Skip to main content
SpringerLink
Log in

The Cycle of Learning: A Framework for Decision-Making

  • Chapter
  • First Online:
Book cover Empowering Parents of Children with Autism Spectrum Disorder

  • 2034 Accesses

Abstract

This chapter presents the Cycle of Learning (CoL) framework, which has been used to empower parents to support their child in realising their dreams. This framework provides a decision-making model to support parents as they work with their child to identify their future vision; determine key barriers that will prevent their child from achieving that vision; and ascertain key priorities for their child’s learning. Building from this vision, parents can work with educators and professionals to assess their child’s strengths, interests, and needs and to establish specific, measurable goals for their child. The CoL can also support parents to select and implement strategies and instruction for their child and to evaluate the impact of these strategies on their child’s learning. The CoL is derived from a strong research and theoretical base that aligns with the principles on evidence-based practice and data-based decision-making.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • ACARA. (2011). The Australian Curriculum information sheet: Guidance for using the Australian Curriculum with students with special education needs. ACARA. Retrieved from http://www.saasso.asn.au/wp-content/uploads/2012/11/Guidance-for-using-the-Australian-Curriculum-with-students-with-special-education-needs.pdf

  • ACARA. (2012). The shape of the Australian curriculum 4.0. Retrieved from http://acara.edu.au

  • Algozzine, B., Browder, D., Karvonen, M., & Test, D. W. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219–277.

    Article  Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Publishing.

    Book  Google Scholar 

  • Angell, M. E., Stoner, J. B., & Shelden, D. L. (2009). Trust in education professionals: Perspectives of mothers of children with disabilities. Remedial and Special Education, 30, 160–176.

    Article  Google Scholar 

  • Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral and educatinal outcomes in children with autism spectrum disorder. The American Journal of Occupational Therapy, 62, 564–573.

    Article  Google Scholar 

  • Aspy, R., & Grossman, B. G. (2011). The Ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger syndrome. Shawnee Mission, KS: AAPC Publishing.

    Google Scholar 

  • Attwood, T. (2014). An overview of autism spectrum disorders. In K. Buron & P. Wolfberg (Eds.), Learners on the autism spectrum: Preparing highly qualified educators and related practionners (pp. 32–57). Shawnee Mission, KS: AAPC Publishing.

    Google Scholar 

  • Autism Spectrum Australia (Aspect). (2013). Positive partnerships: Supporting school aged children on the autism spectrum – Professional development for teachers and school staff. Sydney, Australia: Autism Spectrum Australia (Aspect).

    Google Scholar 

  • Banach, M., Iudice, J., Conway, L., & Couse, L. J. (2010). Family support and empowerment: Post autism diagnosis support group for parents. Social Work With Groups, 33, 69–83. doi:10.1080/01609510903437383.

    Article  Google Scholar 

  • Barnard-Brak, L., Davis, T., Ivey, J. K., & Thomson, D. (2009). Student IEP participation and parental satisfaction among adolescents with autism. Journal on Developmental Disabilities, 15, 48–54.

    Google Scholar 

  • Barnett, D., Clements, M., Kaplan-Estrin, M., & Fialka, J. (2003). Building new dreams: Supporting parents’ adaptation to their child with special needs. Infants and Young Children, 16, 184–200.

    Article  Google Scholar 

  • Board of Studies NSW. (2011). Teaching and learning cycle: English K-6 support materials for students with special education needs. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/portal/go/english/support-students-special-needs/teaching-and-learning-cycle

  • Bowker, A., D’Angelo, N. M., Hicks, R., & Wells, K. (2011). Treatments for autism: Parental choices and perceptions of change. Journal of Autism and Developmental Disorders, 41, 1373–1382. doi:10.1007/s10803-010-1164-y.

    Article  Google Scholar 

  • Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1550–1561. doi:10.1007/s10803-006-0286-8.

    Article  Google Scholar 

  • Browder, D., Spooner, F., Trela, K., & Baker, J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31, 309–321.

    Article  Google Scholar 

  • Browder, D., Wakeman, S., & Flowers, C. (2010). Assessment of progress in the general curriculum for students with disabilities. Theory Into Practice, 45, 249–259. doi:10.1207/s15430421tip45037.

    Article  Google Scholar 

  • Bunsen, T. D. (2002). Quality indicators of best practices: A guide for educators. In R. Gabriels & D. Hill (Eds.), Autism: From research to individualized practice (pp. 179–202). London: Jessica Kingsley.

    Google Scholar 

  • Callahan, K., Henson, R. K., & Cowan, A. K. (2008). Social validation of evidence-based practices in autism by parents, teachers, and administrators. Journal of Autism and Developmental Disorders, 38, 678–692. doi:10.1007/s10803-007-0434-9.

    Article  Google Scholar 

  • Carlon, S., Stephenson, J., & Carter, M. (2014). Parent reports of treatments and interventions used with children with autism spectrum disorders (ASD): A review of the literature. Australasian Journal of Special Education, 38, 63–90. doi:10.1017/jse.2014.4.

    Article  Google Scholar 

  • Carnahan, C. (2011). Teaching students with autism to communicate. In E. A. Butot & B. S. Myles (Eds.), Autism spectrum disorders: Foundation, characteristics and effective strategies (pp. 179–200). Upper Saddle River, NJ: Pearson Education.

    Google Scholar 

  • Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Journal of Intellectual and Developmental Disabilities, 118, 16–31. doi:10.1352/1944-7558-118.1.16.

    Article  Google Scholar 

  • Chamak, B., Bonniau, B., Jaunay, E., & Cohen, D. (2008). What can we learn about autism from autistic persons? Psychotherapy and Psychosomatics, 77, 271–279.

    Article  Google Scholar 

  • Chambers, C. R., Wehmeyer, M. L., Saito, Y., Lida, K. M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15, 3–15. doi:10.1080/09362830709336922.

    Article  Google Scholar 

  • Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society, B: Biological Sciences, 358, 315–324. doi:10.1098/rstb.2002.1199.

    Article  Google Scholar 

  • Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children, 33, 56–56.

    Article  Google Scholar 

  • Cooper, J. O. (2007). Definition and characteristics of applied behavior analysis. In J. O. Cooper, T. Heron, & W. Heward (Eds.), Applied behavior analysis (pp. 2–23). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.

    Google Scholar 

  • Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Support for students with hidden disabilities in universities: A case study. International Journal of Disability, Development and Education, 62, 24–41. doi:10.1080/1034912x.2014.984592.

    Article  Google Scholar 

  • Cumming, J., Dickson, E., & Webster, A. (2013). Reasonable adjustments in assessment: Putting law and policy into practice in Australia. International Journal of Disability, Development and Education, 60, 295–311.

    Article  Google Scholar 

  • Davies, M., Cooper, G., Kettler, R. J., & Elliott, S. N. (2015). Developing social skills of students with additional needs within the context of the Australian curriculum. Australasian Journal of Special Education, 39, 37–55. doi:10.1017/jse.2014.9.

    Article  Google Scholar 

  • Dawson, G., & Osterling, J. (1997). Early intervention in autism. In M. Guralnick (Ed.), The effectiveness of early intervention (pp. 307–326). Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Dempsey, I. (2012). The use of individual education programs for children in Australian schools. Australasian Journal of Special Education, 36, 21–31. doi:10.1017/jse.2012.5.

    Article  Google Scholar 

  • Dodd, S. (2004). Understanding autism. Sydney, Australia: Elsevier Australia.

    Google Scholar 

  • Durocher, J. S. (2011). Assessment for the purpose of instructional planning for students with autism spectrum disorders. In E. A. Boutot & B. S. Myles (Eds.), Autism spectrum disorders: Foundations, characteristics and effective strategies (pp. 34–68). Upper Saddle River, NJ: Pearson Education.

