Running head: A SENSE OF BELONGING 1 Bui MP 2015.pdfpresentation was a sense a belonging and all...

Running head: A SENSE OF BELONGING 1

Instilling a Sense of Belonging Through the Development

of Social Competence for Children Diagnosed with ASD.

A Research Paper

Presented to

The Faculty of the Adler Graduate School

________________________________________

In Partial Fulfillment of the Requirements for

the Degree of Master of Arts in

Adlerian Counseling and Psychotherapy

_____________________________________

By:

Angela Anh Bui

_____________________________________

Chair: Marina Bluvshtein

Member: Erin Rafferty-Bugher

_____________________________________

December 2015

A SENSE OF BELONGING 2

Abstract

While autism is the fastest growing developmental disorder in the United States, many

individuals in Western society do not have the accurate understanding of what Autism Syndrome

Disorder is and how it affects an individual developmentally. Every individual is innate of

having the desire to be significant and have a sense of belonging, but children diagnosed with

ASD struggle with a sense of belonging every day due to the lack of social competence. While

the diagnosis of autism impairs an individual's social communication and social interaction,

many academic teachers are unaware of the different strategies and interventions they can

implement in their classrooms to help the development of social competence. On average, a child

diagnosed with autism costs families in the United States on average $60,000 annually for

services. While the diagnosis is rising, it is leaving many families and communities feeling

hopeless due to there being no medical detection or cure for the diagnosis. As the individuals on

the spectrum become older, the Western society lacks resources to help individuals who are

diagnosed with ASD find careers. Helping increase the awareness of autism while also providing

families with the right services to help their child begin early interventions by age three will help

children overcome social competence at a faster rate. This project brings awareness of autism

interventions and strategies towards helping discouraged children become instilled with a sense

of belonging through the development of social competence.


Table of Contents

Instilling a Sense of Belonging ....................................................................................................... 5

Brain Development and Learning ............................................................................................... 6

Social Competence ...................................................................................................................... 6

Social Interest .............................................................................................................................. 8

Sense of Belonging.................................................................................................................... 11

Positive Reinforcement ............................................................................................................. 13

Conclusion .................................................................................................................................... 13

Personal Summary ........................................................................................................................ 15

Personal Evaluation ................................................................................................................... 15

Participants’ Evaluation ............................................................................................................ 16

Proposed Improvements ............................................................................................................ 16

Future Plans for the Manual ...................................................................................................... 17

References ..................................................................................................................................... 19


Instilling a Sense of Belonging Through the Development of Social Competence for Children

Diagnosed with ASD

Inclusive education of children with special education needs (SEN) is becoming more

popular, but the effectiveness of educating these children in this environment has not yet been

proven, mainly because there has been a lack of empirical investigation (Hornby, 2011). Further,

Vislie (2003) stated that, apparently, the implementation of efforts to include children with SEN

in general education is difficult for teachers and is not always evident. It is very important for

school professionals to work together with parents to help children with SEN reach their

educational objectives (Eccleston, 2010). It is crucial to a child’s improvement that both

teachers and parents work together in determining the educational needs by collaborating on

choosing and implementing interventions and strategies together. Smit, Driessen, Sluiter, and

Sleegers (2007) pointed out that it is necessary for parents to be aware that their involvement in

the education of their child includes being involved at home (e.g., home supervision) and at

school (e.g., participation in school activities with their child or in aspects of the school’s

organization).

Parental involvement in education enhances children’s social functioning and addresses

behavioral problems due to both the teachers and parents working together to implement an

individual education plan. Pomerantz, Moorman, and Litwack (2007) stated that parental

involvement in schooling encourages the development of children’s cognitive and metacognitive

skills and fosters their achievements because parents with higher socioeconomic status and

higher levels of education are more likely to get involved in their children’s education. It has

been observed that parents are more likely to get involved in their children’s education when

parent-teacher relationships are equal (Kim et al., 2012). The likelihood of the child succeeding


at school increases when what he or she does at school is supported and continued at home (Sad

& Gurbuzturk, 2013). The researchers found that the parents who communicated well with the

teachers were more likely to perceive that they were equal partners with the teachers. It is

crucial that teachers make it a priority to involve the parents in the children’s education.

Pomerantz et al. (2007) also found that parents who also have a higher level of education would

be more involved in the education of their child with SEN than will parents who have a lower

level of education.

