bluuebunny/crossref_metadata_2025 huggingface dataset:
One-Stop Career Centers
Authors: Gilson Beth Bader
Published: June 2008

One-Stop Career Centers emerged in the early 1990s as an initiative of the Employment and Training Administration of the U.S. Department of Labor. They were intended to be a single location where an applicant would find all the information needed to choose an occupation, find access to training, be placed in a job, and have entry to public services needed to continue employment. As required by the passage of the Workforce Improvement Act of 1998, One-Stop Career Centers will be available in each state by July 1, 2000. What remains to be answered is whether people with disabilities will be able to effectively use One-Stop Career Centers to receive the support and training that is needed to become employed or reemployed. This article provides a discussion of the strengths of and issues faced by One-Stop Career Centers that may influence their becoming a viable resource for people with disabilities.
Vocational Rehabilitation Interagency Activity Improving Supported Employment for People with Severe Disabilities
Authors: Foley Susan M. , Butterworth John , Heller Amy
Published: June 2008

This study is the first of three companion studies investigating the extent of interagency activity among state agencies that deliver or fund employment services. The purpose of this study is to identify exemplary models and strategies used in interagency agreements that improve the delivery of supported employment services. Interagency agreements were most frequent with state agencies that specialized in or had substantial involvement with disability services, including the state mental health (MH) agency, the state mental retardation and developmental disabilities (MR/DD) agency, and the state department of education (DOE). These agreements were seen as having a more positive impact on employment opportunities than agreements with other types of agencies. Agencies that typically provided employment services to the general population were as likely or more likely to be participating in informal interagency activity than in written state level interagency agreements. The impact of these agreements on encouraging supported employment varied by type of agency. The MH and MR/DD agency agreements with the vocational rehabilitation (VR) agency were rated as having the highest impact, whereas the agreements between the One-Stop Career Centers and the VR agency were rated as having no impact, either positive or negative. Implications and suggestions for further research are discussed.
Repeated Storybook Reading as a Language Intervention for Children with Autism
Authors: Bellon Monica L. , Ogletree Billy T. , Harn William E.
Published: June 2008

This case study investigated the efficacy of repeated storybook reading (RSR) with adult scaffolding as an intervention for a child with autism. An ABA single-subject design was employed. The results suggested that RSR encouraged spontaneous language use. Guidelines for using RSR with children with autism are provided.
Early Childhood Intervention
Authors: Guralnick Michael J.
Published: June 2008

This article examines the evolution of the early childhood system, characterizing the stressors facing families that can adversely affect a child's development and examining the response of the early intervention system to those stressors. The article concludes with a consideration of future directions for the early intervention system.
Where We Are Now
Authors: Kiernan William
Published: June 2008

It has long been recognized that employment is a critical factor in independence and community integration. This article overviews the status of employment for people with mental retardation, considers emerging approaches to enhancing employment outcomes, and presents some of the future opportunities that will affect employment outcomes.
Riding the Third Wave
Authors: Wehmeyer Michael , Bersani Hank , Gagne Ray
Published: June 2008

The importance of self-determination and self-advocacy to the field of mental retardation has become increasingly evident. This article examines the three "waves" of the disability movement: the professional, parent, and self-advocacy waves. From the perspective of both professionals and a person with a disability, we examine the current circumstances for people with disabilities in relation to control and choice in their lives, examine the development of the self-advocacy movement, and, finally, identify issues that will be important to address in the future.
Asperger Syndrome
Authors: Barnhill Gena , Hagiwara Taku , Myles Brenda Smith , Simpson Richard L.
Published: June 2008

This article reports the results of an analysis of Wechsler IQ scores of children and youth diagnosed with Asperger syndrome. The data revealed cognitive patterns dissimilar to those of children with other autism-related disorders and similar to many typically developing and achieving individuals. These findings are discussed in reference to identification and intervention issues related to students with Asperger syndrome, a diagnostic group that has been especially difficult to identify and provide with effective interventions.
Assessment of Self-Determination—Negotiating the Minefield
Authors: Wehmeyer Michael L.
Published: June 2008

Baker, Horner, Sappington, and Ard (in this issue) identified a variety of needs and challenges related to the assessment of self-determination in the field of developmental disability. This response augments Baker et al.'s call, identifying issues related to the use and abuse of assessing self-determination and suggesting an empowerment evaluation approach to these efforts.
Successful Physical Activity Programming for Students with Autism
Authors: Schultheis Susan F. , Boswell Boni B. , Decker Jim
Published: June 2008

