bluuebunny/crossref_metadata_2025 huggingface dataset:
Behavior-Analytic Instruction for Children With Autism
Authors: Kimball Jonathan W.
Published: June 2008

The Individuals With Disabilities Education Act grants children the right to a free, appropriate public education. Early, intensive behavioral intervention (often referred to as ABA) is demonstrably effective, yet many educators oppose such services, and parents of children With autism have had to pursue them through legal means. Whereas most of the legal decisions have revolved around procedural issues, much of the opposition to behavior-analytic instruction has to do With philosophical issues. Behavior analysis is a scientific discipline, and its appeal to educational decision-makers depends on Whether their fundamental philosophical assumptions support a scientific approach to education. Such assumptions influence the adoption of assessment, curriculum, and instructional technology that can significantly affect outcomes for children With autism. It therefore behooves parents and educators Who employ (or are considering) behavior analysis to recognize the philosophical dimension of the controversy and to gain an appreciation for the conceptual underpinnings of behavior analysis. Behavior analysis exists on three interrelated levels: technology, science, and philosophy. Behavioral philosophy, in turn, is supported by three pillars: empiricism, pragmatism, and selectionism. The convergence of these vieWs led to Skinner's description of the three-term contingency as the “atom” of behavior, from Which effective instructional technology and cohesive theories of autism intervention have been built.
The Autism Case LaW
Authors: Zirkel Perry A.
Published: June 2008

This empirical analysis of 290 published administrative (i.e., by hearing or revieW officer) and court decisions concerning students With autism reveals that the volume of autism litigation is on a steadily and steeply rising slope and that the outcomes of the cases across a Wide variety of issues have favored school districts to a slight extent. On the other hand, the statistically significant differences betWeen the outcomes (i.e., Which side Won) With the hearing/revieW officer and those in the judicial forum are feW. The rather dramatic groWth of these cases, the relatively balanced average of the outcomes, and the largely redundant pattern of the judicial—as compared to hearing/ revieW officer—decisions suggest that this area merits the careful and creative attention of both practitioners and researchers, With emphasis on prompt dispute resolution.
Asperger Syndrome and Academic Achievement
Authors: Griswold Deborah E. , Barnhill Gena P. , Myles Brenda Smith , Hagiwara Taku , Simpson Richard L.
Published: June 2008

This study focused on identifying the academic characteristics of children and youth Who have Asperger syndrome (AS). Significant numbers of school-age children have AS, yet little is knoWn about the unique educational features of individuals With this pervasive developmental disorder. TWenty-one children and youth With diagnoses of AS Were assessed using the Wechsler Individual Achievement Test (WIAT; Psychological Corp., 1992), the Test of Problem Solving—Elementary, Revised (TOPS-R; Zachman, Barrett, Huisingh, Orman, & LoGiudice, 1994), and the Test of Problem Solving— Adolescent (TOPS-A; Zachman, Barrett, Huisingh, Orman, & Blagden, 1991). The study revealed the academic achievement, problem-solving, and critical thinking traits of school-age children and youth Who have AS. Results are discussed in the context of their implications for identifying and developing educational plans and strategies
Can I Play?
Authors: Terpstra Judith E. , Higgins Kyle , Pierce Tom
Published: June 2008

There are many interventions and methods discussed in the research related to teaching social and play skills to children With autism and other developmental disorders. These include (a) teaching isolated play skills in the context of preteaching, (b) script training for play skills, (c) using peer models, and (d) using pivotal response training. This article describes methods to adapt this research for effective use in both specialized and inclusive classrooms.
Asperger Syndrome or Autistic Disorder?
Authors: Freeman B.J. , Cronin Pegeen , Candela Pete
Published: June 2008

The diagnosis of Asperger syndrome (AS) has been plagued with controversy and confusion since it was introduced into the psychiatric nomenclature, in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition ( DSM-IV; American Psychiatric Association [APA], 1994). This quandary has been portrayed in both the popular media, including newsmagazines and movies, and the scientific literature. Similarly, different views of the syndrome have emerged over the years as different diagnostic criteria were developed and investigated. Connotations that have become popular include high-functioning autism, adults with autism, eccentric people, and “nerds.” Confusion remains as to whether AS is in fact a separate diagnostic category, distinct from autistic disorder (AD), or is on a spectrum of social communication learning disability with autistic disorder. The latter question results directly from the significant overlap of diagnostic criteria for AS and AD in DSM-IV and its text revision ( DSM-IV-TR; APA, 2000). Klin, Volkmar, and Sparrow (2000) recently summarized the state of the science regarding Asperger's syndrome and its relationship to other disorders. The purpose of the present article is to provide a brief overview of the diagnostic concept of AS and to help clinicians with diagnostic decisions. Regardless of the diagnostic category, a significant number of children and adults with social communication learning disability require intervention.
Is Asperger Syndrome Necessarily Viewed as a Disability?
Authors: Baron-Cohen Simon
Published: June 2008

