Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used…

Discrete trial teaching (DTT) is a common teaching methodology used within intervention for autistics/individuals diagnosed with autism spectrum disorder (ASD). Practice recommendations related to using DTT for receptive language instruction includes the desired size of the array of stimuli to be presented. Some recommendations include ensuring…

A social skills training has previously resulted in positive improvements in social skills among children and adolescents with autism spectrum disorder (ASD). This pilot study developed a play-based social skills training protocol for first-grade elementary children with ASD in Taiwan and determined its efficacy. Using a single-group…

The ability to narrate past personal events is important for classroom participation and socio-emotional wellbeing. Although school-age children with Down syndrome show significant challenges producing personal event narratives, there is little research to guide personal narrative intervention. This study used a single subject experimental design…

Difficulties with social conversation can be a direct result of the social skills deficit in individuals with autism spectrum disorders (ASD). The popularity of hand-held devices and the development of commercial apps has expanded the scope of teaching social skills via this modality. This study extends an earlier pilot study in which a…

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…

Understanding the experiences of autistic high school students, including participation in social and vocational activities, has important implications for high school programming and links to postsecondary outcomes. The primary aims of this study are to describe these experiences and examine relationships with two aspects of educational…

Objective: Theory suggests that impaired executive functioning (EF) might explain several symptoms of autism spectrum disorder (ASD) in children. However, only a few studies have examined the efficacy of EF training for the children using randomized control trial designs, and only two of them found significant benefits of the training. Method: We…

The main objective of the present study was to evaluate the efficacy of peer training in pivotal response treatment (PRT) for children with autism spectrum disorder (ASD) in their first year of school. Four 6-year-old boys with ASD and eight typically developing (TD) children (aged 4-6 years) participated in the study. A non-concurrent…

This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with…

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization…

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…

Although peer-mediated interventions can provide effective pathways for enhancing the social outcomes of students with autism spectrum disorders (ASD), their application within secondary schools has been fairly limited. In this exploratory study, we examined the implementation of peer support arrangements and peer networks for 102 adolescents with…

Although peer-mediated interventions can provide effective pathways for enhancing the social outcomes of students with autism spectrum disorders (ASD), their application within secondary schools has been fairly limited. In this exploratory study, we examined the implementation of peer support arrangements and peer networks for 102 adolescents with…