Carr (2013) found that children with SEN experienced more difficulties in doing

homework than peers did, and that homework tasks were an important factor in improving the

achievement of these children. According to Vignes et al. (2009), implementation of inclusion

education is influenced by many factors, but the key factors are attitudes of teachers, parents, and

peers toward children with SEN who are pupils in mainstream schools. Based on the findings in

this study, and those of other researchers suggest that education leaders should place more

emphasis on parental involvement in promoting inclusive education of children with SEN with a

strong focus on those parents with lower levels of education and those who lack the pedagogical

knowledge of the specific individual educational needs of children with SEN (Sukys, Dumciene,

& Lapeniene, 2015).

Instilling a Sense of Belonging

The key purpose of the presentation is to bring awareness to general education teachers and

effective interventions to use in their classrooms. Although much of this review is not presented

as Adlerian based, many Adlerian beliefs and values were useful in both the understanding of the

research found as well as during the presentation. The most useful term that was used during the

presentation was a sense a belonging and all behavior being purposeful (Ansbacher &


Ansbacher, 1956). Adlerian beliefs were intertwined throughout this entire presentation and was

very useful in helping illuminate the importance of positive social interaction and reinforcement.

Brain Development and Learning

The autism spectrum disorder is characterized by persistent deficits in social

communication and interaction while many times the child portrays repetitive patterns of

behavior, interests, and-or activities. From this early and primary disruption, abnormal brain

development is canalized because the individual with an ASD must develop in a highly social

world without the specialized neural systems that would ordinarily allow him or her to partake in

the fabric of social life, which is woven from the thread of opportunities for social reciprocity

and the tools of social engagement (Pelphrey, Shultz, Hudac, & Vander Wyk, 2011). Individuals

diagnosed with ASD have difficulties managing complex social interactions with peers due to

not having the innate inability to understand other people’s goals and intentions. While a

majority of individuals with ASD display some level of intellectual impairment, the severity of

ASD varies. Psychologists argue that the reciprocal relationship between brain disruption and

atypical social development drives homogeneity in the syndrome’s presentation even in the

presence of enormous phenotypic and genotypic heterogeneity (Pelphrey et al., 2011).

Social Competence

Social perception refers to the initial stages of evaluating the intentions and psychological

dispositions of others by using their gaze direction, body movements, hand gestures, facial

expressions, and other biological-motion cues (Allison, Puce, & McCarthy, 2000). The first

signs of autism become prevalent when the child is two years of age. Normal brain development

is canalized because the individual with an ASD must develop in a highly social world without

the specialized neural systems that would ordinarily allow him or her to partake in the fabric of


social life, which is woven from opportunities for social reciprocity (Pelphrey et al., 2011). The

label the social brain was coined by Brothers (1990), and it served to elegantly capture the core,

emerging idea. The social brain is defined as the complex network of areas that enable

individuals to recognize other individuals and to evaluate their mental states (e.g., intentions,

dispositions, desires, and beliefs). The key idea is that human beings, in response to the unique

computational demands of their highly social environments, have evolved cognitive mechanisms

and an associated, dedicated neural system that support such abilities as recognizing other agents

and their actions, individuating others, perceiving the emotional states of others, analyzing the

intentions and dispositions of others, sharing attention with one another, and representing another

person’s perceptions and beliefs (Pelphrey et al., 2011).

Once neuroscientists began to become familiar with the concept of the social brain, they

became exceptionally interested in social perception. It was first discovered that neurons within

the temporal cortex and amygdaloidal complex of monkeys were sensitive to and selective for

social objects (e.g., faces and hands) and complex social stimuli (actions in a social context and

direction of gaze; Brothers & Ring, 1993; Brothers, Ring, & Kling, 1990; Desimone, Albright,

Gross, & Bruce, 1984; Perrett, Rolls, & Caan, 1979, 1982; Perrett et al., 1984, 1985; Rolls, 2014.

On the basis of these findings, researchers began to think seriously about the possibility of the

network of the different brain regions dedicated to processing social information. The key idea

is that human beings, in response to the unique computational demands of their highly social

environments, have evolved cognitive mechanisms and an associated, dedicated neural system

that support such abilities as recognizing other agents and their actions, individuating others,

perceiving the emotional states of others, analyzing the intentions and dispositions of others,

sharing attention with one another, and representing another person’s perceptions and beliefs


(Pelphrey et al., 2011). Individuals with autism grow up in such a stressful environment that

demands high social competencies. For example, in Western society, it is rude of an individual

not to engage in eye contact while someone is speaking with him or her.