The purpose of this article is to describe a successful physical activity program for students with autism. The content of this program, known as Success in Physical Activity, focuses on two areas: physical fitness and motor ability. Development of this activity program was based on adaptations of the Treatment and Education of Autistic and Related Communications-Handicapped Children (TEACCH) recreational structure program. The TEACCH recreational structure program includes the following elements: physical structure, schedules, and task organization. Each element is modified to adhere to the physical education environment and to accommodate the unique characteristics and preferences of students with autism.
The Use of Visual Supports to Facilitate Transitions of Students with Autism
Authors: Dettmer Sarah , Simpson Richard L. , Myles Brenda Smith , Ganz Jennifer B.
Published: June 2008

A combination of visual supports for two elementary-age boys with autism was evaluated. The visual supports were used to aid transitions from one activity to another in community and home settings. The effectiveness of the visual supports was assessed using single-subject reversal designs (ABAB). The data revealed a significant decrease in the latency between the time the students were given instructions and the time they began the next activity when the visual supports were used. Visual supports also resulted in a significant decrease in teacher-delivered verbal and physical transition prompts required for one of the students.
The Supplemental Security Income Program and Employment for Young Adults with Disabilities
Authors: Berry Hugh G.
Published: June 2008

Recent welfare reform initiatives have focused on moving adults with disabilities from income maintenance programs such as Supplemental Security Income (SSI) into paid work. Young adults with disabilities are a key group for targeted reforms because of their potential for obtaining early and long-term employment. Although there is substantial research focusing on the employment characteristics of working-age adults with disabilities, little recent data describe or explain the relationship between work and SSI participation for young adults with disabilities. This study examined data from the 1994 and 1995 National Health Interview Survey on Disability Supplement (NHIS-D) to describe the employment characteristics of young adults with disabilities, ages 18 to 29 years. In addition, this study examined the extent to which sociodemographic, education, health, disability, and program participation factors were associated with employment for this population. Findings are discussed in light of current SSI and employment policies as well as recommendations for reform.
Social Attributions and Depression in Adolescents with Asperger Syndrome
Authors: Barnhill Gena P.
Published: June 2008

This study investigated the relationship between level of depressive symptoms and social attributions in 33 adolescents with Asperger syndrome. Results revealed a significant positive relationship between depressive symptoms and ability attributions for social failure, suggesting that interventions may need to focus on teaching these individuals to attribute social failure to causes other than ability. In addition, it was found that the more intelligent the individual, the less he or she attributed social success to chance and task difficulty factors, and vice versa. It is hypothesized that more intelligent participants might have developed increased cognitive awareness that more complex or multiple factors are involved in social success, rather than simply luck or chance. Findings are discussed relative to implications for practitioners.
ABA and Students with Autism Spectrum Disorders
Authors: Simpson Richard L.
Published: June 2008

Applied behavior analysis (ABA) is recognized as an essential and scientifically valid method of educating and managing children and youth with autism spectrum disorders. At the same time, ABA is at the center of a number of strident debates regarding methodological preferences for educating students with autism-related disabilities. This article discusses issues related to the ABA debate: implementation forms, outcome expectations, exclusive versus selective use of applied behavior analysis, time-related considerations, and personnel requirements for effective ABA implementation, evaluation, and communication.
Behavior Analytic Instruction for Learners with Autism
Authors: Green Gina
Published: June 2008

Numerous behavior analytic methods developed since the early 1960s have proved effective for developing a wide range of skills in learners with autism. Recent advances in stimulus control technology, in particular, offer effective methods for teaching many important skills and for promoting independent, generalized performances. This article reviews selected stimulus control techniques, including new methods for teaching conditional discrimination (matching) skills, stimulus equivalence procedures, prompt and prompt-fading techniques, and incidental teaching procedures.
Discrete Trial Training in the Treatment of Autism
Authors: Smith Tristram
Published: June 2008

Discrete trial training (DTT) is a method for individualizing and simplifying instruction to enhance children's learning. For children with autism, DTT is especially useful for teaching new forms of behavior (e.g., speech sounds or motor movements that the child previously could not make) and new discriminations (e.g., responding correctly to different requests). DTT can also be used to teach more advanced skills and manage disruptive behavior. However, several cautions about DTT are noteworthy: First, the method must be combined with other interventions to enable children to initiate the use of their skills and display these skills across settings. Second, early in treatment, children with autism may require many hours of DTT per week, although controversy exists over precisely how much is appropriate. Third, to implement DTT effectively, teachers must have specialized training. Despite these limitations, DTT is one of the most important instructional methods for children with autism.
Establishing a Behavioral Context for Learning for Students with Autism
Authors: Heflin L. Juane , Alberto Paul A.
Published: June 2008

