Misbehavior or Missed Opportunity? Challenges in Interpreting the Behavior of Young Children with Autism Spectrum Disorder

Juliet Barnett, Kelly Whalon

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children's behavior and for embedding social communication opportunities in inclusive classroom settings are described.

Original languageEnglish (US)
Pages (from-to)257-263
Number of pages7
JournalEarly Childhood Education Journal
Volume41
Issue number4
DOIs
StatePublished - Jul 2013

Fingerprint

Child Behavior
autism
general education
classroom
Communication
Education
kindergarten child
communication
childhood
inclusion
educator
Students
school
Autism Spectrum Disorder
experience
student

Keywords

  • Autism
  • Behavior
  • Early childhood
  • Teaching strategies

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Misbehavior or Missed Opportunity? Challenges in Interpreting the Behavior of Young Children with Autism Spectrum Disorder. / Barnett, Juliet; Whalon, Kelly.

In: Early Childhood Education Journal, Vol. 41, No. 4, 07.2013, p. 257-263.

Research output: Contribution to journalArticle

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