Informing Instruction of Students with Autism in Public School Settings

  • Kuo N
N/ACitations
Citations of this article
40Readers
Mendeley users who have this article in their library.

Abstract

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum disorders (ASD) in an applied behavior analysis (ABA) classroom. The measures included ABLLS-R, DIBELS-R, and DIBELS-M. Results of the study indicate that all students acquired new skills across domains and met their IEP goals measured by the mastery learning assessment, but they scored low on reading and math for their grade level according to standardized achievement tests. Suggestions for prompting good autism practice in public school settings are discussed.

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Cite

CITATION STYLE

APA

Kuo, N.-C. (2016). Informing Instruction of Students with Autism in Public School Settings. Journal of Educational Issues, 2(2), 31. https://doi.org/10.5296/jei.v2i2.9456

Readers' Seniority

Tooltip

PhD / Post grad / Masters / Doc 16

84%

Professor / Associate Prof. 2

11%

Researcher 1

5%

Readers' Discipline

Tooltip

Psychology 13

57%

Social Sciences 6

26%

Arts and Humanities 3

13%

Computer Science 1

4%

Save time finding and organizing research with Mendeley

Sign up for free