The principles of applied behavior analysis (ABA) have demonstrated utility for promoting learning and behavior change in students with autism spectrum disorders. ABA provides an effective technology and strong research substantiation for the systematic development of environments and methodologies that are conducive to learning. The physical and temporal environments must be managed to highlight salient stimuli and support the direct teaching and shaping of appropriate behavior while using clear antecedent cues and discriminative stimuli in a climate of reinforcement. Systematic instruction requires the use of empirically based techniques within a context of errorless learning, data-based individualization of instruction, predictability, consistency, and programmed generalization. ABA requires that noninferential assessment demonstrate a functional relationship between student outcomes and the context and strategies implemented.
ABA and the Development of Meaningful Social Relations for Young Children with Autism
Authors: Strain Phillip S. , Schwartz Ilene
Published: June 2008

Meaningful social relations should be a primary outcome of educational programs for young children with autism. A number of instructional strategies derived from applied behavior analysis are reviewed, with particular attention paid to the social validity and sustainability of behavior change. More intensive, comprehensive, and ecologically valid intervention methods must be used in order to produce the level of behavior change desired by consumers and demanded by the complexity of the social world.
ABA and Academic Instruction
Authors: Dunlap Glen , Kern Lee , Worcester Jonathan
Published: June 2008

Applied behavior analysis (ABA) is a prominent and pervasive factor in effective academic instruction for all students, including students with autism spectrum disorder. In this article, we discuss the important contributions of ABA to the processes of academic instruction. To illustrate the impact of ABA in the context of academics, we describe two areas of research and practice in which the perspectives and procedures of behavior analysis have had a conspicuous presence: antecedent interventions and curriculum-based assessment. We also note that the principles and methods of ABA have been extensively integrated into routine educational procedures, that ABA procedures are geared only rarely to particular diagnostic populations, and that recent mandates for functional behavioral assessments signify that the impact of ABA on the practice of education is increasing.
Conditional Use of Aided and Unaided AAC
Authors: Sigafoos Jeff , Drasgow Erik
Published: June 2008

Individuals with autism and other developmental disabilities often have severe communication impairment and are therefore candidates for augmentative and alternative communication (AAC). For these individuals, successful communication across a range of situations, settings, and communicative partners may depend on their type or mode of AAC. An aided AAC mode may be more effective under some circumstances, whereas an unaided mode may be more effective under other circumstances. This situation suggests the need to develop conditional use of multiple modes of AAC and to teach individuals when to use each mode. In this article we examine aspects of multimodal AAC and review instructional strategies for developing conditional use of aided and unaided AAC. This is followed by a case study involving an adolescent boy with developmental disability who acquired conditional use of aided and unaided AAC based on the presence or absence of an aided device. Results suggest that careful programming during intervention may promote conditional use of multiple modes of AAC.
Is There a Role for Speech Output in Interventions for Persons with Autism?
Authors: Schlosser Ralf W. , Blischak Doreen M.
Published: June 2008

Technological advances in augmentative and alternative communication (AAC) have provided a "voice" to many persons through voice output communication aids and talking word processors. This voice has been hypothesized to have advantages over less expensive communication boards and traditional word processors. In our time, one of resource efficiency and evidence-based practices, it is essential to examine the evidence. This systematic review synthesizes theory and research on the use of speech output to determine the potential benefits of its use by persons with autism. Directions for future research are proposed, based on identified methodological and knowledge gaps.
Dynamic Assessment of Graphic Symbol Combinations by Children with Autism
Authors: Nigam Ravi
Published: June 2008

Augmentative and alternative communication (AAC) techniques and strategies have provided communication opportunities for children with autism who are unable to use speech. Previous research has indicated that some children with autism are able to communicate using graphic symbols. A goal for many children with autism who have learned to communicate using single graphic symbols will be the transition to multi-symbol use. This article offers potential teaching strategies that can be used during dynamic assessment that may help a speech language pathologist to assess the potential for acquiring and using multiple graphic symbol combinations for communicative purposes by children with autism.
Functional Behavioral Assessment and Children with Autism
Authors: Lodge Rogers Elisabeth
Published: June 2008

The purpose of this article is to present a team approach to functional behavioral assessment (FBA). The model uses a transdisciplinary technical assistance team approach to assessing and planning interventions for young children with autism who exhibit severe challenging behavior. The article discusses the types of information needed to conduct an FBA, gives specific examples as to how the information might be collected by the team, and examines the benefits and barriers to conducting an FBA within the framework of a team.
Functional Analysis
Authors: Peck Stichter Janine
Published: June 2008

