PSY FPX 5201 Assessment 1 Annotated Bibliography

PSY FPX 5201 Assessment 1 Annotated Bibliography

Name Capella University PSY FPX 5201 Integrative Project for Master’s Degree in Psychology Prof. Name Date

Professional Interest

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.

Literature Review

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.

PSY FPX 5201 Assessment 1 Annotated Bibliography

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., Broderick, N., Hine, J., Stainbrook, J. A., & Warren, Z. (2018). Early identification of ASD through telemedicine: Post value for underserved populations. Journal of Autism and Developmental Disorders, 48(12), 2601-2610. https://doi.org/10.1007/s10803-018-3524-y. Kankakee, S. A., Shepley, M., Tassinary, L. G., Varni, J. W., & Fawaz, H. M. (2017). An observational study of classroom acoustical design and repetitive behaviors in children with Autism. Environmental and Behavior, 49(8), 847-873. DOI 10.1177/0013916516669389. Kestner, K. M., Peterson, S. M., Eldridge, R. R., & Peterson, L. D. (2019). Considerations of baseline classroom conditions in conducting functional behavior assessments in school settings. Behavior Analysis International, 12(2), 452-465. DOI: 10:1007/s40617-018- 0269-1.

PSY FPX 5201 Assessment 1 Annotated Bibliography

Mello, M. P., Goldman, S. E., Urbano, R. C., & Hodapp, R. V. (2016). Services for children with Autism spectrum disorder: Comparing rural and non-rural communities. Education and Training in Autism and Developmental Disabilities, 51(4), 355-365. Pas, E. T., Johnson, S. R., Larson, K. E., Brandenburg, L., Church, R., Bradshaw, C. P. (2016). Reducing behavior problems among students with autism spectrum disorder: Coaching teachers in a mixed-reality setting. Journal of Autism and Developmental Disorders, 46, 3640-3652. DOI: 10.1007/s10803-016-2898-y. Taresh, S. M., Ahmad, N. A., Rosian, S., Ma’rof, A. M., & Zaid, S. M. (2020). Mainstream preschool teachers’ skills at identifying and referring children with autism spectrum disorder (ASD). International Journal of Environmental Research and Public Health, 17(12), 4284. Doi: 10.3390/ijerph17124284. Thiemann-Bourque, K. S., McGuff, S., & Goldstein, H. (2017). Training peer partners to use a speech-generating device with classmates with autism spectrum disorder: Exploring communication outcomes across preschool contexts. Journal of Speech, Language and Hearing Research, 60, 2648-2662. Doi: 10.1044/2017_JSLHR-L-17-0049.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 5201 Assessment 1 Annotated Bibliography

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – PSY FPX 5201 Assessment 1 Annotated Bibliography

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. PSY FPX 5201 Assessment 1 Annotated Bibliography

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper