From Literary Review:
Bennett, K., Reichow, B., & Wolery, M. (2011). Effects of structured teaching on the behavior of young children with disabilities. Focus autism other developmental disabilities, 26(3), 143-152. doi: 10.1177/1088357611405040
In this article, the researchers looked into the effects that structured teaching had on the behavior of teaching young children with disabilities. While only 2 of the students had the diagnosis of autism, the study showed that all three students produced engagement and accuracy to the completion of the tasks when the intervention of structured teaching was used. The study defined the six elements of structured teaching as: (1) organization of the physical environment, predictable sequence of activities, visual schedules, flexible routines, on-level activities to ensure success, and visually structured activities demonstrating objectives. The study was A-B-A-B, and examined the effects of structured teaching on “engagement, task completion, stereotypic behavior, and escape attempts” (Bennet, 2011, p. 144). The study was to support a recommendation of another study by Mesibov et al. (2005).
Callahan, K., Shukla-Mehta, S., Magee, S., & Wie, M. (2009). Aba versus teacch: The case for defining and validating comprehensive treatments in autism. Springer science business, 74-88.
In this study the researchers analyzed the result of a survey to determine which intervention teachers, parents, and administered preferred. The researchers broke down the elements of the Applied Behavior Analysis (ABA) and Training and Education of Autistic and other Communication Handicapped Children (TEACCH) interventions. The findings result in no clear preference for each approach; however, indicated a higher level of social validity for the components of both approaches as an intervention for autism. Within a study of creating interventions in the setting of a Montessori classroom this study is beneficial by breaking down the components for each of the interventions.
Dunning, C. B. (2007). Social skills interventions for students with asperger syndrome and high-functioning autism: research findings and implications for teachers. Beyond behavior, 16-23.
Through this article Denning defines the social impairment of autism. The article suggests many interventions that can be used in the home or at a school setting to help students who have difficulty in social situations. The interventions include: social stories, cue cards/ written script, social skills group, peer coaching/ tutoring and parent training.
Ervin, B., Wash, P. D., & Mecca, M. E. (2010). A 3-year study of self regulation in montessori and non-montessori classroooms. Montessori Life, (2), 22-31.
In this study the researchers study self-regulation skills in students in a Montessori classroom and those in other settings. The researchers look at the work of Albert Bandura (1994) to define self-regulation skills. Both quantitative and qualitative data was collected over the course of a 3-year study. A rating scale, child interview, early childhood teachers’ attitude scale, parent survey, and Measures of Academic Progress Tests were used to collect data. The positive results for Montessori children in ratings of self-regulation affirm the effectiveness of the Montessori approach.
Giroux, D., Robichaud, L., & Paradis, M. (20110). Using the montessori approach for a clientele with cognitive impairments: a quasi-experimental study design. Aging and Human Development, 71(1), 23-41. doi: 10.2190/AG.71.1.b
In this quasi-experimental study the researchers use the teachings of Dr. Maria Montessori an intervention for clients with cognitive impairments; 14 participants were used. The results show the Montessori activities have a positive effect on the participants of the study with increasing their quality of life.
Kayili, G., & Ari, R. (2011). Examination of the effects of the montessori method on preschool children's readiness to primary education. Educational sciences: Theory & practice, 11(4), 2104-2109.
The study examines the effects of Dr. Maria Montessori’s teachings on the readiness to primary education. The participants are 50 children chosen an placed into two groups, experimental and control. The results suggest that the Montessori Method makes a positive contribution to preschool children’s readiness to primary school. The article uses self-regulation as an example of the way students learn through this method.
Lillard, A. S. (2012). Preschool children's development in classic montessori, supplemented montessori, and conventional programs. Journal of school psychology, 50(3), 379-401.
The researcher examined 172 preschool children in 3 different style classrooms; Classic Montessori programs, Montessori programs adapted to conventional school activities, and conventional school activities. The students were tested at the beginning and the end of the school year in both social and academic skills. At the end of the study the results show Classic Montessori program has significant gains in executive function, reading, math, vocabulary, and social problem solving.
McKenzie, G. K. (2012). Montessori instruction: a model for inclusion in early childhood classrooms. Montessori life, 24(1), 32-38.
In this article it defines Montessori Instruction as a model for Inclusion in Early Childhood Classroom’s. Montessori’s methodology constrains three principles of teaching academic skills, teaching life skills, and modeling social skills. Montessori believed peer support was important to social development and learning. Students choose developmentally appropriate activities in the curriculum areas of Practical Life/Everyday Living, Sensorial, Math, Language, Cultural & Peace Education, and Art, Music, Drama, & Physical Activities. The child proceeding through the curriculum determines students’ pacing; children have no restrictions if they completed their weekly contracts. Discrimination, Factual, Rule, Procedural, Conceptual, and Critical Thinking are types of learning that is seen in the Montessori classroom.
Mesibov, G. B., & Shea, V. (2009). The teacch program in the era of evidence-based practice. Autism Dev Disord, 40, 570-579. doi: 10.1007/s10803-009-0901-6
This article discusses the TEACCH program as an example of evidence-based practice. The intervention is used for the treatment and education of students with autism. TEACCH is an acronym fro Treatment and Education of Autistic and relation Communication-handicapped Children. The intervention was developed in 1972 in the University of North Carolina at Chapel Hill by Eric Schopler, Ph.D. The TEACCH approach is called Structured Teaching. The article defines the components of the TEACCH program based on the effects of the “Culture of Autism”.
Nam, N. K. K. (2007). How montessori materials enhance autistic children mathematic learning: Case study of learning division. Proceedings of the redesigning pedagogy: Culture, knowledge, and understanding, 1-20.
The purpose of the case study is to examine how Montessori materials can help students with autism learn. The research uses Montessori materials to teach the procedures of division. Using the hands on manipulation of the materials students are able to learn, operate, and apply the mathematic concept of division. The study uses the TEACCH approach to support the need of organization in the environment and structured teaching which is effective to students with autism based on thinking, learning, and neurobehavioral needs.
Tissot, C. I., & Evans, R. (2010). Visual teaching strategies for children with autism. Early child development and care, 173(4), 425-433. doi: 10.1080/03004430320000079104
In this article the researchers discuss the type of children that would benefit from a visual approach of intervention. The article discussed different interventions that may not be effective to all students, such as spoken teacher instruction. Although visual strategies may be more effective it does not exclude using verbal prompting. Some types of strategies include Picture Exchange Communication System (PECS), sign language, and TEACCH.