bluuebunny/crossref_metadata_2025 huggingface dataset:
Examining Parents' Involvement in and Perceptions of Special Education Services
Authors: Spann Sammy J. , Kohler Frank W. , Soenksen Delann
Published: June 2008

The purpose of this investigation Was to examine families' involvement in and perceptions of children's special education services. A telephone survey Was conducted With 45 families of children With autism Who Were part of a parent support group. The survey consisted of a total of 15 questions that pertained to the folloWing areas: (a) the child's educational placement and type of special education services received, (b) the frequency and nature of parents' communication With school personnel, (c) parents' knoWledge about and involvement in their child's Individualized Education Program (IEP) process, and (d) parents' priorities for their child and overall satisfaction With school services. Results indicated that the majority of children spent part of their day in the general education classroom and received 1 to 2 special education services.
Characteristics of Infantile Autism
Authors: Goin Robin P. , Myers Barbara J.
Published: June 2008

Early detection of autism plays an important role in enhancing developmental outcomes for affected children. Identifying potential characteristics of the disorder evident during infancy and toddlerhood aids our efforts to screen for such symptoms, Which may lead to earlier and more accurate diagnoses. This revieW examines the literature on detection of autistic characteristics in infants and toddlers, prior to a formal diagnosis. Findings presented derive from three methodological approaches: retrospective videotape analysis, prospective screening devices, and parent-report. Across methods, marked differences betWeen typically developing infants and toddlers and those subsequently diagnosed With autism Were evidenced in their social, affective, motor, play, and communication skills. Such congruent findings attest to the presence of specific, prediagnostic characteristics that are reliably identifiable.
Joint Attention in Children With Autism
Authors: Jones Emily A. , Carr Edward G.
Published: June 2008

Joint attention is an early-developing social-communicative skill in Which tWo people (usually a young child and an adult) use gestures and gaze to share attention With respect to interesting objects or events. This skill plays a critical role in social and language development. Impaired development of joint attention is a cardinal feature of children With autism, and thus it is important to develop this skill in early intervention efforts. Several interventions are described that involve teaching joint attention to young children With autism. These interventions focus primarily on the forms of joint attention; hoWever, they only partially address the unique social function of this behavior. DraWing on the joint attention literature, as Well as extensive intervention literature from the field of applied behavior analysis, We describe a set of strategies that could be used to teach and support joint attention, function as Well as form, in young children With autism.
Narratives Published on the Internet by Parents of Children With Autism
Authors: Fleischmann Amos
Published: June 2008

The purpose of this study Was to mobilize the stories of parents of autistic children as a prism for understanding the adjustment process. To do so, I qualitatively analyzed 20 personal stories by parents of children diagnosed With a pervasive developmental disorder (PDD) that those parents published on the Internet. I analyzed the narratives from a textural standpoint, based on adaptation of a methodology developed by Labov (1982). All narratives Were found to have a certain degree of similarity in the core story presented (the “complicating action”). Recognition of the child's disability Was tied to diagnosis. FolloWing diagnosis, parents changed their behavior and galvanized themselves for intensive activity and care of their autistic child. The stories described the Way the parents have coped With autism. Autism Was seen as challenge. Thus, the parents Who publicized their experiences perceived themselves not as victims but, rather, as one parent put it, as “daring mountain climbers.”
Using Social Stories to Teach Choice and Play Skills to Children With Autism
Authors: Barry Leasha M. , Burlew Suzanne B.
Published: June 2008

Social stories have become increasingly popular for teaching appropriate behavioral skills to children With autism, yet current literature Warns that little empirical evidence is available that documents the effects of this intervention. Research that does exist targets participants With mild to moderate disabilities. In this study, a special education teacher used social stories in her classroom to teach 2 children With severe autism hoW to make activity choices, play appropriately With materials chosen, and play appropriately With peers in an Exceptional Student Education (ESE) classroom. The classroom teacher and a teacher's aide measured student abilities in choice-making and time spent playing appropriately during a free-play setting. The researchers found support for the use of social stories to teach choice-making and play skills to children With autism.
Effects of Social Skill Instruction for High-Functioning Adolescents With Autism Spectrum Disorders
Authors: Webb Barbara J. , Miller Susan P. , Pierce Thomas B. , Strawser Sherri , Jones W. Paul
Published: June 2008

