Event Title

Evidence Based Practices for Children with Autism

Presenter Information

Juliet Makapugay

Presentation Type

Poster Presentation/Art Exihibt

College

College of Education

Major

Educational Leadership and Curriculum

Location

Event Center BC

Start Date

5-18-2017 11:00 AM

End Date

5-18-2017 12:00 PM

Abstract

Children in the United States are being diagnosed with Autism Spectrum Disorder (ASD) at a rapidly increasing rate. One in sixty eight children are now estimated to be diagnosed with ASD, a seventyeight percent increase in the rate of diagnosis during the time period of 2002-2008. Autism Spectrum Disorder is a developmental disability characterized by delays in communication, social interaction, repetitive actions and limited interests. Approximately eight percent of students receiving special education services in the United States educational system qualify under this eligibility. Symptom severity varies in children identified with Autism Spectrum Disorder (ASD). Factors affecting severity include cognitive ability, and deficits in the areas of language and behavior. Collaboration across content areas and among designated instructional service providers is necessary in implementing effective interventions due to the pervasiveness of Autism Spectrum Disorder across all areas of development. Evidence-based practices are identified as interventions supported by research. The criteria for inclusion as an evidence-based practice will be analyzed. Evidence-based practices will be introduced. Suggestions for future research are discussed.

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May 18th, 11:00 AM May 18th, 12:00 PM

Evidence Based Practices for Children with Autism

Event Center BC

Children in the United States are being diagnosed with Autism Spectrum Disorder (ASD) at a rapidly increasing rate. One in sixty eight children are now estimated to be diagnosed with ASD, a seventyeight percent increase in the rate of diagnosis during the time period of 2002-2008. Autism Spectrum Disorder is a developmental disability characterized by delays in communication, social interaction, repetitive actions and limited interests. Approximately eight percent of students receiving special education services in the United States educational system qualify under this eligibility. Symptom severity varies in children identified with Autism Spectrum Disorder (ASD). Factors affecting severity include cognitive ability, and deficits in the areas of language and behavior. Collaboration across content areas and among designated instructional service providers is necessary in implementing effective interventions due to the pervasiveness of Autism Spectrum Disorder across all areas of development. Evidence-based practices are identified as interventions supported by research. The criteria for inclusion as an evidence-based practice will be analyzed. Evidence-based practices will be introduced. Suggestions for future research are discussed.