    Google Scholar 

  • Fish, W. W. (2006). Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter. Education & Treatment of Children, 127, 56–68.

    Google Scholar 

  • Fisher, D., & Frey, N. (2001). Access to the core curriculum. Remedial and Special Education, 22, 148–157. doi:10.1177/074193250102200303.

    Article  Google Scholar 

  • Flannery, K. B., Newton, S., Horner, R. H., Slovic, R., Blumberg, R., & Ard, W. R. (2000). The impact of person centered planning on the content and organization of individual supports. Career Development for Exceptional Individuals, 23, 123–137. doi:10.1177/088572880002300202.

    Article  Google Scholar 

  • Foster, A., Rude, D., & Grannan, C. (2012). Preparing parents to advocate for a child with autism. The Phi Delta Kappan, 94, 16–20.

    Article  Google Scholar 

  • Franzone, E. L., Kucharczyk, S., Sullivan, L., & Szidon, K. (2012). Facilitating the use of evidence-based practices in classrooms: The National Professional Development Center model. In P. Mundy & A. M. Mastergeorge (Eds.), Educational interventions for students with autism (pp. 131–154). San Francisco: Jossey-Bass.

    Google Scholar 

  • Fredrickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special Education, 34, 105–115.

    Article  Google Scholar 

  • Gargiulo, R. M., & Metcalf, D. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach (2nd ed.). Belmont, CA: Wadsworth Cengage Learning.

    Google Scholar 

  • Goin-Kochel, R. P., Myers, B. J., & Mackintosh, V. H. (2007). Parental reports on the use of treatments and therapies for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 1, 195–209. doi:10.1016/j.rasd.2006.08.006.

    Article  Google Scholar 

  • Grandin, T. (2012). Different … not less: Inspiring stories of achievement and successful employment from adults with autism, Asperger’s, and ADHD. Arlington, TX: Future Horizons.

    Google Scholar 

  • Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Handler, B. R. (2010). Two acts, one goal: Meeting the shared vision of No Child Left Behind and Individuals with Disabilities Education Improvement Act of 2004. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80, 5–8. doi:10.3200/tchs.80.1.5-8.

    Article  Google Scholar 

  • Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research annual conference on building teacher quality, University of Auckland.

    Google Scholar 

  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

    Google Scholar 

  • Heflin, J., & Alaimo, D. F. (2007). Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

    Google Scholar 

  • Held, M. F., Thoma, C. A., & Thomas, K. (2004). “The John Jones Show”: How one teacher facilitated self-determined transition planning for a young man wiht autism. Focus on Autism and Other Developmental Disabilities, 19, 177–188.

    Article  Google Scholar 

  • Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58, 47–61. doi:10.1177/0022487106295726.

    Article  Google Scholar 

  • Horrocks, J. L., White, G., & Roberts, L. (2008). Principals’ attitudes regarding inclusion of children with autism in Pennsylvania public schools. Journal of Autism and Developmental Disorders, 38, 1462–1473. doi:10.1007/s10803-007-0522-x.

    Article  Google Scholar 

  • Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., & Aldred, C. (2010). Preschoolers with autism show greater impairment in receptive compared with expressive language abilities. Internatonal Journal of Language and Communication Disorders, 45, 681–690. doi:10.3109/13682820903461493.

    Article  Google Scholar 

  • Hume, K., Bellini, S., & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25, 195–207.

    Article  Google Scholar 

  • Humphrey, N., & Lewis, S. (2008). What does “inclusion” mean for pupils on the autistic spectrum in mainstream secondary schools? Journal of Research in Special Educational Needs, 8, 132–140. doi:10.1111/j.1471-3802.2008.00115.x.

    Article  Google Scholar 

  • Iovannone, R., Dunlap, G., Huber, J., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150–165.

    Article  Google Scholar 

  • Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39, 54–58.

    Article  Google Scholar 

  • Keen, D., & Rodger, S. (2012). Working with parents of a newly diagnosed child with an autism spectrum disorder. London: Jessica Kingsley.