The purpose of this study Was to investigate the efficacy of using the SCORE Skills Strategy (Vernon, Schumaker, & Deshler, 1996) to teach high-functioning adolescents With autism spectrum disorders five important social skills. Ten male participants ranging in age from 12 to 17 took part in a 10-Week program. Results obtained using a multiple-baseline-across-skills design and a multiple-probe design indicate that all of the boys made significant gains in performance of the five targeted social skills and that the SCORE Skills Strategy is a viable program to use With high-functioning adolescents With autism spectrum disorder. The results further indicate that consumer satisfaction Was high for both the participants and their parents.
Social Story Intervention
Authors: Adams Lynn , Gouvousis Aphroditi , VanLue Michael , Waldron Claire
Published: June 2008

A social story is a short story that describes social situations in terms of relevant cues and often defines appropriate responses for children diagnosed With autism. Limited empirical evidence has been found to support the effectiveness of social story intervention. The authors of this article attempted to quantitatively and qualitatively investigate the effectiveness and carryover effects of social story intervention. Through the use of a single case study and an ABAB statistical design, the frustration behaviors exhibited by a school-age child With Asperger syndrome Were targeted in the home environment during homeWork time. Results from this study suggest that social story intervention is a beneficial tool in decreasing frustration behaviors exhibited during homeWork time. Additionally, carryover of social story intervention Was evidenced Within the classroom environment.
Behavior Management Services for Children With Autism/PDD
Authors: Summers Jane A. , Houlding Carolyn M. , Reitzel Jo-Ann M.
Published: June 2008

As a result of the varied and often persistent behavioral challenges of individuals With autism and pervasive developmental disorders (PDD) and the need for their families/ caregivers to receive information, training, and hands-on support, there Will be a continued demand for behavioral support services. This article provides information about an outpatient behavior management clinic for children With autism/PDD that used approaches based on the principles of applied behavior analysis. Parent training Was an integral part of services that Were provided. Data are presented on the characteristics and service needs of 52 children With autism/PDD Who Were referred to the clinic over a 2-year period. The majority of referrals Were for children betWeen the ages of 5 and 13 years, and externalizing behaviors Were identified as the primary concern most often by families. Implications of the findings for service planning and delivery are discussed.
Multicultural Perspectives on Teaching Students With Autism
Authors: Wilder Lynn K. , Dyches Tina Taylor , Obiakor Festus E. , Algozzine Bob
Published: June 2008

To develop independence and self-responsibility in students With autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these traditional foci of intervention Work for multicultural students With autism? These students have triple-layered problems—they are culturally different, they may be linguistically different, and they have an exceptionality that is loaded With behavioral repertoires. Apparently, these challenges make it imperative for general and special education practitioners to look for Ways to educate multicultural learners With autism. In this article, the authors present culture-specific strategies for meeting the educational needs of students With autism. In addition, they relate these strategies to current efforts to prepare teachers and other professionals to assist students and their families.
First-Generation Chinese American Families' Attitudes Regarding Disabilities and Educational Interventions
Authors: Parette Phil , Chuang Shu-Ju L. , Blake Huer Mary
Published: June 2008

This study employed an intensive structured intervieW method With first-generation Chinese American family participants ( n = 6) residing in the Los Angeles area to examine families' perceptions of disability and the role of schools in augmentative and alternative communication (AAC) interventions. As reported in other studies, parents (a) valued educational programs, (b) recognized the importance of parental involvement, (c) expected their children to demonstrate progress When using their AAC devices, (d) expressed concerns regarding social stigma, (e) expected ongoing training and support, and (f) preferred their children to not become reliant on AAC devices. These families differed from other Asian American families in that they felt no sense of shame about their children's disabilities and Were involved advocates for their children.
The Use of Social Stories to Promote Independent Behaviors in Novel Events for Children With PDD-NOS
Authors: Ivey Michelle L. , Juane Heflin L. , Alberto Paul
Published: June 2008

This study investigated a previously undocumented use for Social Stories (Gray, 1994, 2000): preparation for a novel event. Three children With pervasive developmental disorder—not otherWise specified (PDD-NOS) participated in novel activities Within the routine setting of their Weekly speech—language therapy sessions. During intervention, Social Stories Written for the novel activities Were used to prepare the participants for the upcoming events. Independent participation during the novel events Was calculated using event recording of the presence of five different skills Within each session. The effectiveness of the strategy Was documented through a WithdraWal design With counterbalanced presentation of novel events. Results indicated that the use of Social Stories produced a 15% to 30% increase in participation during novel events for all three participants.
“The John Jones Show”
Authors: Held Mary F. , Thoma Colleen A. , Thomas Karen
Published: June 2008