For more than 15 years, functional assessment has been increasingly used by practitioners and researchers to link specific environmental events identified as affecting challenging behavior to the selection of effective intervention strategies. The expanding literature base, along with recent revisions to the Individuals with Disabilities Education Act (IDEA, 1997) mandating the use of functional behavioral assessment in specific situations, has led to increased interest in this process. Despite the recent fervor exhibited in the research literature and related personnel preparation activities, one step of the process is frequently omitted in the application of functional behavioral assessment within natural settings—the use of analogues to empirically verify assessment results. Due to the level of control necessary for employing analogues, they have predominantly been used in clinical settings and have only more recently been within natural settings. This article presents an overview of the present knowledge base and possible applications of experimental analyses in classrooms for students with autism and related disabilities.
Religious Coping in Families of Children with Autism
Authors: Tarakeshwar Nalini , Pargament Kenneth I.
Published: June 2008

We assessed the role of religion in the coping of families of children with autism. Forty-five parents completed the Brief RCOPE; identified stressors of autism; and completed measures of psychological adjustment (depression and anxiety), stress-related growth, and religious outcome. A subsample (n = 21) of parents was interviewed about their use of religious coping. Religious coping accounted for unique variance in measures of adjustment. Positive religious coping was associated with better religious outcome (e.g., changes in closeness to God/church and spiritual growth) and greater stress-related growth, whereas negative religious coping was associated with greater depressive affect and lower religious outcome. Interviews identified other ways that religion affected the coping process of these families beyond those already established in existing measures. These results will be useful to professionals working with families of children with autism and in designing interventions to meet the needs of parents for whom religion plays an important role.
The Interpretative Conference: Sharing a Diagnosis of Autism with Families
Authors: Nissenbaum Michal S. , Tollefson Nona , Reese R. Matthew
Published: June 2008

With the recent reauthorizations of Public Law 94-142, there has been a greater push to identify and treat children with autism. As a result, autism is currently diagnosed and treated at younger ages, and nonmedical professionals who work with young children increasingly face the task of informing parents that their child has autism. To examine professionals' and parents' perceptions of giving and receiving a diagnosis of autism, 11 nonmedical professionals and 17 parents of children with autism participated in a series of interviews that were transcribed, unitized, and categorized using Lincoln and Guba's (1985) method of naturalistic inquiry. Based on the interview data, nine recommendations for practice were developed. The recommendations provide guidelines that nonmedical professionals can consult when faced with the task of sharing a diagnosis of autism.
The Vermont Rural Autism Project
Authors: Beatson Jean E. , Prelock Patricia A.
Published: June 2008

The Vermont Rural Autism Project (VT-RAP) is a federally and state-funded training grant that prepares speech-language pathologists, teachers, and related service providers to better meet the assessment and intervention needs of children with autism spectrum disorders and their families. The VT-RAP assessment model is strengths-based (Dunst & Trivette, 1996) and guided by the principles of family-centered care (Shelton & Stepanek, 1994). Its primary goals are enhancing service delivery and creating systems responsive to children with autism and their families. This article presents the results of an informal qualitative study whose purposes were to gain an introductory understanding of the meaning the VT-RAP process held for families and to evaluate the effectiveness of the assessment process from the parents' perspectives. Five parents representing 5 of the families participating in the VT-RAP assessment process were interviewed. An overall theme of shifting attitudes emerged from the data as well as 3 subthemes: getting enrolled, becoming friends, and empowerment and transformation. All parents reported having a unique and meaningful experience of involvement in their child's VT-RAP assessment, resulting in their own learning and valued outcomes for their children.
Compass
Authors: Ruble Lisa A. , Dalrymple Nancy J.
Published: June 2008

Educational and psychological consultants have a long history of providing indirect school-based service delivery to students With disabilities. The need for consultants With skills in autism is necessary noW more than ever. Described as one of the most complex developmental disabilities, autism is being identified in children at a rapid rate—more so than any other loW-incidence disability, resulting in the need for trained personnel. To enhance competence of both the student and the teacher, a holistic understanding of the interactions betWeen students and their environments is necessary. A consultation frameWork With strong theoretical and conceptual support is described. The rationale for a specific consultation approach in autism is presented and components of the consultation model provided. Educational and psychological consultants are ideally positioned to act as bridges betWeen parents and school personnel for developing appropriate programs based on parent—teacher collaboration.
Adults With Autism Speak Out
Authors: Hurlbutt Karen , Chalmers Lynne
Published: June 2008

