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Assessing and Improving Preverbal Social Communication: Teacher-Led Naturalistic Behavioral Developmental Interventions
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Sterrett, Kyle; Freeman, Stephanny; Hayashida, Kristen; Kim, Joanne J.; Paparella, Tanya – Young Exceptional Children, 2023
Preverbal communication means any social behavior that occurs before children communicate verbally. Generally, these communicative behaviors are categorized into two ways: as behavior regulation (BR) or joint attention (JA) skills. BR, also referred to as requesting, involves the use of behaviors to gain something or receive assistance (Mundy et…
Descriptors: Verbal Communication, Intervention, Behavior Development, Natural Language Processing
High-Leverage Social, Emotional and Behavioural Practices for Students with Disabilities in Inclusive Settings
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Rivera, Mabel O.; McKeithan, Glennda K. – Educational Review, 2021
The use of evidence-based practices (EBPs) is a tenant of effective instruction for students with disabilities in general and special education classrooms. In fact, it is essential that teachers use EBPs across content areas as they would benefit all students and maximise opportunities for those with special needs. Often, students with…
Descriptors: Students with Disabilities, Inclusion, Evidence Based Practice, Teaching Methods
State Early Childhood Inclusion Self-Assessment
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Whaley, Kathy T.; Cate, Debbie; Dell, Penny; Vinh, Megan; Neitzel, Jen – Early Childhood Technical Assistance Center, 2017
This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality inclusive practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the "Policy Statement on Inclusion of Children with Disabilities in…
Descriptors: Early Childhood Education, Inclusion, State Standards, Educational Practices
Including Students with Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators
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Shuster, Brooke C.; Gustafson, Jenny R.; Jenkins, Abbie B.; Lloyd, Blair P.; Carter, Erik W.; Bernstein, Caitlin F. – Journal of Positive Behavior Interventions, 2017
As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators…
Descriptors: Disabilities, Teacher Attitudes, Special Education, Special Education Teachers
General Education Teachers' Goals and Expectations for Their Included Students with Mild and Severe Disabilities
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Cameron, David Lansing; Cook, Bryan G. – Education and Training in Autism and Developmental Disabilities, 2013
The purpose of this study was to examine general education teachers' goals and expectations for their included students with mild and severe disabilities. Participants were seven inclusive classroom teachers who were interviewed about their goals and expectations regarding one of their included students with a mild disability and one of their…
Descriptors: Mild Disabilities, Severe Disabilities, General Education, Teacher Expectations of Students
Training Paraprofessionals to Facilitate Social Interactions between Children with Autism and Their Typically Developing Peers
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Feldman, Eileen Klein; Matos, Rosy – Journal of Positive Behavior Interventions, 2013
To support children with autism in inclusive classrooms, schools are increasingly utilizing paraprofessionals. However, research suggests that paraprofessionals often lack sufficient training and may inadvertently hinder the social interactions between children with disabilities and their peers. This study used a multiple baseline across…
Descriptors: Autism, Inclusion, Peer Relationship, Social Development