There has been a great deal of research reaffirming the power of self-determination Within the process of planning for the transition from school to adult life for a student With disabilities. Much of the focus of that research has been on teaching core component skills or changing parts of the process such as the transition Individualized Education Program meeting itself. Although these strategies are effective, they only begin to scratch the surface of What is necessary to facilitate self-determined transition planning throughout the year. This article describes the efforts of one teacher to infuse self-determination throughout both the curriculum and the school year.
A Research Synthesis of Social Story Interventions for Children With Autism Spectrum Disorders
Authors: Sansosti Frank J. , Powell-Smith Kelly A. , Kincaid Donald
Published: June 2008

Recent trends in the frequency of diagnoses and special education referrals for children With autism spectrum disorders necessitate the demand for evidence-based educational practices. Specifically, information related to improving social communication and social behavior domains in classrooms is needed. One method that is increasingly suggested for teaching social skills to children With autism spectrum disorders is the use of Social Stories. Although the rationale behind Social Stories is strong, little research exists examining the effectiveness of Social Story interventions for children With autism spectrum disorders. This article offers a synthesis of the available research regarding Social Stories and their effectiveness for educating children With autism spectrum disorders. In addition, future directions for research and implications for educators are provided.
The Influence of Gender Patterns and Grade Level on Friendship Expectations of Middle School Students ToWard Peers With Severe Disabilities
Authors: Kyoung Gun Han  , Chadsey Janis G.
Published: June 2008

This exploratory study investigated gender and grade level factors in friendship expectations of middle school students toWard their peers With severe disabilities. A total of 65 students from tWo middle schools Were surveyed using a specifically designed instrument called the Middle School Friendship Survey. Results indicated that typical middle school students had relatively loW friendship expectations for their peers With severe disabilities. Although there Were no significant differences in friendship expectations by gender, there Were differences across grade levels. Students in Grade 6 had loWer expectations for friendships than students in Grades 7 and 8. Unlike prior studies reported in the literature regarding friendship expectations toWard peers Without disabilities, the current study found that friendship expectations toWard peers With severe disabilities Were not influenced by gender, but by grade level. Implications and recommendations for practice are discussed.
Students With Severe Speech and Physical Impairments
Authors: Zascavage Victoria T. , Keefe Charlotte H.
Published: June 2008

This qualitative study examined obstacles to literacy for individuals With severe speech and physical impairments (SSPI). Using a constant comparison approach, the authors addressed attitudinal and opportunity barriers to literacy education from the perspective of parents, teachers, university faculty, and administrators involved in literacy education of students With SSPI. Major themes emerged Within the categories of knoWledge, policy, practice, and attitude relating to funding issues, segregation of students With SSPI, use of a life skills curriculum, lack of certification preparation and training in methods and assistive technology, and attitudes that embraced stigmatization and loWered expectations.
A Car Goes in the Garage Like a Can of Peas Goes in the Refrigerator
Authors: Edelson Meredyth Goldberg
Published: June 2008

The Test of Nonverbal Intelligence—3rd Edition (TONI-3) and the Analogic Reasoning (AR) subscale of the Universal Nonverbal Intelligence Test (UNIT) Were administered to 35 individuals With autism to determine Whether real-World-knoWledge deficits affected intelligence scores. The 2 tests are similar in format; hoWever, the TONI-3 includes only abstract reasoning items, While the AR subscale includes both abstract reasoning and real-World-knoWledge items. The results indicated that although there Were no significant differences in overall scores across the 2 measures, the number of items pertaining to real-World knoWledge completed on the AR subscale did differentiate test scores. Participants completing a greater percentage of real-World-knoWledge items on the AR subscale scored more than 8 points better on the TONI-3; no differences Were found betWeen the tWo tests for those completing feWer real-World-knoWledge items. When age Was controlled for, it Was found that participants completing a greater percentage of real-World-knoWledge items on the AR subscale scored more than 13 points higher on the TONI-3. The implications of these results for the assessment of individuals With autism are discussed.
Understanding Pica Behavior
Authors: Stiegler Lillian N.
Published: June 2008

Pica is defined as the compulsive, recurrent consumption of nonnutritive items. Pica behavior often occurs in individuals With developmental disabilities; therefore, education and clinical professionals may be required to participate in various aspects of management, including identification, assessment, and treatment. This article Will discuss several facets of the pica phenomenon, including the scope of human populations involved, the variety of items ingested, possible etiologies, health risks, and a number of treatment programs that are reported in the literature.
Verbal Expression and Comprehension Deficits in Young Children With Autism
Authors: Chan Agnes S. , Cheung Jasmine , Leung Winnie W. M. , Cheung Rebecca , Cheung Mei-chun
Published: June 2008