Three high-functioning adults With autism participated in a qualitative research study over a 9-month period. The purpose Was to investigate and describe their perceptions of their life experiences. Methods included conducting initial visits and intervieWs, conducting folloW-up intervieWs, and reading published and unpublished material Written by the participants. It Was determined that high-functioning adults With autism Want to be considered experts in the field of autism and Want to be consulted on issues related to autism. They are proud to have autism and do not desire to be a “neurotypical.” Over time, these adults have developed opinions on a Wide variety of topics related to autism. Recommendations to parents and professionals involved in Working With individuals With autism are provided.
The Effectiveness of Social Skills Intervention Targeting Nonverbal Communication for Adolescents With Asperger Syndrome and Related Pervasive Developmental Delays
Authors: Barnhill Gena P. , Tapscott Cook Katherine , Tebbenkamp Kelly , Smith Myles Brenda
Published: June 2008

This study investigated the effectiveness of a social skills intervention targeting nonverbal communication for 8 adolescents With Asperger syndrome (AS) and related pervasive developmental delays. The Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA2; NoWicki, 1997) Was used as a pre- and posttest measure to assess participants' nonverbal language skills. During the 8-Week social skills intervention, lessons Were adapted from those presented in Teaching Your Child the Language of Social Success (Duke, NoWicki, & Martin, 1996). Training during the first 4 Weeks targeted paralanguage (deciphering varying tones of voice and rates of speech, understanding nonverbal sound patterns, and gaining meaning from others' marked emphases in speech). The remaining 4 sessions focused on identifying and responding to the facial expressions of others. The folloWing teaching strategies Were employed throughout the social skills intervention: role-playing, modeling, and reinforcement through feedback. Results are discussed relative to social groWth among participants.
Asperger Syndrome
Authors: Myles Brenda Smith , Simpson Richard L.
Published: June 2008

Although the prevalence of Asperger syndrome (AS) is increasing, many children and youth who exhibit characteristics associated with this disability are not diagnosed until their later years. Because early intervention appears to be critical for individuals with AS, it is important that educators, families, and physicians have a comprehensive understanding of this complex exceptionality. This article, in an attempt to meet the aforementioned need, describes the characteristics of Asperger syndrome and the symdrome's impact in the home, school, and community.
Asperger Syndrome
Authors: Ghaziuddin Mohammad
Published: June 2008

Asperger syndrome (AS) is a pervasive developmental disorder characterized by social dysfunction and idiosyncratic interests in the presence of normal intelligence. There is no history of language delay. Persons with AS are often described as being active but odd, with a pedantic manner of speaking. In addition, they often present with a variety of medical and psychiatric conditions, a topic that has not received systematic study. This review summarizes the literature on this topic, with particular reference to publications in the last two decades. The purpose is to underscore the need for early identification and treatment of these conditions.
An Update on Neurocognitive Profiles in Asperger Syndrome and High-Functioning Autism
Authors: Meyer Jessica A. , Minshew Nancy J.
Published: June 2008

This article provides an overview of the similarities and distinctions between individuals with autism and those with Asperger syndrome (AS). First, we review the cognitive and neurocognitive profile underlying deficits characteristic of autism spectrum disorders. Particular emphasis is placed on recent comparisons of high-functioning autism to AS on the basis of neuropsychological testing, and implications of neuropsychological profiles for the cognitive deficits and clinical presentation of AS.
Asperger Syndrome and the Development of Social Competence
Authors: Gutstein Steven E. , Whitney Tyler
Published: June 2008

The hallmark of Asperger syndrome is a failure to develop social competence despite relatively normal language and cognitive development. Extensive research in this area points to a deficit in a key area of social development—experience-sharing relationships—as the primary factor in limiting the social development of individuals with Asperger syndrome. Experience sharing appears to develop in a manner different from attachment and instrumental interaction. The authors review the critical components of experience sharing, relate them to the specific social deficits found in children and adolescents with Asperger syndrome, then propose factors in developing a relationship intervention program that would incorporate these essential components.
Asperger Syndrome and Sensory Processing
Authors: Dunn Winnie , Saiter Jessica , Rinner Louann
Published: June 2008

The purpose of this article is to discuss sensory processing concepts and their application to the needs of children who have Asperger syndrome (AS). First we will outline the basic characteristics of the sensory systems, then discuss a model for sensory processing, and, finally, present a summary of the data supporting the application of this model in work with children who have AS. A framework is outlined for incorporating sensory processing concepts into practice and research programs that address the needs of children with AS. Finally, we will present case studies demonstrating the application of sensory processing principles.
Peer-Mediated Interventions to Increase the Social Interaction of Children With Autism
Authors: DiSalvo Carla A. , Oswald Donald P.
Published: June 2008