Findings have shown that specific brain regions are dedicated to processing social

information. Researchers have begun to find information pertaining to the brain development of

children with ASD, which has in return helped behavior analysts create independent treatment

plans for each child based on their lacking skills and brain development.

Social Interest

Many times students who have a disability tend to struggle more to be successful in

general classrooms than their peers. In time, the first signs of innate social interest appear, the

organically determined impulses of affection blossom forth and lead the child to seek the

proximity of adults (Ansbacher & Ansbacher, 1956). It is common for these particular students

to experience significant social difficulties in class that make them stand out from their peers.

Many times they lack skills such as establishing friendships and have feelings of isolation and

loneliness. As social interest is one of the most important terms in Adlerian therapy as it is in

everyday life, teachers need to be educated on strategies and interventions that can be used to

create environments that support and promote social competence and acceptance. General and

special educators face the challenge of creating environments that support and promote both

academic and social success for students in their schools. These educators must address the

diverse values and social norms to assist students in becoming more socially competent (Meadan

& Monda-Amaya, 2008).

According to Interstate New Teachers Assessment and Support Consortium (INTASC),

the teacher understands how children develop and can provide learning opportunities that support


the intellectual, social, and personal development of each learner (Principle 2). Although

INTASC has increased the emphasis on social development, many students in today’s

classrooms do not validate the social competence skills that are essential for successful

interaction amongst the society in whole. Given the current emphasis through No Child Left

Behind (NCLB; 2002) on academic content and skills, it becomes important not to overlook

social competence, a powerful predictor of school adjustment, success in school, and later

success in life.

Many educators and parents do not always realize the importance of promoting and

enhancing social competence in today’s schools; however, in order for social competence to be

enhanced in everyone’s community, it requires collaborative efforts amongst everyone involved

in each child’s life. Yet, it is not uncommon for the home-based life of children to not have

social competence be a priority in their home environment. With that being said, collaborative

efforts among general classroom teachers, special educators, and support personnel is crucial.

Teachers working together to achieve common goals is essential to major school reform efforts,

most importantly those aimed at improving the inclusive education for students with disabilities

(Brownell, Adams, Sindelar, Waldron, & Vanhover, 2006). School is many times misunderstood

to society in general. Although general and special educators collaborate routinely on their

students’ academic programs, they should not neglect the importance of promoting social

competence while also preventing problem behaviors.

It has been found that students with a learning disability (LD) demonstrate more social

difficulties while student with emotional and behavioral disorders (EBD) tend to experience

difficulties establishing and maintaining relationships. Mathur and Rutherford (1996) stated that

social skills could be viewed as “socially acceptable patterns of behaviors that enable students to


gain social reinforcement and acceptance and avoid aversive social situations” (p. 21). Although

there is not a written rule for the social skills construct, it can be represented in three categories

that include social interaction, prosocial skills, and social-cognitive skills. Gresham, Sugai, and

Horner (2001) wrote, “Social skills are behaviors that must be taught, learned, and performed

whereas social competence represents judgements or evaluations of these behaviors within

across situations” (p. 333). In order for educators to attend to students’ social skill needs, both

general education and special education teachers should create environments that support the

development of social competence. It is also important that teachers stay attuned to levels of

social adjustment and have an awareness of how their students process social information. A

good way for education departments to guarantee their teachers are attuned is to have mandatory

in-services with social competence being the focal point. When teachers have an awareness of

how students process social information, they will be able to know what specific social skills

each child needs to develop greater levels of social competence.

Children show an interest in their peers from an early age, and this interest develops into

complex social interactions that characterize peer relations throughout later childhood and into

the adult years. “It is important to have at least one friend” (Bryan, 1997, p. 63). It has been

found that developing and sustaining friendships plays an important role in children’s social

development and mental wellbeing. Finally, teachers should collaborate on how to create

opportunities for social interaction throughout the school day. Activities that encourage peer-

mediated learning (e.g., cooperative learning, class-wide or cross-age peer tutoring; Dion, Fuchs,

& Fuchs, 2005). Another piece of information that is found to be very astonishing is that students

with mild disabilities tended to have lower social status in general education classes while they

improved when placed with disabled peers. Mental health workers can draw one conclusion:


physical placement alone (in the general classroom) is not sufficient for improving the social

status or social competence of students with disabilities (Conderman, 1995; Sale & Carey, 1995).

