The purpose of this practice paper is to promote the teaching of learners with neurodevelopmental conditions from a neurodiverse perspective. The challenge teachers face in having to draw on up-to-date research evidence and theoretical perspectives, and align these with practical considerations to generate contextualised teaching strategies, are…

The research literature has revealed mixed outcomes on various procedures for increasing vocalizations and echoic responding in persons with disabilities (Miguel, Carr, & Michael "The Analysis of Verbal Behavior," 18, 3-13, 2002; Stock, Schulze, & Mirenda "The Analysis of Verbal Behavior," 24, 123-133, 2008). We…

Individuals with ASD are less likely to engage in social mands, such as wh-question asking, even though this skill is demonstrated in those without ASD as young as 18 months. Therefore, teaching wh-questions to individuals with ASD is an important element in the development of any communication program. This is the third published study in a…

A synthesis of research on the TEACCH Model was conducted to determine which components of Structured Teaching under the TEACCH model meet criteria as evidenced based practices using the Reichow, Volkmar, and Cicchetti criteria (2007) along with reporting on the findings of the National Autism Center report (2009). The critical components of the…

This article discusses the relationship between autism and teaching a foreign language (TFL) and explores how specific teaching styles may strengthen learners' motivation. Autism is simply considered to be a social disorder of development. Autistic people are often seen as having difficulty in learning a language other than their first language.…

There has been little attempt to relate well-known educational approaches in autism to increased psychological understanding about the condition. This paper addresses that gap. Four discrete educational approaches to autism (Higashi, Lovaas, Option, TEACCH), and two "eclectic" approaches (SPELL, one LEA specific), are explored within the context…

This article describes the functional assessment (FA) strategies used in Project DATA (Developmentally Appropriate Treatment for Autism), a school-based model program for young children with autism. These strategies consist of five interrelated steps: (1) gathering information, (2) brainstorming, (3) making a plan, (4) implementing the plan, and…

Prince Edward Island is the smallest province in Canada with a population of 138,900. Three school boards, one French and two English, deliver grades Grades 1-12 to a total of only 24,301 students. Given its small population, Prince Edward Island provides a continuum of educational supports within an inclusionary model. There are no segregated…

This project evaluated the effectiveness of the Treatment and Education of Autistic and related Communication handicapped CHildren (TEACCH) home program intervention model for young children with autism, which encourages parents to be active, ongoing co-therapists. The 11 children in the treatment group, compared to the control, improved…

Discussion of personnel preparation in autism spectrum disorders considers areas of concern including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training, lack of scope and depth of most autism training models, clashes in theoretical orientations, and interactions with…

Describes "Giant Steps--St. Louis," a program for children with autism characterized by a holistic approach, the use of "invitational" equipment, continuity between home and school, and integration into the neighborhood school for part of each day. Provides a case study showing a child's typical day Program effectiveness is…

The Baudhuin Preschool of Nova Southeastern University (Florida) provides a four-tiered program for children with autism and related disorders. Each tier represents a continuum of services, strategies, and environments from most restrictive to inclusion. Each child's program combines systematic instructional techniques based on principles of…

This article presents the Autism Spectrum Disorder Inclusion Collaboration Model and discusses its five major components: environmental and curricular modifications; classroom support and instructional methods; attitudinal and social support; coordinated team commitment; recurrent evaluation of inclusion procedures; and home-school collaboration.…

This article describes the SCERTS Model, which prioritizes social communication, emotional regulation, and transactional support as the primary developmental dimensions that programs supporting young children with autistic spectrum disorders must address. The SCERTS Model has been derived from theoretical and empirical bases, is consistent with…

This article discusses the British move towards a skills-based model in special education teacher education. Focusing on the special case of students with autism, the article offers a perspective which stresses the importance of theory, practice, specialized knowledge, and reflective teaching. (DB)