Current Teaching Strategies for Enhancing Social Skill Development Among Students with Autism in the Elementary Grades
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Abstract
The purpose of this qualitative study was to identify effective teaching strategies
used with students with autism to enhance social skill development. With the growing
need for teachers to address students with autism, viable strategies are needed to be
implemented effectively to ensure social outcome success for students. The Individuals
with Disabilities Improvement Education Act (2004) requires teachers to use evidence-
based practices and implement those practices within the instructional settings. The
participants for this study were purposefully selected from the population of special
education teachers that are currently employed in the elementary grades in an urban
southeast Texas school district. In this qualitative study, the researcher used the
qualitative research methodology of phenomenological research. In this regard, the
researcher identified evidence-based strategies and explored special education teachers’
perceptions of teaching strategies that are effective for guidance with students with
autism to enhance their social skill development. In addition, instructional supports and
barriers were explored in order to further examine the effects and the impact of learning
for students on the autism spectrum. Based on the study’s findings, overall, three central
themes emerged from the thematic analysis and were focused on the three research
questions: (a) evidence-based practices and strategies, (b) supports, and (c) barriers.
Findings from the study provided insight into the perceptions of special education
teachers and what they believe to be effective when teaching students with autism
to enhance their social skill development. Research data showed that special education
teachers identified suggested practices, supports, and interventions to ensure that all
students with autism are making positive strides in developmental growth through the use
of effective teaching strategies. The findings of this study suggested teachers are utilizing
evidence-based strategies with students with autism to enhance their development in
social skills. The researcher hopes that the findings of this study will identify the need for
continued practice and application of evidence-based strategies with students with
autism. It is recommended that on-going teacher preparation training be consistent and
monitored, to ensure maintenance and generalization of targeted skills. Most importantly,
as educators, parents, and stakeholders in the community, being aware of teaching
strategies that are effective, and applying those strategies can emphatically impact
learning in students on the autism spectrum.
Keywords: special education teacher, Individuals with Disabilities Education
Improvement Act (IDEIA), autism, social skills, evidence-based practices