Year of Award

2021

Document Type

Professional Paper

Degree Type

Education Specialist (EdS)

Degree Name

Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

WILLIAM P. MCCAW

Commitee Members

SCOTT WHITTENBURG, WILLIAM P. MCCAW, JOHN MATT, CAO ZHEN

Keywords

AUTISM, EXECUTIVE FUNCTION, TRANSITION, STRATEGIES, EVIDENCE BASED PRACTICES, LEADERSHIP, TEACHER

Subject Categories

Educational Methods

Abstract

Leaders work collaboratively with all stakeholders to help understand what systems and supports need to be put into place to meet individual needs. School leaders must create continuous learning opportunities and reinforcement systems for educators in the areas of evidence-based practices, individualized teaching strategies, and student transition plans. Students with Autism Spectrum Disorder (ASD) require consistent and structured programming starting in preschool and carrying through to post-secondary education. It is imperative that school leaders provide the appropriate training and supports to educators and specialists in relation to executive functioning skills and evidence-based practices to best support students with ASD. This literature review dissects evidence-based teaching strategies that support executive function skills, systematic implementation programs to support school transitions for student with ASD, and breaks down how school leaders can support students, education professionals, and families throughout the process

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