The environment should foster a sense of belonging in the classroom among class participants.

The teacher of the classroom should never tolerate teasing, harassing, or bullying behaviors. By

promoting positive attitudes toward diversity in the classroom, teachers should be able to discuss

the importance of individual contributions to the community and stress individuality through

their curricular choices and the delivery of instruction adapted to the student’s needs (Meadan &

Monda-Amaya, 2008). Students should also be encouraged by the teacher to express their

individuality and strengths by taking on responsibilities throughout the school day (e.g., line

leader).

Sense of Belonging

Researchers have demonstrated the importance of peer relationships in childhood and

later life adjustment (Meadan & Monda-Amaya, 2008). Peer relationship difficulties in

childhood could result in later serious internalizing difficulties, including withdrawal and

depression in adulthood. In addition, low acceptance by peers has been found to be a predictor

of grade retention, school dropout, mental health problems, and behavior problems (Asher,

Erdley, & Gabriel, 1994; Ladd, 1999). It is typically very difficult for disabled children to

establish peer relationships due to their lack of social competence, but many times peers of

disabled children lack the knowledge of the cause and reasoning behind their disabled peers’

bizarre and unwanted behaviors. Children with ASD are known to look at a person’s lips instead

of eyes while someone is speaking to them, which in turn causes reciprocal communication

difficulties (Meadan & Monda-Amaya, 2008). Another abnormal behavior that children with


autism many times have a lack of understanding about is emotions and other personal

boundaries.

Children with disabilities are many times discouraged because they lack understanding of

others, and others lack an understanding about them. All behavior has meaning and is

purposeful. Every time a child with ASD negative behaviors increase, it is many times due to

the fact that they feel discouraged and belittled. Pavri and Monda-Amaya (2002) noted that

teachers are responsible for creating environments in which students learn the skills and

strategies needed for solving social problems, resolving conflicts, developing friendships,

learning to work cooperatively with others, and enhancing self-esteem.

Creating a classroom community in which the students feel safe, valued, and have a

strong sense of belonging. Sapon-Shevin (1999) described characteristics of a classroom

community as

• Security: classroom community is a place where students feel safe to be themselves;

• Open-communication: students accept individuals’ differences and talk openly about their

concerns;

• Mutual linking: students are encouraged to know their classmates;

• Shared goals; students work together and help each other reach a shared goal; and

• Connectedness and trust: students feel they are valued and important members of the

community.

Building such a community provides a foundation for all students to develop social

competence and feel academically successful in a supportive learning environment (Meadan &

Monda-Amaya, 2008).


Positive Reinforcement

Positive behavior support (PBS) is a systems approach to enhance the capacity of

schools, families, and communities to design effective environments. PBS focuses on creating

systems of support to improve lifestyle outcomes for all children and youth by reducing problem

behavior (United States Department of Education Technical Assistance Center on Positive

Behavioral Interventions and Supports, 2006). When a child presents a behavior or task that is

desired, it is important that the teacher or care-taker provide positive reinforcement. Contracting

for different types of positive reinforcement can be one of the most difficult tasks for someone

that begins working with the child. It is crucial to write down what stimuli effectually works and

what does not. When the child realizes if they engaged in a certain behavior, and the behavior

gets them what they want, the child is more likely to engage in that specific behavior again. For

some children, a simple pat on the shoulder may be a high reinforcement for a specific child, but

another it may be a lot more difficult to find what the child will work for. For example, JT will

contract for multiple trials of gross motor work for a ‘piggy back’ by the therapist, but RJ may

only effectively work if he gets a few minutes of playing with her iPad. The term positive is

used in conjunction with reinforcement to signify a specific form of reinforcement. It does not

necessarily mean something good but instead the term positive relates to the mathematical term

of adding.

Conclusion

Although scientists and researchers have yet to find a cure for autism, the more people

who are educated about and have a grasp of the understanding of the diagnosis, the more the

community itself can work together to help individuals with autism gain a sense of belonging.