Language impairment is a primary characteristic of children with autism; however, findings on the language deficits of these children have been inconclusive, and even less is known about the language profiles of Chinese-speaking children with autism. The present study examined the verbal expression—comprehension abilities of 46 Chinese children at ages 5 to 6. The children with autism were further classified into high- or low-functioning groups based on their nonverbal intelligence. Results showed that 63% of the children with autism demonstrated language impairment. Specifically, 42% were impaired in both verbal expression and comprehension abilities, and 21% demonstrated impaired expression skills. General intelligence did not seem to explain this heterogeneity, as variability was also observed among the high-functioning children with autism. The results also suggested that a test of expressive language is more sensitive than a test of comprehension in differentiating Chinese children with autism from their age-matched counterparts at early childhood.
Early Intervention Practices for Children With Autism: Descriptions From Community Providers
Authors: Stahmer Aubyn C. , Collings Nicole M. , Palinkas Lawrence A.
Published: June 2008

Across the country, states are reporting increases in the number of children With autism enrolled in the education system. Although a feW specific treatment methods have been established as efficacious for some children With autism in controlled settings, research examining the translation of these treatments into early intervention programs has been minimal. The current study examined provider self-reports of the use of interventions in community settings through focus groups. Providers report the use of both evidence-based and non—evidence-based techniques and indicate that they often combine and modify these techniques based on child, personal, and external factors. FeW providers had a clear understanding of evidence-based practice, and all providers reported concerns about adequate training. Implications for early intervention research are discussed.
Intensive Outpatient Behavioral Treatment of Primary Urinary Incontinence of Children With Autism
Authors: LeBlanc Linda A. , Carr James E. , Crossett Sarah E. , Bennett Christine M. , Detweiler Dawn D.
Published: June 2008

Three children With autism Who Were previously nonresponsive to loW-intensity toilet training interventions Were toilet trained using a modified Azrin and Foxx (1971) intensive toilet training procedure. Effects Were demonstrated using a nonconcurrent multiple baseline design across participants. The training Was conducted across home and school settings by parents and school staff. Each child achieved continence, and 2 children eventually initiated the majority of toileting events. Implications for future research and clinical practice and dissemination are discussed.
Using a Modified Social Story to Decrease Disruptive Behavior of a Child With Autism
Authors: Crozier Shannon , Tincani Matthew J.
Published: June 2008

Despite the popularity of Social StoriesTM as an intervention for disruptive behavior in children with autism, there have been few investigations on the effectiveness of Social Stories. Scattone, Wilczynski, EdWards, and Rabian (2002) found that Social Stories decreased challenging behaviors in children With autism, but they identified verbal prompts as a source of variability to be examined in future study. The current study examined the effects of a modified social story, with and without verbal prompts, on the disruptive behavior of a student with autism in his preschool classroom. A reversal design Was used to compare the effectiveness of the modified social story With and Without verbal prompts. The disruptive behavior decreased during both phases of the intervention but to a greater degree when the story was paired with prompting. Maintenance probes conducted 2 weeks after intervention revealed that the modified social story had become a regular instructional routine for the student. Results are discussed in relation to study limitations, applications, and directions for future research.
Repair Strategies Used by Elementary-Age Beginning Communicators With Autism
Authors: Ohtake Yoshihisa , Yanagihara Masafumi , Nakaya Akitaka , Takahashi Shoji , Sato Etsuko , Tanaka Minoru
Published: June 2008

This descriptive study extends previous studies on communication repairs by (a) involving elementary-age children With autism Who are prelinguistic to emergent one-Word communicators and (b) examining repair strategies in terms of the relationships betWeen the conventionality and functionality of communication forms and the type of breakdoWn. Communication initiations and repairs emitted by three students With autism Were observed in natural settings in Which communication breakdoWns Were intentionally introduced. The students repaired almost all the breakdoWns regardless of type. Furthermore, they repaired communication breakdoWns effectively by adding semantic categories. They Were likely to adjust their repair strategies according to the social meaning of “Without attention.” When they repaired communication breakdoWns by modifications, they Were more likely to use less-conventional forms. The results are discussed in relation to interventions in communication competence.
Congenital Versus Regressive Onset of Autism Spectrum Disorders
Authors: Goin-Kochel Robin P. , Myers Barbara J.
Published: June 2008

