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It's More than "Just Being In": Creating Authentic Inclusion for Students with Complex Support Needs
Direct linkJorgensen, Cheryl M. – Brookes Publishing Company, 2018
For students with disabilities, including those with complex support needs, inclusion means more than just physical presence in a classroom--it means valued membership and full participation in a general education classroom and the school community. This book is your school team's practical blueprint for making authentic inclusion happen in K-12…
Descriptors: Inclusion, Disabilities, Special Needs Students, Elementary Secondary Education
Peer reviewedBrock, Matthew E.; Dynia, Jaclyn M.; Dueker, Scott A.; Barczak, Mary A. – Focus on Autism and Other Developmental Disabilities, 2020
Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Theory Practice Relationship
Ziegler, Maureen; Matthews, Amy; Mayberry, Margie; Owen-DeSchryver, Jamie; Carter, Erik W. – TEACHING Exceptional Children, 2020
Peer relationships are just as important for students with autism, intellectual disability, and other developmental disabilities. Through their interactions with peers across the school day, students develop new skills, encounter new perspectives, access needed supports, find camaraderie, develop social capital, learn prevailing norms, and elevate…
Descriptors: Peer Relationship, Students with Disabilities, Interaction, Friendship
Ho, Betty P. V.; Stephenson, Jennifer; Carter, Mark – International Journal of Disability, Development and Education, 2017
This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Knowledge Level
Chua, Beatrice Y. E.; Poon, Kenneth K. – Educational & Child Psychology, 2018
Aims: This study sought to investigate the predictors of spontaneous Picture Exchange Communication System (PECS) use in a naturalistic school setting. Method: The study recruited 44 students (36 boys and eight girls), aged between 6 to 18 years and their teachers (26 teachers and two teaching assistants). Teaching staff completed measures of…
Descriptors: Augmentative and Alternative Communication, Autism, Pervasive Developmental Disorders, Predictor Variables
Download full textMorin, K. L. – National Professional Development Center on Autism Spectrum Disorders, 2018
This evidence-based practice overview on Extinction (EXT) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "EXT Evidence-base" details the NPDC…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Behavior Modification
Tomaszewski, B. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base"…
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders
Savage, M. N. – National Professional Development Center on Autism Spectrum Disorders, 2017
This evidence-based practice overview on Differential Reinforcement (DR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "DR Evidence-base" details…
Descriptors: Evidence Based Practice, Reinforcement, Behavior Modification, Early Intervention
Cox, A. – National Professional Development Center on Autism Spectrum Disorders, 2018
This evidence-based practice overview on Video Modeling (VM) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "VM Evidence-base" details the NPDC…
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders
Constable, Susan; Grossi, Barrie; Moniz, Alexis; Ryan, Lynne – TEACHING Exceptional Children, 2013
How can we ensure that students with autism spectrum disorders are provided access to the curriculum that is provided to all students? This article discusses the specific challenges presented by students with autism spectrum disorders that can impact their access to the Common Core State Standards in English Language Arts. Specific evidence-based…
Descriptors: State Standards, Evidence, Autism, Program Implementation
Odom, Samuel L.; Cox, Ann W.; Brock, Matthew E. – Exceptional Children, 2013
The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence- based practices for students with ASD, into regular practice in…
Descriptors: Pervasive Developmental Disorders, Autism, Incidence, Special Education
Lopez, Robert M. – ProQuest LLC, 2010
The church has a great responsibility to minister and provide a place where children can experience the love of God. The spiritual journey of children is often nurtured in the Sunday school room, Bible class, or some other church setting. Under the best of circumstances, this journey is a formable task. One must consider the challenges that arise…
Descriptors: Communication Strategies, Autism, Disabilities, Intimacy
Nevin, Ann I., Ed. – Online Submission, 2004
The authors of this collection of research reviews studied how single subject research designs might be a useful method to apply as part of being accountable to clients. The single subject research studies were evaluated in accordance with the following criteria: Was the study applied, behavioral, reliable, analytic, effective, and generalizable?…
Descriptors: Early Intervention, School Psychology, Behavior Change, Student Participation
