Teachers Perceptions of Interventions for Children with Autism in a School Setting

Abstract

Navigating the topic of autism can be difficult because there is so much recent research covering a vast range of information. The present study focuses on interventions for children with autism in a school setting. The interventions being reviewed are social stories, visual cues, and family support. The definition and evaluation of social stories and visual cues in academic settings will be discussed. The population of parents of children with autism will also be examined. Research suggests appropriate use of social stories and visual cues in academic settings are effective and positive; however the transfer into nonacademic settings is limited, suggesting a need for more resources in nonacademic settings. The implication is resources be made available to parents of children with autism.