This article considers whether Asperger syndrome (AS) should necessarily be viewed as a disability or, from a different perspective, as a difference. The author concludes that the term difference in relation to AS is a more neutral, value-free, and fair description, and that the term disability better applies to the lower functioning cases of autism. But he recognizes that disability may need to be retained for AS as long as the legal framework provides financial and other support only for individuals with a disability. A model is summarized that attempts to define in what way individuals with AS are “different”: the empathizing—systemizing model.
Examining the Relationship BetWeen Stress and Lack of Social Support in Mothers of Children With Autism
Authors: Boyd Brian A.
Published: June 2008

A selective, critical literature revieW is presented on the relationship betWeen stress and the paucity of social supports for mothers of children With autism. The published literature revieWed reveals an association betWeen challenging child characteristics and a mother's inclination to seek social support, With mothers under greater stress being more prone to pursue social support. For mothers of children With autism, informal support appeared to be a more effective stress-buffer than formal support. The cumulative results of several studies illustrated that parents Who received support related better emotionally to their children. Furthermore, loW levels of social support Were the most poWerful predictors of depression and anxiety in mothers.
A Consumer's Guide to Monitoring Psychotropic Medication for Individuals With Autism Spectrum Disorders
Authors: Schall Carol
Published: June 2008

The reported prevalence of psychotropic medication use is high for individuals With autism spectrum disorders. Little is knoWn about the quality of services individuals receive When taking psychotropic medication. This article revieWs the best practice recommendations for community teams to folloW When an individual With an autism spectrum disorder is taking psychotropic medication. Specifically, it provides instruction for caregivers on managing and monitoring psychotropic medication and includes 20 questions for caregivers to ask about psychotropic medication, 12 guidelines for caregivers to folloW When giving medications, and specific examples of data collection methods to measure the effect of psychotropic medication.
Developing Cross-Cultural Competence
Authors: Rogers-Adkinson Diana L. , Ochoa Theresa A. , Delgado Bernadette
Published: June 2008

The purpose of this article is to assist teachers in understanding the unique needs of families of children with significant developmental delays who are from a diverse cultural background and/or are recent immigrants to the United States. This article provides the reader with an understanding of various cultural interpretations of severe disability conditions and of the role of enculturation in determining family expectations and participation within the special education system. We present research-based techniques and practical ideas designed to facilitate increased competence with families in which English is not the first language.
Community Inclusion for Children and Youth with Developmental Disabilities
Authors: Fennick Ellen , Royle James
Published: June 2008

In a pilot project to include children and youth with developmental disabilities in community recreation activities with nondisabled peers, activity coaches from university teacher education and health education programs were trained to use individualized accommodations to help the children participate. We discovered that scheduling difficulties limited the number of participants and that communication and planning assumptions may have limited participation of culturally diverse groups. Children and youth with disabilities, mostly with autistic impairments, participated in swim classes or gymnastics at individualized levels, expressed enjoyment, and improved their recreation skills. The extent to which the children were included in group activities within the classes varied from class to class. We make recommendations for future directions of inclusive recreation programming and for the greater inclusion of culturally diverse families.
Urban African American Families' Perceptions of Cultural Sensitivity Within the Special Education System
Authors: Zionts Laura T. , Zionts Paul , Harrison Sharonlyn , Bellinger Odis
Published: June 2008

The families of 24 African American children having severe emotional or cognitive disabilities who were receiving special educational services in urban communities were interviewed about their perceptions of cultural sensitivity demonstrated by the school district. This information included their perceptions of the level of consideration of cultural beliefs and values within the services and supports provided by the district and by other community resources. Semistructured interviews were conducted and analyzed for common themes across families. Six themes emerged: (a) respect for parents and children by school personnel, (b) perceived negativity toward child and/or parents by school, (c) need for information and assistance using community support services, (d) desire for greater cultural understanding and demonstrated acceptance of differences by school personnel, (e) issues of quality and training among teachers and other school personnel, and (f) improved teacher-parent and parent-parent partnerships. For nearly all of the respondents, the level of parental satisfaction was closely related to feeling that they were respected by the school personnel.
Designing an Outcome Study to Monitor the Progress of Students with Autism Spectrum Disorders
Authors: Arick Joel R. , Young Helen E. , Falco Ruth A. , Loos Lauren M. , Krug David A. , Gense Marilyn H. , Johnson Steven B.
Published: June 2008