    Google Scholar 

  • Keen, D., Webster, A., & Ridley, G. (2015). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism. doi:10.1177/1362361315580962.

    Google Scholar 

  • Keenan, M., Dillenburger, K., Doherty, A., Byrne, A., & Gallagher, S. (2010). The experiences of parents during diagnosis and forward planning for children with autism spectrum disorder. Journal of Applied Research in Intellectual Disabilities, 23, 390–397. doi:10.1111/j.1468-3148.2010.00555.x.

    Article  Google Scholar 

  • Keyes, M. W., & Owens-Johnson, L. (2003). Developing person-centered IEPs. Intervention in School and Clinic, 38, 145–152. doi:10.1177/10534512030380030301.

    Article  Google Scholar 

  • Kishida, Y. (2011). Changes in teachers’ practices following their participation in an autism-specific professional development program. Special Education Perspectives, 20, 29–39.

    Google Scholar 

  • Klin, A., Danovitch, J. H., Merz, A. B., & Vokmar, F. R. (2007). Circumscribed interests in higher functioning individuals with autism spectrum disorders: An exploratory study. Research and Practice for Persons with Severe Disabilities, 32, 89–100.

    Article  Google Scholar 

  • Kurth, J., & Mastergeorge, A. M. (2010). Individual education plan goals and services for adolescents with autism: Impact of age and educational setting. The Journal of Special Education, 44, 146–160. doi: http://dx.doi.org/10.1177/0022466908329825

  • Leach, D., & Duffy, M. L. (2009). Supporting students with autism spectrum disorders in inclusive settings. Intervention in School and Clinic, 45, 31–37. doi:10.1177/1053451209338395.

    Article  Google Scholar 

  • Lee, S.-H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91–107. doi:10.1177/0022466907312354.

    Article  Google Scholar 

  • Leekam, S. R., Prior, M. R., & Uljarevic, M. (2011). Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin, 137, 562–593. doi:10.1037/a0023341.

    Article  Google Scholar 

  • Loiacono, V., & Valenti, V. (2010). General education teachers need to be prepared to co-teach the increasing number of children with autism in inclusive settings. International Journal of Special Education, 25, 24–32.

    Google Scholar 

  • Lynch, S. L., & Adams, P. (2008). Developing standards-based individualized education program objectives for students with significant needs. Teaching Exceptional Children, 40, 36–39.

    Article  Google Scholar 

  • Lynch, S. L., & Irvine, A. N. (2009). Inclusive education and best practice for children wtih autism spectrum disorder: An integrated approach. International Journal of Inclusive Education, 13, 845–859. doi:10.1080/13603110802475518.

    Article  Google Scholar 

  • Mancil, G. R., & Pearl, C. E. (2008). Restricted interests as motivators: Improving academic engagement and outcomes of children on the autism spectrum. Teaching Exceptional Children Plus, 4(6), Article 7.

    Google Scholar 

  • Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision-making: A framework for understanding capacity building. Educational Management Adminstration & Leadership, 43, 269–289. doi:10.1177/1741143214537229.

    Article  Google Scholar 

  • Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Matson, J. L., & Kozlowski, A. M. (2011). The increasing prevalence of autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 418–425. doi:10.1016/j.rasd.2010.06.004.

    Article  Google Scholar 

  • Matson, J. L., & Nebel-Schwalm, M. S. (2007). Comorbid psychopathology with autism spectrum disorder in children: An overview. Research in Developmental Disabilities, 28, 341–352. doi:10.1016/j.ridd.2005.12.004.

    Article  Google Scholar 

  • McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: Is détente possible? Theory Into Practice, 44, 234–244.

    Article  Google Scholar 

  • Mesibov, G. B., Shea, V., & McGCaskill, S. (2012). Structured teaching and the TEACCH program. In D. Zager, M. L. Wehmeyer, & R. L. Simpson (Eds.), Educating students with autism spectrum disorders (pp. 99–112). New York: Taylor & Francis.

