Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.
AhrensE. N.LermanD. C.KodakT.WorsdellA. S.KeeganC. (2011). Further evaluation of response interruption and redirection as treatment for stereotypy. Journal of Applied Behavior Analysis, 44, 95-108. doi:10.1901/jaba.2011.44-95
2.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
3.
AshburnerJ.ZivianiJ.RodgerS. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4, 18-27. doi:10.1016/j.rasd.2009.07.002
4.
BredekampS.CoppleC. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
5.
BuggeyT.HoomesG.SherbergerM. E.WilliamsS. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26, 25-36. doi:10.1177/1088357609344430
6.
CallN. A.PabicoR. S.FindleyA. J.ValentinoA. L. (2011). Differential reinforcement with and without blocking as treatment for elopement. Journal of Applied Behavior Analysis, 44, 903-907. doi:10.1901/jaba.2011.44-903
7.
CartaJ. J. (2009, June). How do we get children with disabilities ready for school? In McLaughlinJ. (Moderator), Panel session on enhancing school readiness, Institute of Education Sciences Research Conference, Washington, DC.
8.
CroslandK.DunlapG. (2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification, 36, 251-269.
9.
DavisM. D.KilgoJ. L.Gamel-McCormickM. (1998). Young children with special needs: A developmentally appropriate approach. Boston, MA: Allyn & Bacon.
10.
DawsonG.RogersS. J.MunsonJ.SmithM.WinterJ.GreensonJ.. . . VarleyJ. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125, 17-23. doi:10.1542/peds.2009-0958
11.
DunstC. J.TrivetteC. M.MasielloT.RoperN.RobyakA. (2006). Framework for developing evidence-based early literacy learning practices. Center for Early Literacy Learning Papers, 1, 1-12.
12.
FieldT.LaskoD.MundyP.HenteleffT.KabatS.TalpinsS.DowlingM. (1997). Brief report: Autistic children’s attentiveness and responsivity improve after touch therapy. Journal of Autism and Developmental Disorders, 27, 333-338. doi:10.1023/A:1025858600220
13.
GanzJ. B.FloresM. M.LashleyE. E. (2011). Effects of a treatment package on imitated and spontaneous verbal requests in children with autism. Education and Training in Autism and Developmental Disabilities, 46, 596-606.
14.
GibsonJ. L.PenningtonR. C.StenhoffD. M.HopperJ. S. (2010). Using desktop videoconferencing to deliver interventions to a preschool student with autism. Topics in Early Childhood Special Education, 29, 214-225. doi:10.1177/0271121409352873
15.
HarrowerJ. K.DunlapG. (2001). Including children with autism in general education classrooms a review of effective strategies. Behavior Modification, 25, 762-784.
16.
HornerR. H.CarrE. G.HalleJ.McGeeG.OdomS.WoleryM. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
17.
HoulihanD.JacobsonL.BrandonP. K. (1994). Replication of a high-probability request sequence with varied interprompt times in a preschool setting. Journal of Applied Behavior Analysis, 27, 737-738. doi:10.1901/jaba.1994.27-737
18.
Individuals With Disabilities Education Improvement Act of 2004, PL 108-466, 20 U.S.C. §1400, H.R. 1350.
19.
KaiserA. P.HancockT. B.NietfeldJ. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11, 423-446. doi:10.1207/s15566935eed1104_4
20.
KasariC.SmithT. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17, 254-267. doi:10.1177/1362361312470496
21.
KazdinA. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York, NY: Oxford University Press.
22.
KernP.WoleryM.AldridgeD. (2007). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders, 37, 1264-1271. doi:10.1007/s10803-006-0272-1
23.
KieronS. (2013). Conceptualising inclusive pedagogies: Evidence from international research and the challenge of autistic spectrum. Transylvanian Journal of Psychology, Special Issue, 52-65.
24.
KleebergerV.MirendaP. (2010). Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Interventions, 12, 116-127. doi:10.1177/1098300708329279
25.
KodakT.FisherW. W.ClementsA.PadenA. R.DickesN. R. (2011). Functional assessment of instructional variables: Linking assessment and treatment. Research in Autism Spectrum Disorders, 5, 1059-1077. doi:10.1016/j.rasd.2010.11.012
26.
KoegelL.Matos-FredenR.LangR.KoegelR. (2012). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19, 401-412. doi:10.1016/j.cbpra.2010.11.003
27.
KurthJ.MastergeorgeA. M. (2012). Impact of setting and instructional context for adolescents with autism. Journal of Special Education, 46, 36-48.
28.
LangR.RispoliM.SigafoosJ.LancioniG.AndrewsA.OrtegaL. (2011). Effects of language of instruction on response accuracy and challenging behavior in a child with autism. Journal of Behavioral Education, 20, 252-259. doi:10.1007/s10864-011-9130-0
29.
LloydJ. E. V.IrwinL. G.HertzmanC. (2009). Kindergarten school readiness and fourth-grade literacy and numeracy outcomes of children with special needs: A population-based study. Educational Psychology, 29, 583-602.
30.
MachalicekW.O’ReillyM. F.BeretvasN.SigafoosJ.LancioniG. E. (2007). A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 1, 229-246.
31.
McClellandM. M.MorrisonF. J.HolmesD. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.
32.
MiguelC. F.ClarkK.TereshkoL.AhearnW. H. (2009). The effects of response interruption and redirection and sertraline on vocal stereotypy. Journal of Applied Behavior Analysis, 42, 883-888. doi:10.1901/jaba.2009.42-883
33.