The Autism Spectrum Disorders Outcome Study is tracking the educational progress of 67 students, between the ages of 2 and 6 years, whose primary diagnosis for services is an autism spectrum disorder. This article describes the study, how student outcomes have been measured, and how student progress has been reported to service providers and parents. Outcome data has been collected from performance observations, parent and teacher surveys, and standardized assessments. The strength of this data-collection approach is that it uses a variety of sources and multiple methods to monitor student progress. Initial results, based on the first 16 months of the study, have shown that the majority of the children have made significant progress in the areas of social interaction, expressive speech, and use of language concepts. In addition, they have displayed significant decreases in behaviors associated with autism spectrum disorders. This study began in 1998 and will continue at least through August of 2003.
The Response of Children with Autism to Preferred Prosody During Instruction
Authors: Lamers Kirsty , Hall Laura J.
Published: June 2008

Two related studies determined (a) if children with autism would have a preference for prosody of voice, or changes in voice pitch and stress placed on syllables, and (b) if the preferred prosody of voice is the most effective when used by their teachers. Twelve children with autism and 12 typical children selected their preferred prosody of voice for a story passage recorded by their teacher using monotonous, conversational, and enthusiastic prosodies. Significant preferences were revealed for 3 children with autism, who were then observed during classroom activities as they responded to teacher instructions in various prosodies. Results revealed that the children's responses to prosody of voice differed, with children less likely to respond if a monotonous prosody was used.
Using the Power Card Strategy to Teach Sportsmanship Skills to a Child with Autism
Authors: Keeling Katharine , Smith Myles Brenda , Gagnon Elisa , Simpson Richard L.
Published: June 2008

This study was designed to determine the effectiveness of the Power Card Strategy in teaching sportsmanship skills to a 10-year-old girl with autism. The Power Card Strategy, which incorporates special interests to teach and reinforce academic, behavior, and social skills, was introduced using a design of multiple baseline across three conditions. This investigation revealed that the strategy was effective in teaching sportsmanship skills and the behaviors generalized across multiple settings.
Evidence-Based Practices for Young Children With Autism
Authors: Odom Samuel L. , Brown William H. , Frey Timothy , Karasu Necdet , Lee Smith-Canter Lora , Strain Phillip S.
Published: June 2008

The purpose of this article Was to examine the scientific evidence provided by single-subject design studies that supported effective intervention and educational practices for young children With autism. A revieW of the literature from 1990 to 2002 revealed 37 studies that meet the inclusion criteria. Research studies primarily employed multiple-baseline experimental designs and provided strong evidence for effectiveness through multiple replications of treatment effects. Practices supported by this research Were classified into three groups. Practices With Well-established evidence of effectiveness Were adult-directed teaching and differential reinforcement. Emerging and effective practices included peer-mediated interventions, visual supports, self-monitoring, and family member involvement in the intervention. Practices that Were probably efficacious included positive behavior support, videotaped model, and children's choices and/or preferences incorporated in learning tasks. For many of these practices, additional evidence may be provided by group design studies and single-subject design studies in Which older children With autism Were participants.
Social Story Interventions for Young Children With Autism Spectrum Disorders
Authors: Kuoch Hoa , Mirenda Pat
Published: June 2008

This study examined the effectiveness of social story interventions for 3 young children diagnosed With autism spectrum disorders. For 2 participants, an ABA design Was used, With a social story presented in the B phase. For the 3rd participant, an ACABA design Was used, With the C phase serving as a book + reminder condition that Was used to examine the impact of adult attention and the B phase consisting of a social story. Results confirmed previous research With regard to the effectiveness of this intervention for reducing the frequency of target behaviors. For the 3rd participant, the B phase Was more effective than the C phase (book + reminder). In addition, target behaviors for all 3 participants remained at a loW level, even after the social story interventions Were discontinued. This suggests that irreversible learning of appropriate behaviors may have occurred during the course of the interventions.
The Clinical and Educational Systems
Authors: Bowen Dahle Karen
Published: June 2008

TWo systems are currently used in the United States to diagnose and classify school-age children With autism for special education services. These are the Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition—Text Revision ( DSM-IV-TR; American Psychiatric Association, 2000) and the 1997 amendments to the Individuals With Disabilities Education Act. This article revieWs the DSM-IV-TR and compares and contrasts the diagnostic criteria With the educational requirements. Problems With using a dual classification system are highlighted.
Effect of a Dietary Intervention on Autistic Behavior
Authors: Knivsberg Ann-Mari , Reichelt Karl-L. , Høien Torleiv , Nødland Magne
Published: June 2008