    Google Scholar 

  • Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Author. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

  • Minshew, N. J., & Williams, D. L. (2014). Brain-behavior connections in autism. In K. D. Buron & P. Wolfberg (Eds.), Learners on the autism spectrum: Preparing highly qualified educators (2nd ed., pp. 58–81). Shawnee Mission, KS: AAPC.

    Google Scholar 

  • Moon, T. R. (2005). The role of assessment in differentiation. Theory Into Practice, 44, 226–233. doi:10.1207/s15430421tip4403_7.

    Article  Google Scholar 

  • Mueller, T. G., Singer, G. H. S., & Draper, L. M. (2008). Reducing parental dissatisfaction with special education in two school districts: Implementing conflict prevention and alternative dispute resolution. Journal of Educational and Psychological Consultation, 18, 191–233. doi:10.1080/10474410701864339.

    Article  Google Scholar 

  • Muñoz, M. A., & Guskey, T. R. (2015). Standards-based grading and reporting will improve education. Phi Delta Kappan, 96, 64–68.

    Article  Google Scholar 

  • Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 2174–2189. doi:10.1007/s10803-013-1770-6.

    Article  Google Scholar 

  • Myers, B. J., Mackintosh, V. H., & Goin-Kochel, R. P. (2009). “My greatest joy and my greatest heart ache”: Parents’ own words on how having a child in the autism spectrum has affected their lives and their families’ lives. Research in Autism Spectrum Disorders, 3, 670–684. doi:10.1016/j.rasd.2009.01.004.

    Article  Google Scholar 

  • Myles, B. S. (2005). Children and youth with Asperger syndrome: Strategies for success in inclusive settings. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Myles, B. S., Grossman, B., Aspy, R., & Henry, S. (2009). Planning a comprehensive program for young children with autism spectrum disorders. International Journal of Early Childhood Special Education, 1, 164–180.

    Google Scholar 

  • Myles, B. S., Grossman, B. G., Aspy, R., Henry, S. A., & Coffin, A. B. (2007). Planning a comprehensive program for students with autism spectrum disorders using evidence-based practices. Education and Training in Developmental Disabilities, 42, 398–409.

    Google Scholar 

  • National Autism Center (NAC). (2011). A parent’s guide to evidence-based practice and autism: Providing information and resources for families of children with autism spectrum disorders. Retrieved from http://www.ids-wi.com/images/Natl_Autism_Center_Parent_Manual.pdf

  • National Autism Center (NAC). (2015). Findings and conclusions: National standards project Phase 2. Retrieved from http://www.nationalautismcenter.org/national-standards-project/phase-2

  • National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.

    Google Scholar 

  • Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism. Research in Autism Spectrum Disorders, 7, 509–516. doi:10.1016/j.rasd.2012.12.004.

    Article  Google Scholar 

  • New Zealand Ministry of Education. (2007). The New Zealand curriculum online. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Vision

  • Olive, M., Boutot, E. A., & Tarbox, J. (2011). Teaching students with autism using the principles of applied behavior analysis. In E. A. Boutot & B. S. Myles (Eds.), Autism spectrum disorders: Foundations, characteristics and effective strategies (pp. 141–162). Upple Saddle River, NJ: Pearson Education.

    Google Scholar 

  • Owen, R. C. (1988). Understanding the learning network. Katonah, NY: R.C. Owen.

    Google Scholar 

  • Price, K., & Nelson, K. (2013). Planning effective instruction: Diversity responsive methods and management. Belmont, CA: Wadsworth Cengage Learning.

    Google Scholar 

  • Prior, M., & Roberts, J. (2012). Early intervention for children with autism spectrum disorders: “Guidelines for good practice” 2012. Retrieved from http://www.therapyconnect.amaze.org.au/site/wp-content/uploads/early_intervention_practice_guidlines.pdf

  • Prior, M., Roberts, J. M. A., Rodger, S., Williams, K., & Sutherland, R. (2011). A review of the research to identify the most effective models of practice in early intervention of children with autism spectrum disorders. Canberra, Australia: Department of Families, Housing, Community Services and Indigenous Affairs.

