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Association of Project-Based Learning and Academic Outcomes of Students With Autism
Sun, April 16, 4:40 to 6:10pm CDT (4:40 to 6:10pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Sheraton Ballroom IV and VAbstract
The goal of this s study was to examine the association between project –based learning (PBL) instructional approaches and academic outcomes in reading and math among students with autism spectrum disorder (ASD) in K-12 public schools, as well as the extent to which PBL instructional approaches are associated with levels of motivation for learning among this population. The researcher employed a non-experimental, quantitative research design using
correlation and regression statistics. The data for the study was derived from the Special Education Elementary Longitudinal Study (SEELS) data set. The analysis of the results support the PBL instructional design with empirical evidence as an appropriate and effective method for teaching students with ASD.