A variety of peer-related strategies to improve the social functioning of children With autism have been developed and empirically tested. Peer-mediated strategies typically involve the use of socially competent peers to model and reinforce appropriate social behavior. Promoting peer effort is an important component of such interventions and can be accomplished by altering peer expectations regarding their classmates With autism. Techniques include arranging situations or contingencies to promote optimal peer effort, teaching peers methods for reinforcing target skills in children With autism, teaching peers strategies for initiating interactions With children With autism, and teaching social skills to the children With autism. Peer-related approaches can be understood in the context of social learning theory. Several studies have shoWn that these strategies lead to substantial improvements in the social interactions of children With autism. Future research should continue to explore various peer-mediated socialization interventions, With an increased focus on the role of peer expectations.
Parent—Professional Collaboration for Positive Behavior Support in the Home
Authors: Marshall Joanne Kay , Mirenda Pat
Published: June 2008

Over the past feW years, a number of studies have demonstrated the efficacy of combining positive behavior support and family-centered intervention in home settings. Family-centered positive behavior support is often conducted Within the context of natural routines that occur regularly in home or community settings. The purpose of this article is to describe many of the unique challenges and benefits related to assessment, intervention design, and implementation that are inherent in parent—professional collaboration for positive behavior support. This is accomplished through an example of a partnership that resulted in the provision of a variety of visual supports to a young child With autism Who exhibited severe problem behaviors during daily routines.
Students With Developmental Disabilities Go to College: Description of a Collaborative Transition Project
Authors: Dolyniuk Chrystina A. , Kamens Michele Wilson , Corman Hope , Opipery DiNardo Paulette , Totaro Rebecca M. , Corman Rockoff Jessica
Published: June 2008

The existing literature on transition programs suggests that for effective transition of individuals With developmental disabilities, the programs must place emphasis on both the social and the vocational goals of these students. This article describes a pilot project that brought transitioning young adults With disabilities to a college campus for job-sampling. Seventeen high school students With developmental disabilities participated in this program and Were mentored by 23 college students attending a small, private university in suburban NeW Jersey, some of Whom Were planning to become teachers. In total, students With and Without disabilities spent 9 hours together. Preliminary data included university students' journals, special education students' journals, college faculty field notes, and questionnaires and anecdotal data collected from the college community and the local school district. Data indicated that this project had benefits for young adults With and Without disabilities and supported the use of a community-based service-learning model. This study holds implications for prospective special education teachers and the college community.
Transition Assessment Practices in Nevada and Arizona
Authors: Thoma Colleen A. , Held Mary F. , Saddler Sterling
Published: June 2008

This manuscript describes the results of a research study conducted in tWo Western states, investigating special educator knoWledge and use of various transition assessment strategies. Eighty-four special educators responded to a survey on transition assessment that asked questions about What they kneW about transition assessment strategies and Which ones they used. Assessments Were divided into three main categories: standardized, informal, and alternative. Questions Were also asked about student roles in the transition assessment process and the use of various self-determination assessment and curricula packages. Although most educators indicated that they Were aWare of all types of assessment strategies, they still relied heavily on those that Were either standardized or teacher-prepared. The results of the study indicated that special educators did not use transition assessment strategies that had been demonstrated to support student self-determination in the process (i.e., person-centered planning, student-led meetings, and self-determination curriculum-based instruments). More Work is needed to ensure that teachers have access to, and knoW hoW to use, these strategies in their classrooms.
A Comparison of Adaptation to Childhood Disability in Korean Immigrant and Korean Mothers
Authors: Cho Su-Je , Singer George H. S. , Brenner Betsy
Published: June 2008

We examined the variables that exacerbated or buffered the impact of child's problem behavior and/or physical differences on mothers. Participants were 32 Korean mothers of children with disabilities. Quantitative methods were applied to derive another form of understanding of our extensive interview data. We selected 5 dependent variables, identified the examples of them in our interview transcripts, and scored these examples using a numerical scale. Effect size differences and MANOVA were used in the data analyses. Overall findings were consistent with our qualitative findings that Korean mothers experienced more difficulties than their immigrant counterparts. Various explanations for the results are discussed. The advantages of combining quantitative and qualitative perspectives are self-evident in this study, and other researchers might consider using these strategies.
Ecobehavioral Assessment of Instructional Contexts in Bilingual Special Education Programs for English Language Learners at Risk for Developmental Disabilities
Authors: Arreaga-Mayer Carmen , Utley Cheryl A. , Perdomo-Rivera Claudia , Greenwood Charles R.
Published: June 2008

