Autism Spectrum Disorder: Self-Regulation Research Proposal

Pages: 11 (3439 words)  ·  Bibliography Sources: 16  ·  File: .docx  ·  Level: Master's  ·  Topic: Education - Special Education  ·  Written: April 20, 2019

SAMPLE EXCERPT:

[. . .] The researcher found that timers, verbal praise, toke, recording sheet for self-monitoring, social stories and sticker charts are more effective in dealing with disruptive behaviors like tantrums, aggression, self-injury, and off-task (Carr, 2016).

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Kokina & Kern (2010) state that social stories are among the most commonly used techniques or interventions for self-regulation among students with ASD. Social stories enhance ASD students’ self-regulation through improving an individual’s social skills. Social stories also promote transition and desired behavior among students with ASD. When utilized, social stories enable students with ASD to lessen disruptive behaviors and improve desired behavior. Similarly, Wilkinson (2008) suggests that social support interventions and techniques are suitable toward promoting self-regulation of students with ASD since they provide students with necessary support for task compliance and completion. Neitzel (2010) support the use of social support systems in promoting self-regulation among students with ASD by introducing the concept of positive behavior support (PBS). PBS is a prevention and intervention mechanism that improves the quality of life of such students through enhancing their appropriate behaviors and modifying the learning environment to prevent the occurrence and reoccurrence of challenging behaviors in the classroom. Neitzel (2010) further contends that PBS provides focused support and intervention to students with ASD in primary, secondary and tertiary levels of their growth and development.

Research Proposal on Autism Spectrum Disorder: Self-Regulation Assignment

Dieringer et al. (2017) differs by arguing that increasing physical activity in students with autism seems to be the most suitable approach toward promoting their self-regulation. These researchers state that physical activity in these students can be enhanced through modeling, music, and prompting. Engagement in regular physical activity helps to enhance self-regulation of students with ASD through improving overall health and self-esteem while decreasing stress and anxiety. These researchers contend that existing research has demonstrated that increased involvement in regular physical activity has shown concomitant enhancements in academic achievement, attention, and time on task. They further state that physical activity has long-term benefits for self-regulation of students with ASD since their benefits last long as these students remain active through adulthood.

On the contrary, Bruhn, McDaniel & Kreigh (2015) argues that self-regulation or self-management of students with behavior problems like those associated with ASD requires specific strategies. The specific strategies that falls under self-management of students with ASD include self-monitoring, self-evaluation, self-instruction, self-regulated strategy development, and goal setting (Bruhn, McDaniel & Kreigh, 2015). Schulze (2016) concurs by stating that self-management strategies for students with ASD include self-management, self-instruction, self-monitoring, and self-graphing or self-charting. These strategies are considered suitable and effective in self-regulation of students with ASD since they focus on promoting student independence, self-awareness, self-reliance, and competence. Despite the rare use of these strategies in the modern classroom environment, they have been found to enhance academic, social, and other classroom behaviors of students with ASD.

Lequia, Machalicek & Lyons (2013) state that parents of school-age children with ASD are commonly asked to help their children with academic tasks. Using parents to provide help to school-going children with ASD is part of social support techniques that improve self-regulation. Therefore, teaching parents to implement behavior support strategies with their children is critical toward promoting self-regulation of students with ASD. To act as effective social support systems to children with ASD, parents provide assistance through education sessions, individual coaching, and performance feedback (Lequia, Machalicek & Lyons, 2013). Hampshire, Butera & Bellini (2016) support the involvement of parents as interventionists to help enhance self-regulation of students with ASD. Similar to Lequia, Machalicek & Lyons (2013), Hampshire, Butera & Bellini (2016) state that parents can help in this process through assisting their children with homework. These researchers support the involvement of parents on the premise that they play an important role in helping children with ASD to realize greater independence. Additionally, parents of children with ASD have proven effective in delivering different interventions that decrease inappropriate behavior among the children, enhance communication, and enhance child-parent relationships. Laurent & Gorman (2017) state that parents enhance self-regulation of their children with ASD through engaging in different behaviors that support their children’s emotional self-regulation. This implies that parental involvement or parent-based interventions enhance self-regulation of students with ASD through lessening development challenges linked to the condition.