Recent studies have validated the phenomenon of autistic regression, but little is known about how regressive and congenital onsets of the disorder influence parents' thinking about autism and its etiology. Parents (N = 327) of children with autism spectrum disorders completed an online questionnaire about their children's development. Approximately half of the sample indicated that their children showed signs of autism from birth or shortly thereafter; the remaining half described their children as developing autism in the regressive fashion. Parents' beliefs about the causes of autism varied widely, but two of the most popularly cited explanations were “genetics” and “external mechanisms” (e.g., vaccinations, environmental toxins). When analyzed relative to type of autism onset, parents more often advocated genetics as the cause for autism when their children exhibited the congenital type and external mechanisms when their children presented with the regressive type.
From Logos to Orthographic Symbols: A Multilevel Fading Computer Program for Teaching Nonverbal Children With Autism
Authors: Hetzroni Orit E. , Shalem Uri
Published: June 2008

This study investigated the use of a computer-based intervention for teaching orthographic symbols to children With autism. Through a structured seven-step fading procedure, children Were taught to identify Words from commercially available logos depicting food items. A multiple-probe design across participants Was used to examine the effects of exposing 6 children With autism to 8 food items selected individually based on their meaningfulness to each child. The acquired knoWledge Was then tested for generalization into the classroom. Results indicated that after exposure to the fading procedure, all children Were able to identify the orthographic symbols and maintain the knoWledge over time. Most of the children Were able to transfer the knoWledge and generalize to daily activities Within the classroom. Implications and future research directions are discussed.
The Use of an Antecedent-Based Intervention to Decrease Stereotypic Behavior in a General Education Classroom
Authors: Conroy Maureen A. , Asmus Jennifer M. , Sellers Jennifer A. , Ladwig Crystal N.
Published: June 2008

The incidence of children identified as having autism spectrum disorders (ASD) is increasing (U.S. Department of Education, Office of Special Education Programs, 2003). Many of these children are enrolled in general education settings, posing an ever-groWing challenge for the teachers in those settings. There is a critical need to develop interventions for students With ASD that can be used in general education classrooms. The current case study addressed this issue by implementing and evaluating the effectiveness of an antecedent-based intervention on the stereotypic behavior of a student With ASD Who Was fully included in a kindergarten classroom. FolloWing a functional analysis indicating that the stereotypic behavior Was maintained by automatic reinforcement, an antecedent intervention Was designed that included the use of visual cues to indicate activity times When it Was acceptable and When it Was not acceptable for the student to engage in stereotypic behavior. Effectiveness of the intervention Was examined using an alternating treatment design (BarloW & Hayes, 1979). FolloWing implementation of the intervention, the student's stereotypic behavior decreased during the times indicated by the visual cue that it Was unacceptable to engage in stereotypy. A replication Was conducted transferring the implementation of the intervention to the teacher's assistant in the classroom.
Assessing Cardiovascular Responses to Stressors in Individuals With Autism Spectrum Disorders
Authors: Groden June , Goodwin Matthew S. , Baron M. Grace , Groden Gerald , Velicer Wayne F. , Lipsitt Lewis P. , Hofmann Stefan G. , Plummer Brett
Published: June 2008

Characteristics of persons With autism and other developmental disabilities may make this population especially vulnerable to the effects of stress. Prior research on stress and its measurement in this population is revieWed. Using a single-case multielement design, this study explores the feasibility of measuring cardiovascular responses to four stressors in 10 individuals (age 13 to 37 years) With autism and other developmental disabilities. Results suggest that assessing cardiovascular responses is a viable procedure for identifying individual differences in reactivity to specific environmental stressors. Implications of this research and future directions for assessment are discussed.
Can Asperger's Disorder Be Differentiated From Autism Using DSM-IV Criteria?
Authors: Tryon Patti Ann , Mayes Susan D. , Rhodes Robert L. , Waldo Michael
Published: June 2008

Parents of 26 children With diagnoses of Asperger's disorder completed a symptom checklist to determine Whether the children met Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000) criteria for Asperger's disorder, autism, or pervasive developmental disorder not otherWise specified. Results shoWed that almost all (20) met criteria for autism, and a DSM-IV-TR diagnosis of Asperger's disorder could not be confirmed in any child. Further, 95% of the parents Whose children did not have a DSM-IV-TR diagnosis of Asperger's disorder agreed With their child's diagnosis of Asperger's disorder. Our findings suggest that the hierarchical DSM-IV-TR criteria are not applied by clinicians to diagnose Asperger's disorder because most children With diagnoses of Asperger's disorder actually met DSM-IV-TR criteria for autism, Which precludes a diagnosis of Asperger's disorder. These findings are consistent With previous studies. Most experts noW agree that autism is a spectrum disorder and Asperger's disorder is actually high-functioning autism. Implications for the next revision of the DSM are discussed.
Teaching a Young Child to Appropriately Gain Attention of Peers Using a Social Story Intervention
Authors: Soenksen Delann , Alper Sandra
Published: June 2008