Children who have an organ inferiority, who are weak, clumsy, sickly, retarded in growth, ugly


or deformed, or who have retained infantile forms of behavior are very prone to acquire through

their relations to the environment a feeling of inferiority (Ansbacher & Ansbacher, 1956).

Interventions that have been created to help build the skills of individuals with ASD have helped

family members of those diagnosed gain a better understanding of the disorder as well as coping

skills to help decrease their child’s undesired behaviors. The development of the child is

increasingly permeated by the relationships of society to him or her. One of the most important

aspects of the individual diagnosed is to have a strong and positive support system to enhance the

feelings of encouragement and a sense of belonging. If children desire only to rid themselves of

difficulties, they will continue backward (Ansbacher & Ansbacher, 1956). The child can only

keep their courage if they have a purpose in view for their efforts. For example, the

interventions that are implemented towards a child’s independent treatment plan (ITP) are

designed to support the child’s self-growth in lacking areas and also to increase the child’s self-

confidence. Humans desire the positive feelings of affection. Human beings are innate to acquire

the desire of a hug, kiss, friendly smile, wave, etc. Any child desires this satisfactory feelings not

only from their family but also comes to desire it from his teachers and later from society. The

need for affection thus becomes an essential part of the social feelings (Ansbacher & Ansbacher,

1956).

It is common for children with ASD to lack the social skills of establishing friendships

and many times experience feeling isolated and lonely. To help the child build better social

skills, teachers need to be educated on strategies and interventions that can be used to create

environments that support and promote social competence and acceptance. Peer relationship

difficulties in childhood could result in the individual to have insufficient relationships as well as

lack self-worth later on in life.


If a child is to draw together his powers and overcome his difficulties, there must be a

goal for his movements outside himself, a goal based on interest in reality, interest in others, and

interest in cooperation (Ansbacher & Ansbacher, 1956). Helping a discouraged child become

instilled with a sense of belonging is not an easy fix that occurs quickly. It takes persistence and

the practice of different strategies to help that particular individual become introduced with the

feelings of significance and a sense of belonging. For the child to make improvements, it is

crucial that all support systems collaborate due to the importance of the child’s reinforcements

and prompts to be consistent. According to Vignes et al. (2009), implementation of inclusion

education is influenced by many factors, but the key factors are attitudes of teachers, parents, and

peers toward children with SEN who are pupils in mainstream schools. According to those

findings, it is important for educational providers to prioritize parental involvement in children’s

education.

Personal Summary

Personal Evaluation

I became very passionate about autism when I began working as a behavior therapist

throughout my time as a student at Adler. In the beginning of my journey, working with children

with autism, I never expected to see myself wanting to do anything else. The more kids I worked

with, the more passionate I became about the disorder. I believe the most thrilling part about

being a behavior therapist was working with children who were diagnosed all over the spectrum.

From ages 4 to 12, I have never met a child who I can describe as the ‘same.’ Each child has

their strengths and weaknesses, as anyone does. Although, there has not been a cure for the

diagnosis of autism, it is unfortunately becoming more prevalent in the United States. My


personal goal is to enhance the autism awareness in my community as well as those surrounding

me.

Writing this manual enforced me to deepen my understanding and knowledge of autism

by researching scholarly articles, supporting statistics, and research findings. The hardest part

for me was being able to break down the information that I established and to present it to those

in my hometown community. I wanted to make sure that the information I presented would

increase the knowledge and understanding of autism for the audience, but my main goal

throughout this project was to instill the passion I have in autism with others to share the

knowledge they learned through me with others in their community. Another important aspect of

my manual was to promote social competence and provide strategies for prevention and

intervention in managing challenging behaviors.

Participants’ Evaluation

Copies of the participant’s evaluations were handed out in the beginning of my

presentation. Many general education teachers said that they learned a lot of new knowledgeable

material that will be beneficial to use in their classrooms while some special education teachers

mentioned that they knew a lot of the material presented yet said that they took one or two new

strategies from the presentation. There were approximately 30 participants who came to listen to

my presentation, and most of them acknowledged that they felt how passionate I am about

autism and working with children.

Proposed Improvements

Overall, I felt that I brought my A-game to present for not public speaking for over 9

years. I definitely stepped out of my comfort zone during this master’s project by stepping in

front of a crowd, and even more so, presenting to many of my own high school teachers;


however, I definitely can acknowledge and own that I am perfectly imperfect after spending my

last 2 years in courses at Adler. There are a few things that I wish would have gone differently.