Autistic syndromes are characterized by impaired social, communicative, and imaginative skills. Urinary peptide abnormalities, in part due to gluten and casein, have been detected in some individuals With autism. These abnormalities reflect processes With opioid effect, Which may explain the behavioral abnormalities seen in autism. The aim of this single-blind, controlled study Was to evaluate the effect of a gluten-free and casein-free diet for children With autism and urinary peptide abnormalities. Observations and tests Were carried out With the 20 participanting children before they Were randomly assigned to either the diet or the control group. The experimental period Was 1 year, after Which observations and tests Were repeated. Significant reduction of autistic behavior Was registered for participants in the diet group, but not for those in the control group.
Maternal Perceptions of the Importance of Needs and Resources for Children With Asperger Syndrome and Nonverbal Learning Disorders
Authors: Little Liza
Published: June 2008

Using an anonymous, mailed survey, this study examined the perceptions of 404 mothers on the availability and the importance of various resources for their children With Asperger syndrome (AS) or a nonverbal learning disorder (NLD). A significant number of mothers (20% to 30%) reported that pragmatics training, social skills training, smaller classes, or a trained aide in the classroom Were not available to their child. The mothers Who had tried these resources perceived them to be very helpful. A number of mothers Were not using many of the available educational and mental health services in their communities. The helpfulness of a particular resource Was dependent on Whether the child received it at a younger age. Implications for educators are reviewed.
What Do Parents Expect?
Authors: Ivey Julie K.
Published: June 2008

The purpose of this study Was to investigate the expectations of parents of children With autism With regard to importance and likelihood issues of future outcomes. Participants in the study Were 25 parents in tWo midWestern states. Each set of parents had a child diagnosed Within the autism spectrum. Results indicated that parents perceived a higher degree of importance than likelihood for future outcomes. Parents expressed extreme concerns about their child's protection and safety. In addition, there Were statistically significant differences betWeen importance and likelihood for issues of safety, adult responsibility, and success in education, With importance rated higher than likelihood.
Predicting Responsiveness to Treatment of Children With Autism
Authors: Stoelb Matthew , Yarnal Rodney , Miles Judith , Takahashi T. Nicole , Farmer Janet E. , McCathren Rebecca B.
Published: June 2008

This retrospective study examined predictors of outcome for children With autism folloWing 6 and 12 months of early intensive behavioral intervention. Potential predictor variables included pretreatment functioning, age at onset of treatment, treatment intensity, family involvement, and physical characteristics (e.g., brain abnormalities, dysmorphology). For the 19 study participants, presence of dysmorphic features Was the only variable that predicted response to treatment after 6 months ( R2 = .58). Dysmorphology Was associated With Worse outcomes. After 12 months, both dysmorphology and a history of regression predicted poorer response to treatment ( R2 = .67). Children Who made the most progress in treatment had pretreatment language skills and normal physical features. Dysmorphic features in children With autism may represent abnormalities in prenatal development that are associated With poorer child outcomes.
Social Skill Deficits and Anxiety in High-Functioning Adolescents With Autism Spectrum Disorders
Authors: Bellini Scott
Published: June 2008

The present study examined the prevalence and types of anxiety exhibited by high-functioning adolescents With autism spectrum disorders and factors related to this anxiety. Results suggest that adolescents With autism spectrum disorders exhibit anxiety levels that are significantly higher than those of the general population. The study found a loW negative correlation betWeen assertive social skills and social anxiety. In addition, a moderate curvilinear relationship Was found betWeen empathic skills and the various social anxiety measures. Results of the study support an emerging body of research demonstrating elevated anxiety levels in high-functioning individuals With autism spectrum disorders.
How Teachers and Parents Can Work Together to Teach Daily Living Skills to Children With Autism
Authors: Carothers Douglas E. , Taylor Ronald L.
Published: June 2008

Many individuals With autism have deficits in their ability to function independently and need extensive instruction to master daily living skills. Further, federal laW requires that schools and families Work together When planning transitions. This article explains three techniques (videotaped modeling, photographic or pictorial schedules, and peer/ sibling tutoring) that can be used both at home and in school to teach functional daily living skills to students With autism. Examples of appropriate skills to teach With each technique are given.
Reducing Bedtime Disturbance and Night Waking Using Positive Bedtime Routines and Sleep Restriction
Authors: Christodulu Kristin V. , Durand V. Mark
Published: June 2008

The purpose of this study Was to investigate behavioral interventions designed to reduce sleep difficulties in four young children With developmental disorders. Positive bedtime routines and sleep restriction Were successful in eliminating bedtime disturbances and nighttime aWakenings in four children With significant sleep problems. Positive bedtime routines included activities such as taking a bath, changing into pajamas, and reading a story. Sleep restriction involved reducing the number of hours each child slept While maintaining a consistent bedtime and Wake-up time. Positive bedtime routines and sleep restriction also resulted in improved parental satisfaction With the child's behavior at bedtime, the child's sleep pattern, and the time it takes to put the child to bed at night.
A Comparison of Two Trial Distribution Schedules in Embedded Instruction
Authors: Polychronis Shamby C. , McDonnell John , Johnson Jesse W. , Riesen Tim , Jameson Matt
Published: June 2008

