As Part Of The Capstone Requirements, Design An Autis 774875

As Part Of The Capstone Requirements Design An Autism Action Research

As part of the capstone requirements, design an autism action research project that is built as part of each course in the program of study. The topic for the project is your choice, but it must be focused on students with autism or some aspect of teaching and autism that is relevant to your professional interests and goals. A practical purpose of this capstone project is for you to investigate scholarly research in your autism area of interest and conduct your own action research. Review “Autism Action Research Project Overview” to become familiar with the project specifics. The next step in the action research project is to write the 1,250-1,500 word literature review. Refer to the “Autism Action Research Project Template” for details about how to complete the assignment and carefully review “Chapter 11: Conducting Teacher Action Research.” Utilize the “MA: Autism Spectrum Disorder Library Guide” as needed to complete the topic assignment. This assignment will be due at the end of Topic 5. Submit the literature review as a Word document. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Note: Because of the use of the “Autism Action Research Project Template,” assignments will return a high similarity index from LopesWrite.

Paper For Above instruction

The purpose of this paper is to develop a comprehensive literature review for an autism action research project, as part of a capstone requirement in an educational program. The review systematically explores scholarly research related to autism spectrum disorder (ASD), focusing on effective teaching strategies, interventions, and support systems that enhance learning outcomes for students with autism. This review provides an academic foundation to inform subsequent action research designed to improve educational practices tailored to students with ASD.

The importance of specialized educational strategies for students with autism has been well-documented in existing research. According to Odom et al. (2010), individualized, evidence-based interventions significantly improve social communication, behavioral regulation, and academic achievement among students with ASD. Early intervention programs that incorporate structured teaching models like Applied Behavior Analysis (ABA) have demonstrated notable success (Lovaas, 1987). Contemporary research underscores the importance of inclusion and peer-mediated interventions, which foster social integration and generalization of skills (Kasari et al., 2012). These strategies not only support academic development but also promote social-emotional well-being.

A critical aspect of autism education involves adapting instructional methods to meet diverse needs. Researchers such as Wong et al. (2015) advocate for the use of visual supports, structured teaching, and augmentative communication devices to facilitate comprehension and engagement. These assistive technologies are particularly effective in reducing anxiety and enhancing communication for non-verbal or minimally verbal students (Schreibman et al., 2015). Furthermore, researchers highlight the significance of individualized behavioral plans and sensory accommodations to address specific challenges faced by students with ASD (Strassberg et al., 2017).

In developing effective action research, it is essential to understand current methodologies and frameworks. Chapter 11 of the scholarly literature emphasizes participatory inquiry, reflective practice, and data-driven decision making in teacher-led investigations (Mertler, 2017). The use of the Autism Spectrum Disorder Library Guide offers valuable resources such as peer-reviewed journal articles, educational policy documents, and intervention manuals that support evidence-based practice. Carefully reviewing relevant literature enables educators to formulate specific, measurable research questions aligned with their professional goals and students’ needs.

In conclusion, this literature review situates the proposed action research within the broader context of evidence-based practices for teaching students with autism. The research highlights the importance of individualized, technology-supported, and inclusive strategies that foster academic and social-emotional growth. A thorough understanding of current research frameworks and available resources equips educators to design meaningful interventions, monitor progress, and contribute to the ongoing development of best practices in autism education. This foundation will guide the subsequent steps in conducting the action research project, ultimately aiming to enhance teaching efficacy and student outcomes.

References

• Kasari, C., Paparella, T., Hellemann, G., & Karfund, B. (2012). Social networks and friendships in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 523–535.
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in autism. Journal of Consulting and Clinical Psychology, 55(1), 3–9.
• Mertler, C. A. (2017). Action research: Improving schools and empowering educators. SAGE Publications.
• Odom, S. L., Buysse, V., & sands, M. (2010). Evidence-based practices in early intervention/early childhood special education: A comprehensive review. Journal of Early Intervention, 33(4), 265–276.
• Schreibman, L., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(5), 1689–1702.
• Strassberg, B., et al. (2017). Sensory integration and autism: A review of the literature. Journal of Autism and Developmental Disorders, 47(3), 743–754.
• Wong, C., et al. (2015). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina, FPG Child Development Institute.