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Journal Article

The ideal classroom

About: This article is published in Professional Pilot.The article was published on 1997-02-01 and is currently open access. It has received 13 citations till now. The article focuses on the topics: Ideal (set theory).
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Journal ArticleDOI
TL;DR: The profiles are clinically useful because they may alert clinicians to certain diagnostic possibilities, they reveal characteristic strengths and weaknesses that have implications for educational intervention, and they are consistent with preliminary WISC-IV data.
Abstract: Our study supports the reliability and validity of profile analysis in children with neurobiological disorders. Three mutually exclusive WISC-III profiles were identified that characterized the majority of children with autism (low coding or Freedom from Distractibility Index with low Comprehension), attention deficit hyperactivity disorder and learning disability (low Coding or FDI without low comprehension), and brain injury (low Performance without low Coding or FDI). The profiles suggest attention, writing, and performance speed deficits in autism, ADHD, and LD; global visual-motor problems in brain injury; and specific difficulty with language comprehension and social reasoning in autism. Children with anxiety, depression, and behavior disorders did not exhibit distinct profiles. Our profile analysis is based on the simple rank ordering of standard scores. The profiles are clinically useful because they may alert clinicians to certain diagnostic possibilities, they reveal characteristic strengths and weaknesses that have implications for educational intervention, and they are consistent with preliminary WISC-IV data.

106 citations

Journal ArticleDOI
TL;DR: In this article, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices, including strategies for communicating that the child is an asset, methods of structuring the environment for success.
Abstract: In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted.

76 citations


Cites background from "The ideal classroom"

  • ...Many of the core characteristics and associated features of AS are poorly matched to typical school environments (Kunce, 2003)....

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Journal ArticleDOI
TL;DR: In this article, the authors demonstrate the utility of joint behavioural consultation (CBC) as a service delivery model for supporting the inclusion of a student with Asperger syndrome in a mainstream setting.
Abstract: Conjoint behavioural consultation (CBC) is an indirect form of service delivery that combines the resources of home and school to meet the academic, social and behavioural needs of children. The purpose of this paper is to demonstrate the utility of CBC as a service delivery model for supporting the inclusion of a student with Asperger syndrome in a mainstream setting. A case study methodology was employed to assess the effectiveness of an evidence‐based intervention (self‐management) delivered in the context of the CBC model. Results indicated a significant increase in teacher ratings of behavioural control (on‐task and compliant behaviour) from baseline to treatment. Clinically meaningful changes in parent and teacher perceptions of challenging behaviour were evident. Measures of treatment acceptability and effectiveness, treatment integrity and consumer satisfaction also yielded positive results. This exploratory study provides support for the use of CBC as a framework by which to join parents and teac...

59 citations


Cites background from "The ideal classroom"

  • ...Because Asperger syndrome is an autism spectrum disorder that occurs across settings, ongoing parent–teacher collaboration is an essential foundational element in the development and implementation of intervention programmes (Kunce, 2003; Myles & Simpson, 2001; Safran & Safran, 2001)....

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  • ...Parent and teacher were afforded an opportunity to discuss (a) shared goals and objectives, (b) available resources and supports, (c) the characteristics of students with Asperger syndrome, and (e) effective and ineffective adult responses to these characteristics (Kunce, 2003; Safran & Safran, 2001)....

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  • ...In the absence of large-scale efficacy studies, we must rely on a combination of professional judgement, careful evaluation of individual student progress, consultation and collaboration with parents and teachers, and case study data to make decisions regarding intervention strategies (Kunce, 2003; Safran, 2001)....

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  • ...At present, the efficacy information on strategies for managing the problem of challenging behaviour often found in students with Asperger syndrome is limited (Klin & Volkmar, 2000; Kunce, 2003; Simpson & Myles, 1998)....

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  • ...…and teacher were afforded an opportunity to discuss (a) shared goals and objectives, (b) available resources and supports, (c) the characteristics of students with Asperger syndrome, and (e) effective and ineffective adult responses to these characteristics (Kunce, 2003; Safran & Safran, 2001)....

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Journal ArticleDOI
TL;DR: In this paper, the utility of self-management as a proactive strategy for increasing task engagement and compliant behavior of high-functioning students with autism is discussed, and a case vignette is presented to illustrate implementation of a selfmanagement procedure.
Abstract: Supporting children with autism spectrum disorders in the general education classroom presents a unique challenge to the teachers and schools that serve them. This article addresses the utility of self-management as a proactive strategy for increasing the task engagement and compliant behavior of high-functioning students with autism. The author discusses the rationale for self-management, outlines the steps for developing an intervention plan, and presents a case vignette to illustrate implementation of a self-management procedure.

43 citations


Cites background from "The ideal classroom"

  • ...Keywords: behavior strategies; autism research/intervention; interventions for challenging behaviors; autism self-management/ regulation; high-functioning autism; self-management skills; pivotal behavior; positive behavioral support; inclusive settings he dramatic increase in the prevalence of children identified with autism spectrum disorders in our schools has created a critical need to design and implement effective practices and behavioral supports in the classroom (Callahan & Rademacher, 1999; Kabot, Masi, & Segal, 2003; L. K. Koegel, Harrower, & Koegel; Kunce, 2003)....

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  • ...he dramatic increase in the prevalence of children identified with autism spectrum disorders in our schools has created a critical need to design and implement effective practices and behavioral supports in the classroom (Callahan & Rademacher, 1999; Kabot, Masi, & Segal, 2003; L. K. Koegel, Harrower, & Koegel; Kunce, 2003)....

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  • ...Parents play an essential role in developing and implementing behavior management plans for high-functioning children with autism (Kunce, 2003; Moore, 2002; Ozonoff et al., 2002)....

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  • ...Self-management procedures are cost efficient and can be especially effective when used as a component of a comprehensive service delivery approach involving functional assessment, social groups, curricular planning, sensory accommodations, and parent–teacher collaboration (Koegel et al., 1999; Kunce, 2003; Myles & Simpson, 2003)....

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  • ...…prevalence of children identified with autism spectrum disorders in our schools has created a critical need to design and implement effective practices and behavioral supports in the classroom (Callahan & Rademacher, 1999; Kabot, Masi, & Segal, 2003; L. K. Koegel, Harrower, & Koegel; Kunce, 2003)....

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Journal ArticleDOI
TL;DR: Teachers may be inadequately prepared for the increasing number of students being identified with autism spectrum disorders (ASD), as students with ASD may not respond to traditional methods of diagnosis as discussed by the authors.
Abstract: Teachers may be inadequately prepared for the increasing number of students being identified with autism spectrum disorders (ASD), as students with ASD may not respond to traditional methods of ins...

41 citations


Cites background from "The ideal classroom"

  • ...Whereas researchers such as Jordan (2003) and Kunce (2003) explained that students can make progress in classroom settings with appropriate interventions and behavioral supports, the parents in this study believed this was not true for their children....

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