The purpose of this study Was to assess the effectiveness of a Social Story™ intervention in teaching a young child With hyperlexia to appropriately obtain the attention of his peers. The Social Story intervention consisted of verbal and visual cues incorporated into an age-appropriate storybook format. Attempting to obtain the attention of a peer Was defined as either saying a peer's name or looking at the face of a peer While talking. A multiple baseline across settings design Was used to evaluate the efficacy of the intervention. The results of the study indicated that the Social Story Was effective in increasing the tWo target behaviors across three settings Within an inclusive school. Implications for researchers and practitioners are discussed.
Treatment Integrity
Authors: Wheeler John J. , Baggett Bob A. , Fox James , Blevins Leia
Published: June 2008

The purpose of this study Was to assess the degree to Which behavioral intervention studies conducted With children diagnosed With autism operationally defined the independent variables (IVs) and evaluated treatment integrity (TI). The study replicated the criteria from Gresham, Gansle, and Noell (1993) and focused exclusively on research studies conducted With children diagnosed With autism Who Were age 18 years or younger. Results indicated that of the 60 studies that Were critically revieWed, 11 operationally defined the IVs and assessed TI. Conversely, the majority of the studies (n = 41) operationally defined the IVs yet did not assess TI. Last, 3 studies operationally defined the IVs and referred to TI Within the paper but provided no data, and 5 studies did not define IVs or assess TI.
A Case Study of Early Development in Smith-Magenis Syndrome
Authors: Fidler Deborah J. , Philofsky Amy D. , Hepburn Susan L.
Published: June 2008

The aim of this article is to provide an in-depth description of early development in a young child With Smith-Magenis syndrome (SMS). SMS is a multisystem, neurodevelopmental genetic disorder associated With mental retardation that predisposes individuals to a distinct pattern of maladaptive behaviors and other neuropsychological impairments. While there is some research describing outcomes for individuals With SMS in middle childhood, adolescence, and young adulthood, very feW descriptions of early development are available in the literature.
Sleep Problems in Children With Autism and in Typically Developing Children
Authors: Hoffman Charles D. , Sweeney Dwight P. , Gilliam James E. , Lopez-Wagner Muriel C.
Published: June 2008

Although sleep problems are often seen as a clinical feature associated with autism, and children with autism are reported to have more sleep disturbances than typically developing children, there is a paucity of studies in the area and findings are restricted by problematic methodological approaches. The present study addressed these limitations, with parents of children with autism (as defined by two independent indices of the disorder) reporting more difficulties with sleep for their children than did parents of typically developing children on seven of eight sleep problem domains assessed. The methodological advances implemented are seen as supporting the reliability of the findings, and the need for further refinements to advance the understanding of sleep problems in children with autism is discussed.
Feeding Problems in Children With Autism Spectrum Disorders
Authors: Ledford Jennifer R. , Gast David L.
Published: June 2008

Many parents of children with autism spectrum disorders (ASD) report that their children have feeding problems. A body of literature targeted toward parents of children with ASD includes information about possible interventions for this problem. Most intervention suggestions within this literature have been only anecdotally reported to be effective; few research studies have addressed maladaptive feeding behaviors in children with ASD. This review synthesizes current research regarding the types of feeding problems and interventions used with children with ASD. In addition, the authors briefly discuss the literature on treating feeding problems in other populations as a means of comparison. They also point out differences in empirically supported treatments and treatments used by parents for aberrant feeding behaviors in children with ASD.
The Effect of Picture Communication Symbols on the Verbal Comprehension of Commands by Young Children With Autism
Authors: Preis Janet
Published: June 2008

The diagnosis of autism, although a source of discussion and occasional controversy, has consistently included poor communication as an essential component. Both the text revision of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000) and the 10th edition of the International Classification of Diseases (World Health Organization, 1993) cite qualitative impairments in communication as central diagnostic criteria. Some researchers have even indicated that the communication deficits associated With the disability of autism are its most significant deficit (Rutter & Schopler, 1988).
Behavioral Cusps
Authors: Smith Garnett J. , McDougall Dennis , Edelen-Smith Patricia
Published: June 2008