This article presents empirical data using The Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments to examine the instructional context, teacher behavior, and academic engaged behavior for English language learners at risk for developmental disabilities in general education and bilingual special education programs. Thirty-six English language learners at risk for developmental disabilities were observed for 6 full school days each, for a total of 213 days and 1,491 hours, within 4 elementary-level school settings and 26 different classrooms. The results revealed that (a) the most frequently taught subjects were math (20%), reading (18%), and language arts (16%); (b) English was the most frequently used language of instruction (58%); and (c) students were actively engaged in academic behaviors for slightly less than half of a typical school day (44%).
Facilitating the Meaningful Participation of Culturally and Linguistically Diverse Families in the IFSP and IEP Process
Authors: Zhang Chun , Bennett Tess
Published: June 2008

This article briefly reviews literature regarding the involvement and participation of culturally and linguistically diverse (CLD) families in the special education process. Barriers to family participation and strategies for facilitating family participation are summarized. Furthermore, we highlight important issues regarding raising the awareness of professionals when they develop Individualized Family Service Plans (IFSPs) or Individualized Education Programs (IEPS) with families from CLD backgrounds. We discuss implications for families, professionals, and programs to highlight the importance of developing collaborative and effective IFSPs and IEPs with all families.
Culturally Sensitive Collaboration Within Person-Centered Planning
Authors: Callicott Kimberly J.
Published: June 2008

Person-centered planning (PCP) is a method of support for both individuals and systems. Through this process, individuals, families, and communities are strengthened by a focus on respective strengths and needs. Open-mindedness and attention to successful communication are some of the hallmarks of the procedures. These procedures are conducive to creating bridges and eliminating barriers for individuals and families who differ in some way from the normative culture. The same skillful facilitation that supports an individual who has a disability will also support an individual with a disability and cultural or language differences. This article provides background and a description of PCP based on process, components, and outcomes and examines each in relationship to working with individuals and families of other cultures and languages. Vignettes are used to provide support and examples of how professionals can be sensitive to differences in culture and language within the process.
Individualizing Functional Assessments for Children with Autism
Authors: Reese R. Matthew , Richman David M. , Zarcone Jennifer , Zarcone Troy
Published: June 2008

A functional assessment interview (O'Neill et al., 1997) was conducted with the care providers of 100 young (2 to 5 years old) children with autism regarding reinforcement contingencies contributing to maintenance of their child's disruptive behavior. Care providers were interviewed regarding their child's disruptive behavior related to gaining attention and tangibles and escaping demands. In addition, we individualized the interview in more detail to include the possible relationship between their child's disruptive behavior and gaining access to perseverative activities, avoiding demands when engaged in perseverative activities, and avoiding specific types of sensory stimulation. Results of the study suggest that gaining access to perseverative activities and escaping demands while engaged in these activities frequently contribute to disruptive behavior in young children with autism. These findings are discussed in terms of assessment considerations and treatment for children with autism and other types of syndromes and disorders.
A Model of Positive Behavioral Support for Individuals with Autism and Their Families
Authors: Becker-Cottrill Barbara , McFarland Jennifer , Anderson Vicki
Published: June 2008

Service providers use several types of service-delivery models to support families of persons with autism. One model, positive behavioral support, has gained increasing attention in the literature. Positive behavioral support is a comprehensive approach used to address challenging behavior and improve broad lifestyle outcomes that serve to increase the overall quality of an individual's life. This article describes a service-delivery model for individuals with autism and their families that incorporates the philosophy and essential elements of positive behavioral support. A case study is presented to illustrate one family's experience with the family focus process. Child and family outcomes related to the case study are also described. The key elements of positive behavioral support are discussed in light of providing comprehensive and durable systems of training and supports for families and educators of individuals with autism.
The Use of Portfolios for Students with Autism
Authors: Carothers Douglas E. , Taylor Ronald L.
Published: June 2008

Portfolios are increasingly being used in educational settings and provide benefits to all stakeholders in the educational process. They are especially useful for students with autism spectrum disorders because they allow for the collection and communication of authentic data across a variety of skill areas and settings. This article explains the benefits of portfolio usage for students with autism spectrum disorders and details what to include and how to organize the portfolio so that students, parents, and professionals reap the maximum benefit.
Promoting a Lifetime of Inclusion
Authors: Renzaglia Adelle , Karvonen Meagan , Drasgow Erik , Stoxen Craig C.
Published: June 2008

