Kraemer, Bonnie R. ^{[2
]}

Hume, Kara A. ^{[1
]}

McIntyre, Nancy S. ^{[4
]}

Nowell, Sallie W. ^{[1
]}

Steinbrenner, Jessica R. ^{[1
]}

Tomaszewski, Brianne ^{[1
]}

Sam, Ann M. ^{[1
]}

DaWalt, Leann ^{[5
]}

机构：

[1] Univ N Carolina, Chapel Hill, NC 27515 USA

[2] San Diego State Univ, San Diego, CA 92182 USA

[3] Lehigh Univ, Bethlehem, PA 18015 USA

[4] Univ Cent Florida, Orlando, FL 32816 USA

[5] Univ Wisconsin, Madison, WI USA

[6] Univ N Carolina, Frank Porter Graham Child Dev Inst, CB 8040, Chapel Hill, NC 27599 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2021年 / 51卷 / 12期

关键词：

Educational Interventions; Schools; DEVELOPMENTAL BEHAVIORAL INTERVENTIONS; SPECTRUM DISORDER; SOCIAL-SKILLS; SELF-DETERMINATION; RANDOMIZED-TRIAL; YOUNG-CHILDREN; ALTERNATIVE COMMUNICATION; NETWORK INTERVENTION; POSTSCHOOL OUTCOMES; ISOLATE BEHAVIOR;

D O I：

10.1007/s10803-021-04990-1

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future.

引用

页码：4354 / 4369

页数：16

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