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.
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. Beachum and Kiser (2017) emphasized the importance of innovative program development in rural settings to train teachers effectively in behavior analysis and special education. Helkkula et al. (2020) highlighted the significance of integrating educational and health services for children with ASD, as perceived by both parents and service providers. Jones et al. (2017) demonstrated the utility of the Penn Interactive Peer Play Scale (PIPPS) in assessing the quality of peer interactions among children with ASD, providing valuable insights for educators. Juárez et al. (2018) investigated the use of telemedicine for early identification of ASD, particularly in underserved rural populations, emphasizing the importance of collaboration between education and healthcare sectors. Kankakee et al. (2017) found a correlation between classroom acoustical design and repetitive behaviors in children with ASD, suggesting implications for classroom management strategies. Kestner et al. (2019) underscored the importance of considering baseline classroom conditions in conducting functional behavior assessments to enhance classroom management and student success.
Mello et al. (2016) highlighted disparities in access to services for children with ASD between rural and non-rural communities, emphasizing the role of schools in providing behavioral support. Pas et al. (2016) demonstrated the effectiveness of mixed-reality simulators in reducing behavior problems among students with ASD, offering a promising approach for teacher training. Taresh et al. (2020) revealed the lack of skills among mainstream preschool teachers in identifying children with ASD, indicating the need for improved training and education. Thiemann-Bourque et al. (2017) explored the use of speech-generating devices (SGD) with peers to improve communication outcomes for children with ASD in preschool settings, suggesting the potential for peer training to enhance classroom inclusivity.
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., Brode
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