One was being cut short on my overall presentation due to many teachers leaving and clocking

out of work 30 to 35 minutes into my presentation. This made me feel anxious because I

practiced and timed my presentation to last 45 minutes, and my inferiorities set in when I started

seeing participants leave the presentation early due to it not being on their ‘timed work hours.’ I

must admit that this made me feel inadequate and that my presentation was not good enough for

them to stay and listen to. The discussion piece of my presentation was also cut short due to a lot

of participants leaving; however, there were about 10 people who stayed after my presentation to

discuss questions and resources.

Future Plans for the Manual

This manual is part of my final requirements for the completion of my Master’s Degree

in Adlerian Studies. Although, my career path has changed direction since the beginning of my

journey at Adler, every experience and individual that I have met at this school has had a positive

impact on my life. I plan on continuing to work with children with autism and in school districts.

Someday, it would be great to share my manual with other schools and teachers. Throughout the

process of the master’s project, I most definitely faced a fear of public speaking and gained new

insight and knowledge about autism and social competences in the classroom. Writing this

manual confirmed the passion I have for working with children with disabilities. It has most

definitely made my career path clearer, as it was fairly foggy the past 12 months. After

graduating, I want to continue to reach out to teachers, parents, and the community in whole to

bring awareness of social competence and autism. It takes an entire community to help make a

change. Collaborating together and brainstorming strategies and interventions to help inclusion


children improve their social competence skills is one step towards helping a child find their

sense of belonging.


References

Allison, T., Puce, A., & McCarthy, G. (2000). Social perception from visual cues: Role of the

STS region. Trends in Cognitive Sciences, 4, 267–278.

Ansbacher, H., & Ansbacher, R. (1956). The individual psychology of Alfred Adler: A systematic

presentation in selections from his writings. New York, NY: Harper & Row.

Asher, S. R., Erdley, C. A., & Gabriel, S. W. (1994). Peer relations. In M. Rutter, & D. F. Hay

(Eds.), Development through life: A handbook for clinicians (pp. 456–487). Oxford, UK:

Blackwell Scientific.

Brothers, L. (1990). The social brain: A project for integrating primate behavior and

neurophysiology in a new domain. Concepts in Neuroscience, 1, 27–51.

Brothers, L., & Ring, B. (1993). Mesial temporal neurons in the macaque monkey with responses

selective for aspects of social stimuli. Behavioral Brain Research, 57, 53–61.

Brothers, L., Ring, B., & Kling, A. (1990). Response of neurons in the macaque amygdala to

complex social stimuli. Behavioral Brain Research, 41, 199–213.

Brownell, M., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). The role of teacher

qualities in collaboration. Exceptional Children, 72, 169–185.

Bryan, T. (1997). Assessing the personal and social status of students with learning disabilities.

Learning Disabilities Research and Practice, 12, 63–76.

Carr, N. S. (2013). Increasing the effectiveness of homework for all learners in the inclusive

classroom. School Community Journal, 23, 169-182.

Conderman, G. (1995). Social status of sixth- and seventh-grade students with learning

disabilities. Learning Disabilities Quarterly, 18, 13–24.


Desimone, R., Albright, T. D., Gross, C. G., & Bruce, C. (1984). Stimulus-selective properties of

inferior temporal neurons in the macaque. Journal of Neuroscience, 4, 2051–2062.

Dion, E., Fuchs, D., & Fuchs, L. S. (2005). Differential effects of peer-assisted learning

strategies on students’ social preference and friendship making. Behavioral Disorders,

30(4), 421-429.

Eccleston, J. S., (2010). Successful collaboration: Four essential traits of effective special

education specialists. Journal of the International Association of Special Education, 11,

40-47.

Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills

training for students with high-incidence disabilities. Exceptional Children, 67, 331–344.

Hornby, G. (2011). Barriers to parental involvement in education: An explanatory model.

Educational Review, 63, 37-52.

Interstate New Teacher Assessment and Support Consortium (2001, May). Model standards for

licensing general and special education teacher of students with disabilities: A Resource

for state dialogue. Washington, DC: Council of Chief State School Officers. Retrieved

from http://serge.ccsso.org/pdf/standards.pdf

Kim, E., Minke, K., Sheridan, S., Koziol, N., Ryoo, J. H., & Rispoli, K. (2012, November).

