Academics

Interventions in the School Setting

The school setting is an ideal mechanism for delivering interventions for autism, as children are in school many hours a day and for majority of their developing years. The UCSB Koegel Autism Center is devoted to developing interventions in the school setting that improves communciation and socialization, while expanding the student's range of interests. These interventions target the following areas:

  • Challenging Behavior
  • Communication
  • Socialization
  • Teacher Training

To find out more about these interventions, click on the links below for empirical studies and literature reviews:

Koegel, L., Matos-Freeden, R., Lang, R., & Koegel, R. (2011). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. Vol. 18, No. 3, 421-588. 

Koegel, R., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., Koegel, L.K. (2012). Using Perseverative Interests to Improve Interactions Between Adolescents With Autism and Their Typical Peers in School Settings. Journal of Positive Behavior Interventions, 1-9. 

Koegel, L.K., Vernon, T.W., Koegel, R.L., Koegel, B.L., Paullin, A.W. (2012). Improving Social Engagement and Initiations Between Children With Autism Spectrum Disorder and Their Peers in Inclusive Settings. Journal of Positive Behavior Interventions, 1-8. 

Koegel, L.K., Kuriakose, S., Singh, A.K., & Koegel, R.L. (2012). Improving Generalization of Peer Socialization in Inclusive School Settings Using Initiations Training. Behavior Modification, Vol. 36, No. 3, 361-377. 

Koegel, R.L., Kim, S., Koegel, L.K., Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders. 43(9), 2121-2134. 

Koegel, R.L., Kim, S., Koegel, L.K. (2014). Training paraprofessionals to improve socialization in students with ASD. Journal of Autism and Developmental Disorders. [E-pub ahead of print].

Motivational Academics 

Additionally, many children with ASDs are often exposed to school work that is challenging or simply uninteresting, leading to mild to severe disruptive behaviors used to avoid a particular task. However, by incorporating specific motivational variables, such as child choice, intersprersal of maintenence tasks, and natural reinforcers, children will increase their academic performance and interest while decreasing disruptive behaviors. Click on the following links for literature reviews and empirical studies for mor einformation on motivational academics:

Koegel, L.K., Singh, A.K., & Koegel, R.L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, Vol. 40, No. 9, 1057-1066.

Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech & Hearing Services in Schools, 34(3), 228-235.

 

*For more information on how to receive a training at your school or organization, please contact us atautism@education.ucsn.edu or at (805)893-2049.