Method

To achieve the purpose of this study, I will employ mixed methods research methodology. Mixed methods research is a research methodology that is used to conduct a study in which quantitative and qualitative data is collected, analyzed, and integrated. Through this methodology, I will collect quantitative and qualitative data relating to self-regulation of students with ASD. Mixed methods technique will be utilized since it provides a premise for the researcher to obtain data from participants in the natural contexts and conduct statistical analysis of the data. The selection of this research methodology for this study is influenced by the nature of the phenomenon under investigation. The nature of this phenomenon under investigation requires making philosophical assumptions that guide data collection and analysis. Mixed methods research entails making such assumptions when collecting and analyzing qualitative and quantitative data.

As part of conducting the mixed methods research, I will utilize two data collection methods i.e. participant observation and field notes. Participant observation is a data collection technique in which the research observes participants, physical aspects and/or activities relating to the phenomenon being investigated. For this study, participant observation will be carried out on teaching practices and approaches utilized by teachers in classrooms with students with ASD. Participant observation of self-regulation approaches utilized by teachers for students with ASD is an important data collection technique critical since it will enable me to have first-hand experience on the phenomenon under investigation. The second data collection technique I will use is field notes, which primarily entails observing and recording everything and looking for paradoxes in the process. I intend to observe and record teaching practices and approaches used by teachers to promote self-regulation of students with ASD. During this process, I will take note of the effectiveness of these approaches in enhancing the students’ self-regulation. As an active data collection technique in action research, field notes will help me to obtain rich data from participants since the data will be collected from their natural contexts. I intend to collect data from the participants for a period of three months.

Results

I will analyze my data using triangulation. In this case, quantitative data will be descriptively analyzed for frequency of occurrence while qualitative data will be analyzed through data coding and assigning a number to a code before counting the number of times it occurs. Quantitative and qualitative data will then be compared. Triangulation is a data analysis technique that is commonly applied in mixed methods research. When examining approaches used by teachers to promote self-regulation among students with ASD, I will collect quantitative and qualitative data simultaneously. I will then analyze the data sets using triangulation to determine the evidence-based approaches for promoting self-regulation of these students in the classroom. Triangulation will be employed in this study since helps evaluate multiple data sets or data sources to produce a common understanding of the phenomenon being investigated. Data obtained from the observations and field notes need to be compared and integrated to develop a common understanding of the issue of self-regulation of students with ASD. Triangulation will provide a premise for comparison, analysis and integration of data obtained through participant observation and field notes. I will present my data using descriptive statistics. In this case, data will be presented using tables, charts or graphs. Additionally, I intend to create a report that provides research findings based on emerging themes or patterns in the data.

Conclusion

This study is significant since it will help in identification of evidence-based approaches that improve the mental health and self-regulation of students with ASD within and outside the learning environment. The modern learning environment has experienced an increase in the number of students with ASD. These students exhibit challenging behaviors and have different needs like emotional problems, concentration difficulties, and attention difficulties. Therefore, teachers are faced with the need to develop and utilize suitable approaches and strategies that enhance self-regulation among students with ASD. The purpose of this study is to identify existing evidence-based approaches that are effective in improving self-regulation of students with ASD. The review examines whether there is a single effective approach that can be used to achieve this. The research seeks to answer two research questions i.e.

1. What are strategies that will help this student regulate his behavior prior to feeling frustrated during his math work?

2. What are strategies that will help this student independently identify when he feels frustrated before the start of the verbal behavior (antecedent)?

To achieve this, mixed methods research methodology is employed since it provides a framework for obtaining rich data from participants in their natural contexts. Qualitative and quantitative… [END OF PREVIEW] . . . READ MORE

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