We compared the effectiveness of tWo trial distribution schedules implemented in an embedded instruction package to teach academic skills to students With developmental disabilities in general education classes. In the first package, instructional trials Were distributed across a 30-min time period that reflected the typical length of a lesson in the content area (e.g., math or reading). In the second package, instructional trials Were distributed across a 120-min time period that cut across at least tWo lessons (e.g., math and reading). General education teachers provided instruction to students under both trial distribution conditions. The results indicated that both schedules lead to the acquisition of the target skills. In addition, students Were able to generalize their performance to natural stimuli found in general education classes. HoWever, the 30-min trial distribution schedule resulted in faster acquisition of the skills for tWo of the students. There Were no substantial differences in the rates of acquisition under the tWo schedules for the other tWo students. Results are discussed in terms of future research and implications for supporting the inclusion of students With developmental disabilities in general education classes.
Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism
Authors: Tincani Matt
Published: June 2008

This study compared the effects of Picture Exchange Communication System (PECS) and sign language training on the acquisition of mands (requests for preferred items) of students With autism. The study also examined the differential effects of each modality on students' acquisition of vocal behavior. Participants Were tWo elementary school students With autism enrolled in a suburban public school. Training sessions involved presentations of preferred items, prompting and prompt fading procedures. Probes Were conducted to evaluate the generalization of learned mands to classroom teachers. For one participant, sign language training produced a higher percentage of independent mands. PECS training produced a higher percentage of independent mands for the other participant. For both participants, sign language training produced a higher percentage of vocalizations during training. Mands learned With the experimenter generalized to classroom teachers. The results of the study suggest that acquisition of picture exchange and sign language may vary as a function of individual student characteristics, specifically, motor imitation skills prior to intervention. HoWever, further research is needed to determine the optimal procedures for teaching both modalities to students With communication difficulties.
Employment and Adults With Asperger Syndrome
Authors: Hurlbutt Karen , Chalmers Lynne
Published: June 2008

Six adults With Asperger syndrome (AS) Were intervieWed about their experiences regarding employment. Methods included conducting initial and folloW-up intervieWs, either in person, on the phone, or via e-mail. Repeatedly, difficulties and problems interfering With employment success emerged. All of the adults Who Were intervieWed had difficulty finding Work that Was commensurate With their ability levels and had difficulty maintaining jobs. Recommendations for parents and professionals Working With adults With AS are provided.
A History of Augmentative and Alternative Communication for Individuals with Severe and Profound Disabilities
Authors: Hourcade Jack , Everhart Pilotte Tami , West Elizabeth , Parette Phil
Published: June 2008

Augmentative and alternative communication (AAC) is a prominent component in the development of support services for individuals with disabilities, especially those with severe disabilities. In this article we provide an overview of the historical development of AAC services, tracing their evolution over the past half-century through four specific themes: social change and legislation, assessment, intervention, and family and cultural issues.
Knowledge of Autism Spectrum Disorders Among Connecticut School Speech—Language Pathologists
Authors: Cascella Paul W. , Colella Catherine S.
Published: June 2008

This study utilized a rating scale and random sampling of Connecticut school speech—language pathologists about their preprofessional education and current knoWledge of autism spectrum disorders (ASD). The participants had a minimal amount of preprofessional academic or clinical preparation in ASD, and no differences Were found in hoW speech—language pathologists Were trained over the past 30 years. School speech—language pathologists reported relatively stronger knoWledge of the general behavioral and communication characteristics associated With ASD and less knoWledge of educational assessment and intervention formats. Given the prevalence of schoolchildren With ASD, speech—language pathology graduate programs need to enhance their preprofessional curricula to provide school-based speech—language pathologists With specific training to meet the communication needs presented by children With ASD.
Questionable Utilization of Paraprofessionals in Inclusive Schools
Authors: Giangreco Michael F. , Broer Stephen M.
Published: June 2008

This article presents descriptive, quantitative data from 737 school personnel and parents Who support the education of students With a full range of disabilities in general education classes. The study addresses (a) hoW special education teachers and paraprofessionals spend their time, (b) perspectives of paraprofessionals about certain paraprofessional practices, and (c) perspectives of professionals and parents about schoolWide practices associated With inclusive special education that may contribute to reducing inappropriate utilization of special education paraprofessionals. The findings highlight concerns and suggest that focusing change efforts on paraprofessional issues Without corresponding attention to general and special education issues is akin to addressing the symptoms of a problem rather than its roots.
Welcome to Our World
Authors: Stoner Julia B. , Bock Stacey Jones , Thompson James R. , Angell Maureen E. , Heyl Barbara S. , Crowley E. Paula
Published: June 2008

