REVIEW PAPERChildren with Autism in

REVIEW PAPER
Children with Autism in the Inclusive Preschool Classroom:
A Systematic Review of Single-Subject Design Interventions
on Social Communication Skills
Sarah G. Hansen & Allison W. Blakely & Jill K. Dolata &
Tracy Raulston & Wendy Machalicek
Received: 13 May 2014 /Accepted: 17 May 2014 /Published online: 30 May 2014
# Springer Science+Business Media New York 2014
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.
Keywords Autism spectrum disorder . Inclusion .
Meta-analysis . Preschool . Social skills
Introduction
Participation in quality early childhood education has direct,
positive effects on academic and social outcomes for young
children (Camilli and Barnett 2010). Typically developing
children benefit from early social interaction with peers and
play is foundational for many school-aged skills, including
social-communication (McClelland and Morrison 2003;
Odom et al. 2006). For children with disabilities, participation
in early childhood programs that feature education among
typically developing peers may provide unique access to these
benefits (Guralnick et al. 1996; Ferraioli and Harris 2011).
Despite the continued debate about the potential impact of
inclusive settings on child outcomes (e.g., Garrick et al. 2000;
Killoran et al. 2013), the early childhood experience has
changed for children with disabilities with an increasing trend
for young children with disabilities to be educated alongside
typically developing peers whenever possible (Boyle et al.
2011; Odom2000).
However, without effective planning and systematic intervention,
children with social communication deficits (e.g., autism
spectrum disorder [ASD]) may be at increased risk for
social isolation and may miss opportunities to develop meaningful
relationships with peers. Past research suggests that some
children with ASD do not benefit from inclusive educational
settings without additional planning and systematic instruction
(Bellini and Akullian 2007; Cho Blair et al. 2007; Koegel et al.
2012; Williams White et al. 2007). Children with ASD may
benefit from the increased opportunities to observe, initiate
social interactions, and respond to the social and play bids of
typically developing peers that inclusive preschool environments
offer. However, additional supports and instruction for
classmates with and without ASD may be essential.
Impairments in social communication and restricted and
repetitive behaviors, and interests characterize ASD
(American Psychiatric Association, Diagnostic and Statistical
Manual of Mental Disorders 2013).Without effective intervention,
these delays can obstruct a child’smeaningful participation
in educational settings (Bono et al. 2004; Charman et al. 2005).
Children with ASD often lack both functional (e.g., pointing at a
S. G. Hansen : A. W. Blakely : J. K. Dolata : T. Raulston :
W. Machalicek (*)
Department of Special Education and Clinical Sciences, Center on
Human Development, University of Oregon, 901 E. 18th Avenue,
Eugene, OR 97403, USA
e-mail: [e-mail]
Rev J Autism Dev Disord (2014) 1:192–206
DOI 10.1007/s40489-014-0020-y

Results (Indonesian) 1:

REVIEW KERTASAnak-anak dengan Autism di prasekolah kelas termasuk:Suatu Tinjauan sistematis dari Single-subjek desain intervensiketerampilan komunikasi sosialSarah G. Hansen Allison W. Blakely & Jill K. Dolata &Tracy Raulston & Wendy MachalicekMenerima: 13 Mei 2014 /Accepted: 17 Mei 2014 /Published online: 30 April 2014# Springer Science + Business Media New York 2014Abstrak perubahan undang-undang telah menyebabkan peningkatanmendorong untuk anak-anak dengan autism spectrum disorder untuk dididikdi kelas dengan biasanya berkembang rekan-rekan. Ini sistematiskajian pustaka antara tahun 2005 dan2012 bertujuan untuk mengidentifikasi intervensi yang efektif untuk mendukunganak-anak dengan autism spectrum disorder di prasekolah inklusifkelas. Single-subjek studi mengenai perbaikanketerampilan komunikasi sosial untuk anak-anakspektrum autism disorder di prasekolah inklusif telah diidentifikasimelalui pencarian sistematis dari database elektronik menggunakanistilah kunci, jurnal tangan pencarian dan pencarian leluhurmengidentifikasi artikel. Data diambil dari 16 hasilArtikel () memeriksa kekakuan dari desain, (b) mengevaluasi intervensiefektivitas menggunakan analisis visual dan persentase nonoverlappingdata (PND), dan (c) menentukan berbasis buktipraktek-praktek. Hasil menunjukkan berbagai intervensi yang efektif untukmeningkatkan keterampilan komunikasi sosial untuk anak-anakspektrum autism disorder di ruang kelas TK yang inklusif.Saran untuk penelitian dibahas.Kata kunci spektrum Autism disorder. Inklusi.Meta-analisis. Prasekolah. Keterampilan sosialPendahuluanPartisipasi dalam kualitas pendidikan anak usia dini telah langsung,efek positif pada hasil-hasil akademik dan sosial bagi mudaanak-anak (Camilli dan Barnett 2010). Biasanya berkembanganak manfaat dari awal interaksi sosial dengan rekan-rekan danBermain dasar untuk banyak keterampilan usia sekolah, termasuksosial-komunikasi (McClelland dan Morrison 2003;Odom et al., 2006). Untuk anak-anak Cacat, partisipasidalam usia dini program yang memiliki pendidikan antarabiasanya berkembang rekan-rekan dapat memberikan akses unik ke inimanfaat (Guralnick et al, 1996; Ferraioli dan Harris 2011).Meskipun terus perdebatan tentang dampak potensialtermasuk pengaturan pada anak hasil (misalnya, Garrick et al. 2000;Killoran et al. 2013), memiliki pengalaman anak usia diniberubah untuk anak-anak cacat dengan tren yang meningkatbagi anak-anak Penyandang Cacat untuk dididik bersamabiasanya berkembang rekan setiap kali mungkin (Boyle et al.2011; Odom2000).Namun, tanpa perencanaan yang efektif dan sistematis intervensi,anak-anak dengan defisit komunikasi sosial (misalnya, autismespektrum gangguan [ASD]) mungkin pada peningkatan risiko untukisolasi sosial dan mungkin melewatkan kesempatan untuk mengembangkan bermaknahubungan dengan rekan-rekan. Penelitian sebelumnya menunjukkan bahwa beberapachildren with ASD do not benefit from inclusive educationalsettings without additional planning and systematic instruction(Bellini and Akullian 2007; Cho Blair et al. 2007; Koegel et al.2012; Williams White et al. 2007). Children with ASD maybenefit from the increased opportunities to observe, initiatesocial interactions, and respond to the social and play bids oftypically developing peers that inclusive preschool environmentsoffer. However, additional supports and instruction forclassmates with and without ASD may be essential.Impairments in social communication and restricted andrepetitive behaviors, and interests characterize ASD(American Psychiatric Association, Diagnostic and StatisticalManual of Mental Disorders 2013).Without effective intervention,these delays can obstruct a child’smeaningful participationin educational settings (Bono et al. 2004; Charman et al. 2005).Children with ASD often lack both functional (e.g., pointing at aS. G. Hansen : A. W. Blakely : J. K. Dolata : T. Raulston :W. Machalicek (*)Department of Special Education and Clinical Sciences, Center onHuman Development, University of Oregon, 901 E. 18th Avenue,Eugene, OR 97403, USAe-mail: [e-mail] J Autism Dev Disord (2014) 1:192–206DOI 10.1007/s40489-014-0020-y