Cumulative-hierarchical learning (CHL) and behavior, a premise first introduced by Staats in 1975, describes hoW higher-level behavioral patterns and structures can emerge from interactions among a set of loWer-level actions. Proponents of CHL emphasize the importance of pivotal response interventions, behavior repertoires, generative learning, and the development of behavioral cusps, the human equivalent of the computer World's killer application, or “killer app” (Wikipedia, n.d.). Rosales-Ruiz and Baer (1997) defined a behavioral cusp as an entry point for pivotal behavioral change that, once initiated, so profoundly alters, displaces, or transforms one's behavioral repertoire that it renders preexisting behavioral repertoires obsolete. In this article, We demonstrate hoW behavioral cusps can be used to construct CHL behaviors and repertoires of persons With autism and other pervasive developmental disorders Within and across five pivotal behavioral elements. We also describe hoW behavioral cusps could be used to improve the quality of the collaborative conversations during person-centered planning sessions.
Effectiveness of a Cognitive-Behavioral Treatment on the Social Behaviors of Children With Asperger Disorder
Authors: Lopata Christopher , Thomeer Marcus L. , Volker Martin A. , Nida Robert E.
Published: June 2008

The current study presents preliminary data from an ongoing research project evaluating a summer treatment program for children with Asperger disorder (AD). The purpose of this study was to evaluate the effectiveness of a cognitive—behavioral treatment program on the social behaviors of 6- to 13-year-old children with AD. Overall program effectiveness was the focus of analyses at this time, but two treatment configurations were also tentatively compared: social skills instruction only (SS) versus social skills instruction and behavioral treatment (SS+BT). Results of the study indicated significant improvement in social skills for the overall program based on parent and staff reports. In addition, parents reported a significant improvement in adaptability and reduction in unusual behavior for their children. In contrast, staff reports reflected no significant change in adaptability and an increase in unusual behaviors. Comparison of the two treatment configurations indicated no significant difference between SS and SS+BT. Implications for treatment and future research are provided.
Effects and Implications of Self-Management for Students With Autism
Authors: Lee Suk-Hyang , Simpson Richard L. , Shogren Karrie A.
Published: June 2008

Self-management for students With autism is important both as a management tool and as a means to enhance students' quality of life by empoWering them to control their oWn behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth With autism. Single-subject research using self-management of students With autism as an intervention Was synthesized and the impact Was analyzed across intervention and participants' characteristics using the percentage of nonoverlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students With autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed With autism are discussed.
Procedural Learning of a Visual Sequence in Individuals With Autism
Authors: Gordon Barry , Stark Shauna
Published: June 2008

Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed.
The Utility of the Social Communication Questionnaire in Screening for Autism in Children Referred for Early Intervention
Authors: Wiggins Lisa D. , Bakeman Roger , Adamson Lauren B. , Robins Diana L.
Published: June 2008

The Social Communication Questionnaire (SCQ) is a brief parental screening instrument used to identify children With autism spectrum disorders (ASD). Screening validity for the SCQ has been supported in children 4 years of age and older, but ongoing studies indicate that the SCQ may not be effective in identifying very young children With ASD. The purpose of the current investigation Was to determine Whether the SCQ could distinguish children With ASD from children With other developmental delays in a sample of very young children referred for early intervention. Results found that the recommended cutoff score of 15 yielded a sensitivity value of .47 and a specificity value of .89. Maximum sensitivity and specificity rates Were achieved When the SCQ cutoff score Was reduced to 11 (.89 and .89, respectively). Implications of the findings are discussed.
Parent Advocacy in the Face of Adversity
Authors: McCabe Helen
Published: June 2008

This article describes the experiences of 43 families of children With autism in the People's Republic of China. Qualitative analysis of intervieWs and questionnaires revealed three main themes regarding caregiver and family experiences. First, parents reported many openly discriminatory beliefs and practices against individuals With disabilities and their families. Second, public schools in China often reject students With autism, limiting opportunity for intervention. Finally, parents in this study reported sacrifices and decisions that demonstrate the love for their children that is so often named as an important part of Chinese culture. Although this is similar in many Ways to parents all over the World, the challenges and obstacles faced by parents in China, and the lack of assistance for them, make consideration of their efforts and commitment worthwhile.
Outcomes in Adults With Asperger Syndrome
Authors: Barnhill Gena P.
Published: June 2008

This article explores the current research literature on adult outcomes of individuals With Asperger syndrome (AS). Specific areas addressed are the characteristics associated With adulthood AS, including employment issues, comorbid mental and physical health conditions, neurological issues, possible problems With the legal system, mortality rates, and treatment. The article interWeaves the author's experiences as a parent of an adult son With AS and discusses recommendations and future directions.
How Far Can Brian Ride the Daylight 4449 Express?
Authors: Winter-Messiers Mary Ann , Herr Cynthia M. , Wood Casey E. , Brooks Amy P. , Gates Mary Anne M. , Houston Tasker L. , Tingstad Kelly I.
Published: June 2008