    Book  Google Scholar 

  • Quill, K. A. (1995). Teaching children with autism: Strategies to enhance communication and socialization. Albany, NY: Delmar.

    Google Scholar 

  • Renty, J., & Roeyers, H. (2006). Satisfaction with formal support and education for children with autism spectrum disorder: The voices of the parents. Child: Care, Health and Development, 32, 371–385. doi:10.1111/j.1365-2214.2006.00584.x.

    Google Scholar 

  • Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140–149. doi:10.1177/10883576030180030201.

    Article  Google Scholar 

  • Rodger, S., O’Keefe, A., Cook, M., & Jones, J. (2012). Parents’ and service providers’ perception of the family goal setting tool: A pilot study. Journal of Applied Research in Intellectual Disabilities, 25, 360–371. doi:10.1111/j.1468-3148.2011.00674.x.

    Article  Google Scholar 

  • Romanczyk, R. G., & Gillis, J. M. (2005). Treatment approaches for autism: Evaluating options and making informed choices. In D. Zager (Ed.), Autism spectrum disorder: Identification, education and treatment (pp. 515–535). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Ruble, L. A., Dalrymple, N., McGrew, J. H. (2010). The effects of consultation on individualized education program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32, 286–301. doi: http://dx.doi.org/10.1177/1053815110382973

  • Ruble, L. A., Dalrymple, N., & McGrew, J. H. (2012). Collaborative model for promoting competence and success for students with ASD. New York: Springer.

    Book  Google Scholar 

  • Ruble, L. A., & McGrew, J. H. (2015). COMPASS and implementation science. New York: Springer.

    Book  Google Scholar 

  • Ruble, L. A., McGrew, J. H., Dalrymple, N., Jung, L. A. (2010). Examining the quality of IEPS for young children with autism. Journal of Autism and Developmental Disorders, 40, 1459–1470. doi: http://dx.doi.org/10.1007/s10803-010-1003-1

  • Ruble, L. A., McGrew, J. H., & Toland, M. D. (2012). Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 42, 1974–1983. doi:10.1007/s10803-012-1446-7.

    Article  Google Scholar 

  • Ruble, L. A., Toland, M. D., Birdwhistell, J. L., McGrew, J. H., & Usher, E. L. (2013). Preliminary study of the autism self-efficacy scale for teachers (ASSET). Research in Autism Spectrum Disorders, 7, 1151–1159. doi:10.1016/j.rasd.2013.06.006.

    Article  Google Scholar 

  • Schildkamp, K., Ehren, M., & Lai, M. K. (2012). Editorial article for the special issue on data-based decision-making around the world: From policy to practice to results. School Effectiveness and School Improvement, 23, 123–131. doi:10.1080/09243453.2011.652122.

    Article  Google Scholar 

  • Scott, J. P. D., Clark, C., & Brady, M. P. (2000). Students with autism: Characteristics and instructional programming for special educators. San Diego, CA: Singular Publishing Group.

    Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48, 256–267. doi:10.1177/0022466913489733.

    Article  Google Scholar 

  • Simpson, R. L., deBoer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23, 116–133.

    Article  Google Scholar 

  • Spears, R., Tollefson, N., & Simpson, R. L. (2001). Usefulness of different types of assessment data in diagnosing and planning for a student with high-functioning autism. Behavioral Disorders, 26, 227–242.

    Google Scholar 

  • Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based practice: A framework for making effective decisions. Education and Treatment of Children, 35, 127–151.

    Article  Google Scholar 

  • Starr, E. M., & Foy, J. B. (2012). In parents’ voices: The education of children with autism spectrum disorders. Remedial and Special Education, 33, 207–216. doi:10.1177/0741932510383161.

    Article  Google Scholar 

  • Stephenson, J., Carter, M., & O’Neill, S. (2013). Evidence-based practices in Australia. Evidence-Based Practices, 26, 273–291. doi:10.1108/S0735-004X(2013)0000026014.

