Abstract Changes in legislation hav

Abstract Changes in legislation have led to an increased
push for children with autism spectrum disorder to be educated
in classrooms with typically developing peers. This systematic
review of the literature between the years of 2005 and
2012 aimed to identify effective interventions to support the
children with autism spectrum disorder in the inclusive preschool
classroom. Single-subject studies concerning the improvement
of social communication skills for children with
autism spectrum disorder in inclusive preschools were identified
through systematic searches of electronic databases using
key terms, journal hand searches, and ancestral searches of
identified articles. Data were extracted from the resulting 16
articles to (a) examine rigor of design, (b) evaluate intervention
effectiveness using visual analysis and percentage nonoverlapping
data (PND), and (c) determine evidence-based
practices. Results suggest a range of effective interventions to
improve the social communication skills for children with
autism spectrum disorder in inclusive preschool classrooms.
Suggestions for future research are discussed.

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Abstract Changes in legislation have led to an increasedpush for children with autism spectrum disorder to be educatedin classrooms with typically developing peers. This systematicreview of the literature between the years of 2005 and2012 aimed to identify effective interventions to support thechildren with autism spectrum disorder in the inclusive preschoolclassroom. Single-subject studies concerning the improvementof social communication skills for children withautism spectrum disorder in inclusive preschools were identifiedthrough systematic searches of electronic databases usingkey terms, journal hand searches, and ancestral searches ofidentified articles. Data were extracted from the resulting 16articles to (a) examine rigor of design, (b) evaluate interventioneffectiveness using visual analysis and percentage nonoverlappingdata (PND), and (c) determine evidence-basedpractices. Results suggest a range of effective interventions toimprove the social communication skills for children withautism spectrum disorder in inclusive preschool classrooms.Suggestions for future research are discussed.

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Results (Indonesian) 2:[Copy]

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Perubahan abstrak dalam undang-undang telah menyebabkan peningkatan
dorongan bagi anak-anak dengan gangguan spektrum autisme untuk dididik
di kelas dengan biasanya berkembang rekan-rekan. Sistematis ini
tinjauan pustaka antara tahun 2005 dan
2012 yang bertujuan untuk mengidentifikasi intervensi yang efektif untuk mendukung
anak-anak dengan gangguan spektrum autisme di prasekolah inklusif
kelas. Studi Single-subjek mengenai peningkatan
keterampilan komunikasi sosial untuk anak-anak dengan
gangguan spektrum autisme pada prasekolah inklusif diidentifikasi
melalui pencarian sistematis database elektronik dengan menggunakan
istilah-istilah kunci, pencarian tangan jurnal, dan pencarian leluhur
artikel diidentifikasi. Data diambil dari 16 yang dihasilkan
artikel untuk (a) memeriksa kekakuan desain, (b) mengevaluasi intervensi
efektivitas menggunakan analisis visual dan persentase nonoverlapping
data (PND), dan (c) menentukan berbasis bukti
praktek. Hasilnya menunjukkan berbagai intervensi yang efektif untuk
meningkatkan kemampuan komunikasi sosial untuk anak-anak dengan
gangguan spektrum autisme di kelas prasekolah inklusif.
Saran untuk penelitian masa depan dibahas.

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Results (Indonesian) 3:[Copy]

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