This article presents one of the principal theories to emerge from a larger exploratory study. The research team conducted intervieWs about special interests With 23 participants With Asperger syndrome (AS), ages 7 to 21, Who Were eligible for services under autism and enrolled in an extended school year program. The authors also obtained Written surveys from 18 parents. A strong positive relationship Was found betWeen engagement in special interest areas and individual strengths in areas typically seen as AS deficits, including communication, social, emotional, sensory, fine-motor, executive function, and academic skills. A revieW of the strength-based model of AS and special interests is folloWed by practical ideas for effectively incorporating special interest areas into school, home, and community.
The Development of the Autism Social Skills Profile
Authors: Bellini Scott , Hopf Andrea
Published: June 2008

There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents With autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a neW assessment tool that provides a comprehensive measure of social functioning in children and adolescents With ASD. The ASSP Was designed to assist With intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties With respect to internal consistency, test—retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/ Avoidance, and Detrimental Social Behaviors.
Using a Personal Digital Assistant to Improve the Recording of HomeWork Assignments by an Adolescent With Asperger Syndrome
Authors: Smith Myles Brenda , Ferguson Heather , Hagiwara Taku
Published: June 2008

The purpose of this study Was to determine Whether the use of a personal digital assistant (PDA) Would facilitate the recording of homeWork by an adolescent boy With Asperger syndrome (AS). A multiple-baseline-across-settings design Was used in the student's history, English, and science classes to determine the accuracy With Which he recorded (a) the subject in Which the homeWork Was assigned, (b) the date the assignment Was due, and (c) qualifying details of the assignment (e.g., problem numbers, chapter questions). Results of the study revealed a marked increase in recording of homeWork assignments from baseline to intervention phases.
Asperger Syndrome and Medication Treatment
Authors: Tsai Luke Y.
Published: June 2008

Asperger syndrome (AS) is a neurobiological disorder Whose core clinical symptoms include impairment in social interaction, impairments in verbal and nonverbal communication, and restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. AS is often accompanied by coexisting neuropsychiatric disorders, including anxiety disorder, affective disorder, obsessive—compulsive disorder, Tourette syndrome, attention-deficit/hyperactivity disorder, and sleep disorders. These clinical features provide the rationale for the use of psychotropic medications (psychopharmacotherapy) in individuals With AS. This article describes the clinical indications for psychopharmacotherapy and provides guidelines for monitoring the effectiveness of medication treatment and for preventing and monitoring the development of side effects and/or adverse effects of psychotropic medications.
School-Based Screening to Determine Overreliance on Paraprofessionals
Authors: Giangreco Michael F. , Broer Stephen M.
Published: June 2008

This article describes the development of and directions for using a 16-item screening tool designed to assist crossstakeholder school teams in determining the extent to Which they may be overreliant on special education paraprofessionals or using them inappropriately. The content of the tool is based on contemporary, descriptive research regarding paraprofessionals in inclusive schools. Additionally, the article describes the field-testing of the screening tool in 27 schools (Grades K—12) in six states. Findings suggest that all 16 screening items represent substantial concerns that interfere With the delivery of high-quality inclusive schooling. Implications for practice are discussed.
Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability
Authors: Reynhout Georgina , Carter Mark
Published: June 2008

Social Stories™ have gained Wide acceptance as an intervention for children With autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child With ASD, moderate intellectual disability, and associated language impairment. Over an extended period there Was evidence of a decrease in the target behavior. Further, this decrease Was associated With increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills When evaluating the suitability of this intervention for students With moderate intellectual disabilities and to monitor comprehension.
Brief Report
Authors: Goodwin Matthew S. , Groden June , Velicer Wayne F. , Diller Amy
Published: June 2008

It has been suggested that individuals With autism are more vulnerable to, and less able to cope With, the effects of stressors than the general population. HoWever, very little Work has been done to develop tools such as surveys or questionnaires that assess reactions to stressors in individuals With developmental disabilities. In the present investigation, the Stress Survey Schedule for Persons With Autism and Other Developmental Disabilities (SSS; Groden et al., 2001) Was completed for 180 individuals With autism, varying in gender, verbal ability, and age. The results demonstrate that the SSS is a valid tool for identifying Which dimensions of stress are perceived to be the most and least stressful for subgroups of persons With autism.