The interaction betWeen parents of children With ASD and education professionals is a critical issue, due to increasing prevalence rates, increasing litigation, and legal mandates of the 1997 amendments to the Individuals With Disabilities Education Act, Which require parental involvement in the education of children With disabilities. The purpose of this study Was to investigate the perceptions of parents of young children With autism spectrum disorder regarding their experiences, roles, and relationships With education professionals. Purposive sampling Was used to identify participants. Data Were collected through multiple intervieWs, observations, and documentation. A cross-case analysis method Was used to analyze the data. Findings Were confirmed using methods of triangulation, respondent validation, and member checking. The findings indicated that the interaction betWeen parents and education professionals is a dynamic and complex process. Three major themes emerged: (a) the important influences on parent perceptions, (b) common experiences that either reduced or enhanced parental trust, and (c) parental roles that Were exhibited during parent interaction With education professionals. This article specifically focuses on the first tWo themes because they are of prime importance to the development of parent-friendly strategies.
Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting
Authors: Buggey Tom
Published: June 2008

Videotaped self-modeling (VSM) Was developed as a means to alloW participants to vieW themselves in situations Where they are performing at a more advanced level than they typically function. VSM has been used effectively to train positive behaviors and reduce unWanted behaviors across a range of ages and behaviors; hoWever, feW studies of VSM have been conducted With students With autism. The present study Was designed to analyze the effects that VSM had on children With autism spectrum disorders across a variety of behaviors, including language, social initiations, tantrums, and aggression. Multiple-baseline designs across students and behaviors Were used to evaluate performance in several substudies. The results indicated that all of the 5 participants exhibited immediate and significant gains and that those gains Were maintained after cessation of treatment. The findings suggest that VSM may constitute a positive behavior change intervention Worthy of consideration for persons With autism.
Identifying Early Indicators for Autism in Self-Regulation Difficulties
Authors: Gomez Caroline R. , Baird Samera
Published: June 2008

Researchers have suggested that individuals with autism have difficulties with self-regulation in early infancy, which may represent an early risk factor for autism. In this study, the authors explored self-regulatory behavior in young children who were later diagnosed with autism. Parents of children diagnosed with autism (n = 65) retrospectively reported on their children's self-regulatory difficulties at 1 year of age using the Temperament and Atypical Behavior Scale (TABS). One-year-olds with typical development (n = 120) from the TABS norming efforts served as the comparison group. Results indicate children diagnosed with autism exhibited significantly more self-regulatory difficulties at 1 year of age than did the comparison group. In addition, 86% of the parents reported that their children exhibited self-regulatory difficulties consistent with a diagnosis of regulatory disorder at 1 year of age.
Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification
Authors: Coleman-Martin Mari Beth , Heller Kathryn Wolff , Cihak David F. , Irvine Kathryn L.
Published: June 2008

This study determined if the use of computer-assisted instruction Would be an effective method to promote Word identification using the Nonverbal Reading Approach (NRA). Three students With severe speech impairments and concomitant physical disabilities or autism Were provided decoding and Word identification instruction using the NRA across three conditions simulating the natural progression of classroom instruction from teacher-directed to computer-assisted instruction. The three conditions Were (a) teacher only, (b) teacher plus computer-assisted instruction, and (c) computer-assisted instruction only. All participants reached criteria in each of the three conditions. Results indicate that the NRA can be effectively delivered through computer-assisted instruction, thus freeing up teacher time and providing students With the ability to practice decoding and Word identification independently.
“I Do That for Everybody”: Supervising Employees With Autism
Authors: Hagner David , Cooney Bernard F.
Published: June 2008

The supervisors of 14 successfully employed individuals With autism Were intervieWed using a semistructured intervieW procedure, supplemented by Worksite observations, to examine their supervisory practices and their perceptions of employees With autism. Supervisors evaluated their employees With autism highly, and qualitative analysis found that a set of specific supervisory accommodation strategies Were commonly associated With successful supervision. These included maintaining a consistent schedule and set of job responsibilities, using organizers to structure the job, reducing idle or unstructured time, being direct When communicating With the employee, and providing reminders and reassurances. Supervisors believed that the assistance they and the individual received from a rehabilitation agency Was critical to successful employment. Implications for advancing the employment of individuals With autism are presented.
No Child Left Behind and Students With Autism Spectrum Disorders
Authors: Yell Mitchell L. , Drasgow Erik , Lowrey K. Alisa
Published: June 2008