MooreM.CalvertS. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359-362. doi:10.1023/A:1005535602064
34.
MurdockL. C.HobbsJ. Q. (2011). Picture me playing: Increasing pretend play dialogue of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41, 870-878. doi:10.1007/s10803-010-1108-6
35.
National Autism Center. (2009). National standards project findings and conclusions. Randolph, MA: Author.
36.
National Center for Special Education Research. (2006). Preschoolers with disabilities: Characteristics, services, and results—Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS). Washington, DC: Author. Retrieved from http://ies.ed.gov/ncser/pdf/20063003.pdf
NormandM. P.BeaulieuL. (2011). Further evaluation of response-independent delivery of preferred stimuli and child compliance. Journal of Applied Behavior Analysis, 44, 665-669. doi:10.1901/jaba.2011.44-665
39.
OdomS. L.Collet-KlingenbergL.RogersS.HattonD. (2010). Evidence-based practices for children and youth with autism spectrum disorders. Preventing School Failure, 54, 275-282.
40.
OdomS. L.ThompsonJ. L.BoydB. L.DykstraJ.DudaM. A.HedgesS.SzidonK.SmithL.BordA. (in press). Technology and secondary education for students with autism spectrum disorders.
41.
OdomS. L.WattsE. (1991). Reducing teacher prompts in peer-mediated interventions for young children with autism. The Journal of Special Education, 25, 26-43. doi:10.1177/002246699102500103
42.
OrielK. N.GeorgeC. L.PeckusR.SemonA. (2011). The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder. Pediatric Physical Therapy, 23, 187-193. doi:10.1097/PEP.0b013e318218f149
43.
OsborneL. A.ReedP. (2011). School factors associated with mainstream progress in secondary education for included pupils with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 1253-1263.
44.
OstrynC.WolfeP. S. (2011). Teaching children with autism to ask “what’s that?” using a picture communication with vocal results. Infants & Young Children, 24, 174-192. doi:10.1097/IYC.0b013e31820d95ff
45.
PaneraiS.ZingaleM.TrubiaG.FinocchiaroM.ZuccarelloR.FerriR.EliaM. (2009). Special education versus inclusive education: The role of the TEACCH program. Journal of Autism and Developmental Disorders, 39, 874-882. doi:10.1007/s10803-009-0696-5
46.
ReedP.OsborneL. A.WaddingtonE. M. (2012). A comparative study of the impact of mainstream and special school placement on the behaviour of children with autism spectrum disorders. British Educational Research Journal, 38, 749-763. doi:10.1080/01411926.2011.580048
47.
ReichleJ.JohnsonL.MonnE.HarrisM. (2010). Task engagement and escape maintained challenging behavior: Differential effects of general and explicit cues when implementing a signaled delay in the delivery of reinforcement. Journal of Autism and Developmental Disorders, 40, 709-720. doi:10.1007/s10803-010-0946-6
48.
RispoliM.O’ReillyM.LangR.MachalicekW.DavisT.LancioniG.SigafoosJ. (2011). Effects of motivating operations on problem and academic behavior in classrooms. Journal of Applied Behavior Analysis, 44, 187-192. doi:10.1901/jaba.2011.44-187
49.
RogersS. J.VismaraL. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8-38.
50.
SandallS. R.McLeanM. E.SmithB. J. (2000). DEC recommended practices in early intervention/early childhood special education. Denver, CO: Council for Exceptional Children, Division of Early Childhood.
51.
SandallS. R.SchwartzI. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Paul H. Brookes.
52.
SchindlerH. R.HornerR. H. (2005). Generalized reduction of problem behavior of young children with autism: Building trans-situational interventions. American Journal on Mental Retardation, 110(1), 36-47.
53.
SchoplerE.ReichlerR. J.RennerB. R. (1988). The Childhood Autism Rating Scale. Los Angeles: Western Psychological Services
54.
SchwartzI. S.BaerD. M. (1991). Social validity assessments: Is current practice state of the art?Journal of Applied Behavior Analysis, 24, 189-204.
55.
ScruggsT. E.MastropieriM. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional Children, 63, 59-74.
56.
ShogrenK. A.LangR.MachalicekW.RispoliM. J.O’ReillyM. (2011). Self- versus teacher management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13, 87-96. doi:10.1177/1098300710384508
57.
SimpsonR. L.MundschenkN. A.HeflinL. J. (2011). Issues, policies, and recommendations for improving the education of learners with autism spectrum disorders. Journal of Disability Policy Studies, 22, 3-17. doi:10.1177/1044207310394850
58.
StrainP. S.BoveyE. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 313, 133-154.
59.
TarboxR. S.GhezziP. M.WilsonG. (2006). The effects of token reinforcement on attending in a young child with autism. Behavioral Interventions, 21, 155-164. doi:10.1002/bin.213
60.
TaylorB. A.HarrisS. L. (1995). Teaching children with autism to seek information-acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28, 3-14. doi:10.1901/jaba.1995.28-3
61.
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2013). Annual report to congress data archive: Part C child count. Available from http://ideadata.org
62.
WestE. A. (2008). Effects of verbal cues versus pictorial cues on the transfer of stimulus control for children with autism. Focus on Autism and Other Developmental Disabilities, 23, 229-241. doi:10.1177/1088357608324715
63.
WongC.OdomS. L.HumeK.CoxA. W.FettigA.KucharczykS.. . . SchultzT. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
