Strategies for Teaching Based on Autism Research (STAR Program) Curriculum Review and Implementation
Date of Award
Winter 12-9-2021
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Keri DeSutter
Keywords
STAR Program, ECSE, Curriculum Review, Autism Spectrum Disorder, ASD, Evidenced Based Strategies
Abstract
Autism Spectrum Disorder (ASD) is becoming more prevalent in school systems. Researchers began tracking the prevalence of ASD in the year 2000. It is estimated that 1 in 68 children have ASD in the United States of America (1 in 42 prevalence for boys and 1 in 189 prevalence for girls) (Landa, 2018). Medically a child can be diagnosed with ASD but school systems themselves are not able to formally diagnose ASD in children. (ECTA, 2012). ASD can be hard to diagnose as some cases are more severe than others and the earlier that a child is found to have ASD, the better supported they will be both at home and in the classroom. Furthermore, the earlier the identification, the more able we are to give parents and students early access to early intervention services to aid in the success of the child and family as a unit (Boyd et al., 2010). Beginning in early intervention, the Strategies for Teaching based on Autism Research (STAR) Program has been found to be effective for students with ASD while using the following strategies: discrete trial training (DTT), pivotal response training (PRT), and functional routines (Stahmer et al., 2015). These skills can be taught to students that do not have ASD but are primarily using evidence-based strategies designed to aid students with ASD in day-to-day school activities.
Recommended Citation
Harrington, Cassidy, "Strategies for Teaching Based on Autism Research (STAR Program) Curriculum Review and Implementation" (2021). Dissertations, Theses, and Projects. 581.
https://red.mnstate.edu/thesis/581