Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder

Veronica P. Fleury, Julie L. Thompson, Connie Wong

Research output: Contribution to journalReview article

4 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)69-97
Number of pages29
JournalBehavior modification
Volume39
Issue number1
DOIs
StatePublished - Jan 1 2015

Keywords

  • autism spectrum disorder
  • evidence-based practice
  • preschool
  • school readiness

Fingerprint Dive into the research topics of 'Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder'. Together they form a unique fingerprint.

  • Cite this