The purpose of this article is to assist parents and professionals in developing effective educational programs that promote a lifetime of successful inclusion for individuals With severe disabilities. We first establish the principle of normalization as the philosophical basis of inclusion. We next describe conditions and practices that reflect the principle of normalization and that foster inclusion across the life span. These conditions and practices consist of universal design, person-centered planning, self-determination, and positive behavior support. We end by suggesting that inclusion may be vieWed as a continuum and that With the appropriate supports and skill development, all people, regardless of disability level, can successfully move up the continuum to more inclusive environments.
Effective Educational Practices for Students With Autism Spectrum Disorders
Authors: Iovannone Rose , Dunlap Glen , Huber Heather , Kincaid Don
Published: June 2008

Students With autism spectrum disorders (ASD) present unique challenges to educators trying to plan effective instructional programs. Although an impressive body of research identifying effective practices has emerged, there have been minimal attempts to integrate the findings into a curricular foundation to be adopted by school districts. This article provides a description of 6 core elements that have empirical support and should be included in any sound, comprehensive instructional program for students With ASD. These core elements are (a) individualized supports and services for students and families, (b) systematic instruction, (c) comprehensible/structured learning environments, (d) specialized curriculum content, (e) functional approach to problem behavior, and (f) family involvement. This article provides illustrations of the core elements in the form of specific instructional practices that have been demonstrated to be effective With students With ASD.
When the Toddler Takes Over
Authors: Woods Juliann , Goldstein Howard
Published: June 2008

The applicability of teaching communication replacement behavior for challenging behavior has not been fully recognized by early interventionists Working With young children in their natural environments. This article describes hoW challenging routines for families can be converted into opportunities to teach communication skills and increase participation in family activities. A case description is presented to illustrate hoW routines-based intervention can extend the process and procedures of functional assessment and positive behavior support interventions to ongoing early intervention that facilitates increasingly more sophisticated communication skills. We demonstrate hoW communication skills can be targeted in an individualized fashion first as a replacement behavior serving the same function as the challenging behavior for the child and second to correspond to the interests and concerns of the family and child. This approach offers flexibility in applying a variety of effective intervention strategies Within a family-guided process.
Developing Legally Correct and Educationally Appropriate Programs for Students With Autism Spectrum Disorders
Authors: Yell Mitchell L. , Katsiyannis Antonis , Drasgow Erik , Herbst Maria
Published: June 2008

Over the past decade, there has been a dramatic increase in litigation regarding the education of students With autism spectrum disorders (ASD). Because of the complexity of ASD and the costs of litigation related to the Individuals With Disabilities Education Act, ASD has become a high-stakes issue for parents and school districts. The purpose of this article is to extrapolate principles from the ASD litigation to provide guidelines to assist Individualized Education Program teams in developing appropriate special education programs for students With ASD.
Policy-Related Research Issues and Perspectives
Authors: Simpson Richard L.
Published: June 2008

Relative to the education of children and youth with autism spectrum disorders, this article discusses the need to connect research and policy. Included in the discussion are issues related to selecting and implementing use of research and evidence-based practices with students with autism-related disabilities and the need for appropriately trained educational professionals. Discussion of these issues is accompanied by recommendations for action.
Problems With Personnel Preparation in Autism Spectrum Disorders
Authors: Scheuermann Brenda , Webber Jo , Boutot E. Amanda , Goodwin Marilyn
Published: June 2008

This article examines problems With the preparation of school personnel Who serve children With autism spectrum disorders (ASD). Several areas of concern are discussed, including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training and the impact of each on teacher preparedness, lack of scope and depth of most autism training models, clashes in theoretical orientation that may negatively affect teacher training, and issues that may arise When undertrained teachers interact With parents. Recommendations are made for the improvement of personnel preparation for teachers of children With ASD, including specialized skills training, multiple approaches training, training personnel from various disciplines, training paraprofessionals and in-home trainers, training parents, providing technical assistance and support to teachers, and providing leadership and funding to promote and enhance personnel preparation in ASD.
Adolescents With Asperger Syndrome and Perceptions of Friendship
Authors: Carrington Suzanne , Templeton Elizabeth , Papinczak Tracey
Published: June 2008

This qualitative study investigated the perceptions of friendship faced by teenagers diagnosed With Asperger syndrome. This research aimed to provide teachers With an insight into the social World of Asperger syndrome from a student perspective. A multiple—case study approach Was used to collect data from 5 secondary school students in Australia. Data Were collected through the use of semistructured intervieWs. An inductive approach to data analysis resulted in a number of broad themes in the data: (a) understanding of concepts or language regarding friendships, (b) description of What is a friend, (c) description of What is not a friend, (d) description of an acquaintance, and (e) using masquerading to cope With social deficits. The insights provided by the participants in this study are valuable for teachers, parents, and anyone else involved in inclusive education.