The first thing that resonated with me from the article was that an increase of popularity among non-evidence based interventions increased due to the availability of the exposure via public media and simultaneously had a steady decrease with evidence-based interventions. The article indicated that this was due to the general public being more familiar with the exposure of the non-evidence based practices. They attribute this to the “mere exposure” effect where people develop preferences for things based on what they are exposed to. 

Takeaway #2:

Based on recent research, it has been found that ASD in individuals primarily involves the interhemispheric connectivity, which is the functional connectivity between one hemisphere to the corresponding areas in the other hemispher. Due to these findings, ASD has been recategorized as a neurobiological disorder in the Diagnostic and Statistical Manual of Mental Disorders, although the cause of the dysfunction is still unknown.

By: Courtney Robertson

Article: Fleury, V., & Kemper, T. (2022, September). An Examination of Education Professionals' Beliefs About Causes of Autism and Their Perceptions of Practices. Sage Journals, 37(3), 135 - 198. https://journals.sagepub.com/doi/epub/10.1177/10883576211073685

Take away 2:
Professor Uta Frith speaks of an extra social sense that people with ASD do not have as they do not understand that other people have thoughts and beliefs that are different from theirs. She described the study that she did using triangle animations of social scenarios which were shown while people were having their brain scanned. The results showed that people with ASD had less brain activity in the part of the brain that is active while mentalizing. I find this fascinating and helpful in understanding the social struggles of my students with autism.

            The peer reviewed article I chose said “The outlook for many individuals with autism spectrum disorder today is brighter than it was 50 years ago; more people with the condition are able to speak, read, and live in the community rather than in institutions . . . ”(Johnson, 2021). I thought this was very interesting, but it goes on to talk about how we can still do better. Teachers need to be trained with a knowledge of Autism and be prepared to teach students on the spectrum. I have noticed personally that there are many students functioning in general education classrooms that are undiagnosed, but show many of the same characteristics as students with ASD. It is important that all teachers, not just special education teachers, be trained on ASD.

Take away #2

Without proper training, inclusion becomes a physical location instead of a fully inclusive educational environment. Teachers who are comfortable and familiar with using research based practices such as PECS, DTT, etc, have better self-efficacy and are more effective in teaching students with ASD.

After reading the article,”Early Interventionists’ Appraisals of Intervention Strategies for Toddlers with Autism Spectrum Disorder and Their Peers in Inclusive Childcare Classrooms”, I was able to learn about effective intervention strategies that serve both children with autism as well as those without autism. Being in an early childhood classroom and having children with multiple disabilities can be challenging but if the right interventions are implemented it really eases each day and you are filled with successful stories of students accomplishing their goals. Some interventions might not work for children with autism however they might work for a child with developmental disabilities. As a teacher it is important to find those strategies that can be incorporated for both peers and children with autism. The article listed many different interventions but 8  strategies they used worked for both groups of children. Modeling tasks was a big strategy that worked for both groups of students. 

Take away 2

Some teachers are nervous about having an individual with autism in their classroom. Incorporating fun and engaging activities help children with autism really open up and show their full potential. We have to keep in mind that every child with autism is different and they do not all have the same deficits and strengths. It is our job as teachers to help our students learn how to use those strengths to be successful. 

This article was so interesting as it tried to find a way to minimize negative behaviors in the school system, such as tantrums, screaming, and throwing items. It postulated that dance movement could be helpful for those with ASD because it involves movement and music. It helped autistic children be aware of their bodies and self-sensings for 60 minutes. At the end of the study it did help lower negative behavior for the students. I think that this would be a great way for all the kids to be involved. I know that at least up until third grade in the school I work in there is dancing for brain breaks. I think that this is a great destresser for all students and will incorporate the students with ASD.

Ziadat, A. H., Alramamneh, A. K., & Al-Sabaylehr, O. A. (2021, November 30). Dance

 spectrum disorder. European Journal of Educational Research. Retrieved March 3, 

2023, from https://eric.ed.gov/?q=autism%2B&ff1=dtysince_2021&pg=25&id=EJ1352738