    Google Scholar 

  • Tennant, G. (2007). IEPs in mainstream secondary schools: An agenda for research. Support for Learning, 22, 204–208. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ779277

  • Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory Into Practice, 44, 262–269.

    Article  Google Scholar 

  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., & Brimijoin, K. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted, 27, 119–145.

    Article  Google Scholar 

  • Tomlinson, C., & Jarvis, J. (2009). Differentiation: Making curriculum work for all students through responsive planning and instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented (pp. 599–628). Storrs, CT: Creative Learning Press.

    Google Scholar 

  • Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Tucker, V., & Schwartz, I. (2013). Parents’ perspectives of collaboration with school professionals: Barriers and facilitators to successful partnerships in planning for students with ASD. School Mental Health, 5, 3–14. doi:10.1007/s12310-012-9102-0.

    Article  Google Scholar 

  • US Department of Education. (2004). Individuals with Disabilities Education Improvement Act. Retrieved from http://idea.ed.gov/download/statute.html

  • Vermeulen, P. (2012). Autism as context blindness. Lenexa, KS: AAPC Publishing.

    Google Scholar 

  • Webster, A. A. (2014). Using the cycle of learning to differentiate for students with diverse needs in primary schools. Special Education Perspectives, 23, 19–30.

    Google Scholar 

  • Webster, A. A., & Roberts, J. R. (2014). Building the capacity of schools to achieve outcomes for students with autism spectrum disorders: A pilot project. Brisbane, Australia: Griffith University.

    Google Scholar 

  • Wehmeyer, M. L., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413–425.

    Google Scholar 

  • Wehmeyer, M. L., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. Journal of Developmental and Physical Disabilities, 15, 79–91. doi: 1056-263X/02/0300-0079/0.

    Article  Google Scholar 

  • Whitaker, P. (2007). Provision for youngsters with autistic spectrum disorders in mainstream schools: What parents say and what parents want. British Journal of Special Education, 34, 170–178. doi:10.1111/j.1467-8578.2007.00473.x.

    Article  Google Scholar 

  • White, M. L., Smith, J. D., Smith, T. E. C., & Stodden, R. A. (2012). Autism spectrum disorders: Historical, legislative and current perspectives. In D. Zager, M. L. Wehmeyer, & R. L. Simpson (Eds.), Educating students with autism spectrum disorders (pp. 3–12). New York: Routledge.

    Google Scholar 

  • Wilkinson, L. A. (2014). Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Winter-Messiers, M. A. (2014). Harnessing the power of special interest areas in the classroom. In K. D. Buron & P. Wolfberg (Eds.), Learners on the autism spectrum: Preparing highly qualified educators and related practitioners (pp. 288–313). Shawnee Mission, KS: AAPC Publishing.

    Google Scholar 

  • Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fetting, A., & Kucharczyk, S. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill, NC: University of North Carolina/Frank Porter Graham Child Development Institute/Autism Evidence-Based Practice Review Group.

    Google Scholar 

  • Yell, M. L., Rogers, D., & Rogers, E. L. (1998). The legal history of special education: What a long, strange trip it’s been. Remedial and Special Education, 19, 219–228. doi:10.1177/074193259801900405.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia

    Amanda Webster

  2. Learning Sciences Institute, Australian Catholic University, Brisbane, Queensland, Australia

    Joy Cumming

  3. Coorparoo, Queensland, Australia

    Susannah Rowland

Authors
  1. Amanda Webster
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joy Cumming
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Susannah Rowland
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Webster, A., Cumming, J., Rowland, S. (2017). The Cycle of Learning: A Framework for Decision-Making. In: Empowering Parents of Children with Autism Spectrum Disorder. Springer, Singapore. https://doi.org/10.1007/978-981-10-2084-1_4

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-2084-1_4

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2082-7

  • Online ISBN: 978-981-10-2084-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation