PSY FPX 5201 Assessment 1 Annotated Bibliography

Student 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 struggling 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 support for ASD students within struggling school systems by educating teachers, parents, and students about ASD.

Literature Review

To gather relevant 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 used 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.

Study	Focus
Beachum and Kiser (2017)	Innovative program development in rural settings for teacher training in behavior analysis and special education.
Helkkula et al. (2020)	Integrating educational and health services for children with ASD from the perspectives of parents and service providers.
Jones et al. (2017)	Utility of the Penn Interactive Peer Play Scale (PIPPS) in assessing peer interactions among children with ASD.
Juárez et al. (2018)	Use of telemedicine for early identification of ASD, particularly in underserved rural populations.
Kankakee et al. (2017)	Correlation between classroom acoustical design and repetitive behaviors in children with ASD.
Kestner et al. (2019)	Considerations of baseline classroom conditions in conducting functional behavior assessments.
Mello et al. (2016)	Disparities in access to services for children with ASD between rural and non-rural communities.
Pas et al. (2016)	Effectiveness of mixed-reality simulators in reducing behavior problems among students with ASD.
Taresh et al. (2020)	Lack of skills among mainstream preschool teachers in identifying children with ASD.
Thiemann-Bourque et al. (2017)	Use of speech-generating devices (SGD) with peers to improve communication outcomes for children with ASD in preschool settings.

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.

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/s10803-016-2898-y.

Taresh, S. M., Ahmad, N. A., Rosian, S., Ma’rof, A. M., & Zaid, S. M. (2020). Mainstream preschool teachers’ skills at identifying and referring children with autism spectrum disorder (ASD). International Journal of Environmental Research and Public Health, 17(12), 4284. Doi: 10.3390/ijerph17124284.