BEHAVIOR MANAGEMENT INTERVENTIONS FOR STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS : A Systematic Literature Review
During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of Salamanca Statement and Framework for Action (UNESCO, 1994), in inclusive preschool and primary school classrooms. The aim was also to examine the outcomes of these interventions. Four databases were searched and nine articles were included for data extraction. Results indicated the implementation of different interventions such as function-based interventions, peer support, visual cue cards, structured teaching with graduated guidance, social stories and social scripts. The target behavior was principally assessed through Functional Behavioral Assessment (FBA) or it was not assessed at all. Some interventions were provided by the researcher or the teacher only, some were provided by different people in different phases and some were provided by two or more people together. Interventions’ goals were to decrease problem behavior, to increase desirable behavior and both to decrease problem behavior and to increase desirable behavior. It was observed that all interventions reached their goals, even though at a low level in some cases. In conclusion, this literature review provided a summary of interventions and their outcomes for behavior management of students with ASD in inclusive classrooms with a further purpose to help the teachers identify the strategies most useful for their classroom.
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