Congruence within the parent-teacher relationship: Associations with children’s

functioning. (Working paper). Retrieved from

http://files.eric.ed.gov/fulltext/ED537826.pdf

Ladd, G. W. (1999). Peer relationships and social competence during early and middle

childhood. Annual Review of Psychology, 50, 333–359.


Mathur, S. R., & Rutherford, R. B. (1996). Is social skills training effective for students with

emotional or behavioral disorders? Research issues and needs. Behavioral Disorders, 22,

21–28.

Meadan, H., & Monda-Amaya, L. (2008). Collaboration to promote social competence for

students with mild disabilities in the general classroom: A structure for providing social

support. Intervention in School & Clinic, 43(3), 158-167.

No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002)

http://www.ed.gov/nclb/landing.jhtml?src=p.

Pavri, S., & Monda-Amaya, L. (2001). Social support in inclusive schools: Student and teacher

perspectives. Exceptional Children, 67, 391–411.

Pelphrey, K. A., Shultz, S., Hudac, C. M., & Vander Wyk, B. C. (2011). Research review:

Constraining heterogeneity: the social brain and its development in autism spectrum

disorder. Journal of Child Psychology & Psychiatry, 52(6), 631-644.

Perrett, D. I., Rolls, E. T., & Caan, W. (1979). Temporal lobe cells of the monkey with visual

responses selective for faces. Neuroscience Letters, 31 (Suppl.), S358.

Perrett, D. I., Rolls, E. T., & Caan, W. (1982). Visual neuronsresponsive to faces in the monkey

temporal cortex. Experimental Brain Research, 47, 329–342.

Perrett, D. I., Smith, P. A. J., Potter, D. D., Mistlin, A. J., Head, A. S., Milner, A. D., & Jeeves,

M. A. (1984). Neurones responsive to faces in the temporal cortex: Studies of functional

organization, sensitivity to identity, and relation to perception. Human Neurobiology, 3,

197–208.

Perrett, D. I., Smith, P. A. J., Potter, D. D., Mistlin, A. J., Head, A. S., Milner, A. D., & Jeeves,

M. A. (1985). Visual cells in the temporal cortex sensitive to face view and gaze

http://www.ed.gov/nclb/landing.jhtml?src=p


direction. Proceedings of the Royal Society of London Series B: Biological Sciences, 223,

293–317.

Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of

parents’ involvement in children’s academic lives: More is not always better. Review of

Educational Research, 77, 373-420.

Rolls, E. T. (2014). Emotion and decision-making explained. Oxford, UK: Oxford University

Press.

Sad, S. N., & Gurbuzturk, O. (2013) Primary schools students’ parents’ level of involvement into

their children’s education. Education Sciences: Theory & Practice, 13, 1006-1011.

Sale, P., & Carey, D.M (1995). The sociometric status of students with disabilities in a full-

inclusion school. Exceptional Children, 62(1), 6-12.

Sapon-Shevin, M. (1999). Because we can change the world: A practical guide to building

cooperative, inclusive classroom communities. Boston, MA: Allyn & Bacon

Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007) Types of parents and school strategies

aimed at the creation of effective partnerships. International Journal about Parents in

Education, 1, 45-52.

Sukys, S., Dumciene, A., & Lapeniene, D. (2015). Parental involvement in inclusive education

of children with special educational needs. Social Behavior & Personality: An

International Journal, 43(2), 327-338.

United States Department of Education. (2006). PBIS goals. Washington, C: Author. Technical

Assistance Center on Positive Behavioral Interventions and Supports Retrieved

November 9, 2006 from http://www.pbis.org/main.htm

http://www.pbis.org/main.htm


Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H., & Arnold, C.

(2009). Determinants of students’ attitudes towards peers with disabilities.

Developmental Medicine & Child Neurology, 51, 473-479.

Vislie, L. (2003). From integration to inclusion: Focusing global trends and changes in Western

European societies. European Journal of Special Needs Education, 18(1), 17-35.

Running head: A SENSE OF BELONGING 1 Bui MP 2015.pdfpresentation was a sense a belonging and all...

Documents

Transcript of Running head: A SENSE OF BELONGING 1 Bui MP 2015.pdfpresentation was a sense a belonging and all...