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Ciara L. Ousley; Cindy Gevarter; Sophia R. D'Agostino – Young Exceptional Children, 2024
During their early years, children with autism may not meet the same communication and language milestones as their peers (Wodka et al., 2013). Many children with autism experience language delays and may rely on one-word or phrase speech, rather than using grammatically fluent speech (Anderson et al., 2007; Wodka et al., 2013) that is often…
Descriptors: Autism Spectrum Disorders, Language Acquisition, Delayed Speech, Behavior Modification
Ousley, Ciara L.; Raulston, Tracy J. – Intervention in School and Clinic, 2023
Children with autism spectrum disorder often display some form of challenging behavior and have complex communication needs. Functional communication training is an evidence-based practice that (a) decreases challenging behavior and (b) increases appropriate communicative behavior. Recent research has demonstrated how using augmentative and…
Descriptors: Augmentative and Alternative Communication, Autism Spectrum Disorders, Behavior Problems, Behavior Modification
Reichle, Joe; O'Neill, Robert E.; Johnston, Susan S. – Augmentative and Alternative Communication, 2021
This article extends Dr. Bob Remington's call for collaborations between those supporting behavioral approaches and those supporting more natural developmental approaches to beginning communication intervention. This article expands areas previously discussed by Dr. Remington. Topics that are addressed include pivotal behaviors that may facilitate…
Descriptors: Augmentative and Alternative Communication, Functional Behavioral Assessment, Behavior Modification, Intervention
Rabideau, Lindsey K.; Stanton-Chapman, Tina L.; Brown, Tiara S. – Young Exceptional Children, 2018
The most researched and effective practice for instructing children with Autism Spectrum Disorder (ASD) is applied behavior analysis (ABA; Baer, Wolf, & Risley, 1968; Reichow, 2012; Smith & Eikeseth, 2011; Virués-Ortega, 2010). ABA is a scientific approach to systematic instruction, data collection, and data analysis based on observable…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Behavior Modification
Suppo, Jennifer L. – Journal of the American Academy of Special Education Professionals, 2017
The behavioral treatments for persons diagnosed with autism have evolved from those that included punitive components to those that are now based upon principles of positive behavior supports. The proceeding document provides an historical overview of relevant behavioral approaches, including the type of approach and the quality of involvement and…
Descriptors: Behavior Problems, Behavior Modification, Autism, Pervasive Developmental Disorders
Lydia, Ferrara; Aurora, Flammia – European Journal of Educational Sciences, 2014
Leo Kanner in 1943 for the first time described the autistic disorder calling it a clinical syndrome characterized by an inability relational, resistance to change, atypic language (deficit of acquisition, echolalia, mutism, occasional pronoun reversal), repetitive play and stereotype excellent, mechanical memory, excessive emotional reactions and…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Inclusion
Thelen, Peggy; Klifman, Tammy – Young Children, 2011
Transitions in early childhood classrooms are changes from one activity to another or from one place to another. Well-planned transitions can be positive learning experiences for children. During transitions children can sing songs, follow a leader by copying his or her physical motions, practice counting, or even recite a favorite poem or nursery…
Descriptors: Children, Early Childhood Education, Student Adjustment, Student Behavior
Hurlbutt, Karen – Exceptional Parent, 2010
With the increase in the numbers of diagnosed children on the autism spectrum, schools are being challenged to provide proper educational services for these children. In Educating Children with Autism, the National Research Council recommended that educational programs for students with autism include three basic components. These are direct…
Descriptors: Home Schooling, Autism, School Choice, Functional Behavioral Assessment
Boyd, Brian A.; Odom, Samuel L.; Humphreys, Betsy P.; Sam, Ann M. – Journal of Early Intervention, 2010
The increased prevalence of autism spectrum disorder (ASD) and its detection during the first 3 years of life have substantial relevance for early intervention. The purpose of this article is to summarize current scientific and policy information on early identification and early intervention for infants and toddlers with ASD and their families.…
Descriptors: Early Intervention, Autism, Toddlers, Identification
Odom, Samuel L.; Collet-Klingenberg, Lana; Rogers, Sally J.; Hatton, Deborah D. – Preventing School Failure, 2010
Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and…
Descriptors: Autism, Intervention, Pervasive Developmental Disorders, Literature Reviews
Breitfelder, Leisa M. – TEACHING Exceptional Children Plus, 2008
Research-based information is used to support the idea of the use of adaptations and accommodations for early childhood students who have varying disabilities. Multiple adaptations and accommodations are outlined. A step-by-step plan is provided on how to make specific adaptations and accommodations to fit the specific needs of early childhood…
Descriptors: Attention Deficit Hyperactivity Disorder, Learning Disabilities, Behavior Modification, Communication Disorders