Clinical Forum: Autism Spectrum Disorder  |   July 2003
Priming as a Method of Coordinating Educational Services for Students With Autism
 
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Special Populations / Autism Spectrum / School-Based Settings / Clinical Forum
Clinical Forum: Autism Spectrum Disorder   |   July 2003
Priming as a Method of Coordinating Educational Services for Students With Autism
Language, Speech, and Hearing Services in Schools, July 2003, Vol. 34, 228-235. doi:10.1044/0161-1461(2003/019)
History: Received May 19, 2002 , Accepted March 26, 2003
 
Language, Speech, and Hearing Services in Schools, July 2003, Vol. 34, 228-235. doi:10.1044/0161-1461(2003/019)
History: Received May 19, 2002; Accepted March 26, 2003
Web of Science® Times Cited: 12

Purpose: The importance of coordination of educational services has been well documented in the literature. For students with disabilities, coordinated programs result in more rapid acquisition of targeted behaviors and the increased likelihood of long-term maintenance of gains. The purpose of this study was to assess whether "priming" or exposing students with autism and disruptive behaviors to school assignments before their presentation in class would affect academic performance and problem behaviors.

Method: Two students diagnosed with autism who attended general education classrooms, both of whom exhibited numerous disruptive behaviors and low academic performance, participated in this study. A repeated reversals design was used to monitor student progress.

Results: The results demonstrated decreases in problem behavior and increases in academic responding when priming sessions occurred.

Clinical Implications: Application is discussed in terms of a mechanism for speech-language pathologists to assist classroom teachers with a systematic educational coordination plan that can quickly produce improved school performance.

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