The ideal classroom
Citations
106 citations
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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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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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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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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