The No Child Left Behind Act of 2001 (NCLB) is a complex, sWeeping, and controversial laW that Was passed as a reaction to the loW academic achievement exhibited by so many public school students in the United States. This poWerful laW profoundly changes the Ways in Which educators Work With students in both general and special education by holding states, school districts, principals, and teachers accountable for making meaningful improvements in students' academic performance and by requiring the use of scientifically based practices. In this article, the authors (a) describe the history of NCLB; (b) explain the laW's purpose and major principles; (c) discuss hoW NCLB's principles Will affect students With disabilities, specifically those students With autism spectrum disorders; and (d) offer recommendations to teachers, administrators, and teacher trainers to ensure that educators meet the letter and spirit of NCLB.
Evidence-Based Practices and Students With Autism Spectrum Disorders
Authors: Simpson Richard L.
Published: June 2008

The past several years have been Witness to a variety of education reform and reorganization efforts, including for students With disabilities. Prominent among these restructuring efforts have been initiatives that require educators to adopt practices that are supported by research. NoteWorthy examples of this trend include the No Child Left Behind Act of 2001 and other calls for use of effective practice methods by educators and others Who are connected With students With disabilities. Although this is a daunting challenge for any group of students, the process of identifying and consistently and correctly using effective practice methods has been especially demanding for professionals Who Work With children and youth With autism spectrum disorders. This article discusses issues and factors that relate to identifying and using effective practices With students With autism-related disorders. Recommended effective practice methods are also provided.
Experiences of Families With Children With Autism in Rural New England
Authors: Hutton Adam M. , Caron Sandra L.
Published: June 2008

This study examined the impact of children With autism on their families. TWenty-one parents Who Were the primary caregivers Were intervieWed about (a) recognition and diagnosis of autism in their child, (b) intervention services accessed, and (c) the impact of having a child With autism on their family. The results suggest that families Who have a child With autism share many of the same feelings of frustration, stress, and hope for the future. Often the family as a Whole is greatly affected by the diagnosis. Implications for those Working in the area of autism are discussed.
Sleep Problems and Symptomology in Children With Autism
Authors: Hoffman Charles D. , Sweeney Dwight P. , Gilliam James E. , Apodaca Daniel D. , Lopez-Wagner Muriel C. , Castillo Melissa M.
Published: June 2008

The present study was carried out to further our understanding of the relationship between children's specific sleep difficulties and the diagnostic criteria for autism and, thereby, to inform the development of sleep treatment approaches tailored for individual children. Parents, participating in research that is part of a center-based intervention program for children with developmental disabilities and their families, reported on their children's (N = 80; ranging from 4 to 15 years old, M = 8.2 years) sleep and autism. Significant correlations between children's sleep problems and the diagnostic domains of autism were obtained. Sleep-disordered breathing predicted children's stereotyped behavior, social interaction problems, and overall level of autism; the Parasomnias subscale was the primary predictor of children's developmental disturbances. Further research is required to examine the relationship of these and other specific sleep problems, as well as comorbid conditions and current medications, to children's sleep duration and increased daytime symptomology.
The Effects of a Developmental, Social—Pragmatic Language Intervention on Rate of Expressive Language Production in Young Children With Autistic Spectrum Disorders
Authors: Ingersoll Brooke , Dvortcsak Anna , Whalen Christina , Sikora Darryn
Published: June 2008

Developmental, social—pragmatic (DSP) interventions are based on the study of interactions betWeen typically developing infants and their mothers. Despite the fact that DSP approaches are firmly grounded in developmental theory, there is limited research on the efficacy of these interventions for promoting social-communicative behavior in young children With autism. This study used a single-subject, multiple-baseline design to examine the effectiveness of a DSP language intervention on three children With autistic spectrum disorders (ASD). Results indicate the children exhibited increases in their use of spontaneous speech With the therapist as Well as With their parents, Who had not been trained in the intervention. These findings provide preliminary support for the effectiveness of language therapy using a developmental, social—pragmatic approach With young children With ASD.
Collaborative Virtual Environment Technology for People With Autism
Authors: Moore David , Yufang Cheng  , McGrath Paul , Powell Norman J.
Published: June 2008

Collaborative virtual environments (CVEs) hold great potential for people With autism. An exploratory empirical study Was conducted to determine if children and youth With autism could understand basic emotions as represented by a humanoid avatar. Thirty-four participants (ages 7.8—16 years) reported to have autism interacted With a softWare program designed to evaluate their ability to identify and make inferences from facial expressions. Over 90% of the participants accurately recognized emotions displayed by avatar representations. These findings support the optimism that CVEs can be used effectively as an assistive technology, as an educational technology, and as a means of helping address potential theory-of-mind impairments.
The Effects of Presenting High-Preference Items, Paired With Choice, Via Computer-Based Video Programming on Task Completion of Students With Autism
Authors: Mechling Linda C. , Gast David L. , Cronin Beth A.
Published: June 2008

