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Executive Summary

Don't want to read the entire report? This Executive Summary provides an overall abstract of the research.

Background and Purpose
Goals of Research
Findings
Recommendations

Background and Purpose

According to the Individuals with Disabilities Education Act (IDEA, 1997), Autism is a "developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three (3), that adversely affects a child’s educational performance." Autism is the result of a neurological disorder that affects the normal functioning of the brain. Individuals with autism frequently exhibit the following characteristics: difficulties with verbal and non-verbal communication, problems with social interaction, unusual responses to sensory stimuli, engagement in repetitive behavior, unusual play with toys and other objects, and resistance to change in routine or surroundings.

Autism is a "spectrum disorder," which means that symptoms exhibit themselves in a variety of combinations. Children with autism vary in their abilities, level of intelligence, and social behaviors. While one child with autism might have minor delays in language abilities and social skills, another child might exhibit severe impairment in both of these areas. Professionals typically refer to the Diagnostic and Statistical Manual of Mental Disorders (DSM – IV) when diagnosing individuals as autistic. The DSM-IV identifies autism with several related disorders under the broad heading "Pervasive Developmental Disorder." Recently, there has been a growing concern about the prevalence of autism. According to the Twenty-Second Annual Report to Congress, the number of children (ages 6 through 21) with autism served under IDEA grew by 243.9 percent between 1992 and 1998. This report estimates that there were 53,576 students (ages 6 through 21) diagnosed with autism during the 1998-1999 school year.

The most important debate is how to teach this growing number of children. Although there is no cure for autism, children can experience a significant improvement in social, behavioral, and mental functioning with the appropriate intervention plan. Early diagnosis and appropriate educational programs are crucial to the success of students with autism. Unfortunately, no single intervention works effectively for all children with autism. Since these children experience a variety of symptoms, they make up a heterogeneous group of students with different strengths and different needs. Therefore, we conducted a synthesis of research on effective strategies for teaching children with autism. Through our research, we tried to answer one guiding question: What do we know about effective teaching practices for children with autism in the elementary and middle school grades (K-8)?

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Goals of Research

Our primary goal was to examine the existing research to find the most effective teaching strategies for yielding a positive impact on the performance of students with autism. We achieved this goal by searching for relevant research on autism and education published in the past 10 years. Our primary sources for articles were the Educational Resources Information Center (ERIC), a national information system designed to provide access to an extensive body of education-related literature, and PsychInfo, an abstract database of psychological literature. In addition to these online databases, we conducted extensive web searches and used several resources at the library of the U.S. Department of Education. Throughout this paper, we will provide specific information to educators on how to select and implement appropriate, research-based instructional strategies in the classroom.

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Findings

Effective instructional strategies for teaching students with autism have certain essential characteristics. To begin with, each strategy needs to be evaluated for validity and backed by research. Several programs claim to be successful teaching children with autism; yet many of these programs do not provide valid evidence for this success. In addition, educational programs need to be tailored to the specific needs of the individual child. Teachers should not use the same educational program for all their students with autism, who have varying abilities, strengths, and weaknesses.

Educational strategies should also be used in coordination with other intervention programs. There is no single strategy that is most effective for improving all aspects of a child’s life. For this reason, teachers should use multiple strategies to help each child achieve educational success. Most important, the educational methods should prepare the child with the necessary skills for life after graduation from school. The ultimate goal of any education program should be to improve the life outcomes for children with autism.

Previous research indicates that instructional strategies are particularly effective under the following conditions.

• Early intervention has proven to be a successful strategy. Children who work on developing their behavior and verbal skills at a young age experience great improvement.

• Strategies that focus on enhancing communication and social skills make a great difference. Students who improve these skills can function better in all aspects of their life.
  
  
• Effective strategies provide multiple opportunities for practice. Children with autism perform better on a particular task when they have rehearsed the necessary skills in varying environments.
  
  
• Effective strategies provide structure in the classroom. Since most children with autism have difficulty dealing with changes in their routine and their environment, teachers will find that preparing children for change will help to yield success for all of their students with autism.
  
  
• These strategies will be most successful when teachers consider the sensory needs of each child with autism. The noise-level and lighting of an educational setting can dramatically affect the child’s ability to concentrate.

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Recommendations

For Educators:

• Always use approaches backed by research.
  
  
• Tailor individualized programs to meet each student’s needs.
• Use multi-modal teaching methods.
• Provide meaningful and motivating reinforcement.
• Allow opportunities for practice.
• Avoid implementing rigid curricula intended for all children.
• Establish ongoing communication with parents or guardians regarding each child’s skill development outside the classroom.
  
  
• Provide a classroom environment that enhances skills and socially appropriate behavior.
• Be clear and specific.
• Use visual supports, including pictures, schedules, and cues.
• Provide structure and routine in the classroom.
• Minimize distractions.
• Consider the sensory needs of students, including the noise level and lighting.
• Help students plan for transitions.
  
  
• Consider the cultural background of each student before choosing any single approach.

Future Directions for Researchers and Educators:

• Determine which strategies are most appropriate for children with specific strengths and disabilities.
  
  
• Compare effective strategies to one another in many controlled studies.
  
  
• Determine the impact of inclusive settings on students with autism.
  
  
• Examine the efficacy of assistive technology devices.
  
  
• Determine which strategies are most successful when implemented in conjunction with one another.