This project is an initial investigation of teachers’ perceptions of their experience and knowledge of interventions of three specific interventions: visual cues, social stories and the influence of family support. Teachers will also be asked about their perception of the effectiveness of these aforementioned interventions. These specific interventions are considered effective for children on the Autism spectrum or children with qualitative impairments in social interactions, communication, and behaviors. There is an interesting reason to examine research on this topic. A significant portion of children with Autism, and/or qualitative impairments in social interactions, communication, and behaviors, are placed in the public school system (Interagency Autism Coordinating Committee [IACC], 2011). In other findings, Smith (2011) went so far as to suggest, “there may be no greater challenge facing public schools today than the staggering increase in children diagnosed with autism” (para. 1). It is estimated that an average of 1 in 110 children living in the United States have Autism (U.S. Centers for Disease Control and Prevention, 2011; U.S. Department of Education, 2011); it is not known how many U. S. Children, who exhibit symptoms of Autsim, go undiagnosed. Research continues to reveal an increase in children diagnosed with Autism, and has especially showed an increasing upward trend over the past decade, creating national attention (IACC, 2011). According to the IACC, (2011) Autism is on the rise and there is a need to address and examine this population.
|Presenter:||Cavanaugh Carli (Brockport) -- email@example.com
|Topic:||Counselor Education - Poster Session|
|Location:||Edwards Hall Lobby|
|Time:||9 am (Session I)|