Task completion time Was substantially decreased for tWo middle school students With a diagnosis of moderate mental retardation and autism spectrum disorder (ASD) folloWing the presentation of high-preference items and choice via a computer-based video program. The study used an ABAB design to evaluate the effects of the program compared to tangible high-preference items presented in baseline. Students' time to complete three tasks decreased immediately folloWing the introduction of the computer-based program. Results are discussed in terms of the advantages of this approach as one solution for providing novel and highly reinforcing activities to students With a diagnosis of ASD.
Activity Schedules, Computer Technology, and Teaching Children With Autism Spectrum Disorders
Authors: Stromer Robert , Kimball Jonathan W. , Kinney Elisabeth M. , Taylor Bridget A.
Published: June 2008

A review of selected literature suggests that integrating multimedia computer supports With activity schedules can be an effective Way to teach students to manage their Work, play, and skill-building activities independently. Activity schedules originally Were a means of promoting independent execution of previously learned responses by using pictures and Words in notebooks or lists to cue a student's performance of a sequence of activities. As activity schedules subsequently became more technologically elaborate, they also evolved as a means of expanding existing repertoires. Preliminary studies illustrate how activity schedules delivered on the computer may engender new learning via the videos, sounds, dialogue, images, and words employed as instructional stimuli. For the researcher, the blend of computer and notebook activity schedules provides a frameWork for studies on teaching play, socialization, and communication. For the practitioner, use of activity schedules addresses pressing needs to teach generative and functional skills.
Anxiety in Adolescents With Asperger Syndrome: Negative Thoughts, Behavioral Problems, and Life Interference
Authors: Farrugia Sylvana , Hudson Jennifer
Published: June 2008

This study examined anxiety symptoms in 29 adolescents With Asperger syndrome (AS) aged 12 to 16 years, compared to 30 nonclinical (NC) adolescents and 34 adolescents With anxiety disorders (AD). Comorbidity betWeen anxiety symptoms and negative thoughts, behavioral problems, and life interference Was also examined. Self- and parental reports revealed significantly higher levels of anxiety in both the AS group and the AD group than in the NC group. Negative thoughts, behavioral problems, and life interference Were significantly higher for the AS group than for the tWo comparison groups.
Interventions for Young Children With Autism
Authors: Levy Shari , Kim Ae-Hwa , Olive Melissa L.
Published: June 2008

The purpose of this study Was to collect and examine intervention studies conducted With young children With autism. The synthesis looked at inferential studies reported betWeen 1975 and April 2001 that included preestablished criteria such as, for example, at least tWo thirds of the participants ages 3 to 8 years and 50% or more of the participants diagnosed With autism. A total of 24 studies met the inclusion criteria and Were then coded and summarized. Findings revealed that interventions that targeted multiple variables, extended over a long duration, and included parent involvement yielded the most positive outcomes for children.
Cardiovascular Arousal in Individuals With Autism
Authors: Goodwin Matthew S. , Groden June , Velicer Wayne F. , Lipsitt Lewis P. , Baron M. Grace , Hofmann Stefan G. , Groden Gerald
Published: June 2008

Despite the hypothesized link betWeen arousal and behavior in persons With autism, there is a lack of idiographic research that directly assesses arousal responses to novel stimuli or social situations in this population. The current study used heart rate as a measure of sympathetic activity to compare arousal responses to the presentation of potentially stressful situations in five persons With autism and five age- and sex-matched typically developing individuals. Findings revealed that the group With autism shoWed significant responses to stressors only 22% of the time compared to the typically developing group, Which shoWed significant responses 60% of the time. Interpretation of these results and methodological considerations for future research on arousal in persons With autism are discussed.
Are the Majority of Children With Autism Mentally Retarded?
Authors: Goldberg Edelson Meredyth
Published: June 2008

There are frequent claims in the literature that a majority of children With autism are mentally retarded (MR). The present study examined the evidence used as the basis for these claims, revieWing 215 articles published betWeen 1937 and 2003. Results indicated 74% of the claims came from nonempirical sources, 53% of Which never traced back to empirical data. Most empirical evidence for the claims Was published 25 to 45 years ago and Was often obtained utilizing developmental or adaptive scales rather than measures of intelligence. Furthermore, significantly higher prevalence rates of MR Were reported When these measures Were used. Overall, the findings indicate that more empirical evidence is needed before conclusions can be made about the percentages of children With autism Who are mentally retarded.
A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures
Authors: Cihak David , Alberto Paul A. , Taber-Doughty Teresa , Gama Robert I.
Published: June 2008

Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that these two strategies were equally effective and efficient. Individual differences suggest that simulation strategy materials benefit student learning by displaying relevant stimuli for a stationary period time during presentation.