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Ren, Dengfeng; Wu, Jiaojiao – Education and Training in Autism and Developmental Disabilities, 2023
The interrogative sentence expression of 22 children with high-functioning autism spectrum disorder (HFA) was tested using an induced experimental paradigm and compared with two groups of typical developing children matched by chronological age and language age. Results from the present study demonstrated that the interrogative sentence expression…
Descriptors: Sentence Structure, Autism Spectrum Disorders, Children, Questioning Techniques
Chelsea Zawadzki; Katherine Wheeler; Jennifer Hamrick; Alexis Favela; Katrina Heichel – Education and Training in Autism and Developmental Disabilities, 2024
Daily living skills are imperative for independent adult living, which is why these skills are often prioritized by parents of autistic individuals. Video-based interventions (VBIs) are when someone creates video models of a specific skill to teach another individual that skill. VBIs are becoming more prominent to teach individuals daily living…
Descriptors: Video Technology, Daily Living Skills, Autism Spectrum Disorders, Language Usage
Wechsung, Nicole B.; Leaf, Justin B.; Ferugson, Julia L.; Cihon, Joseph H.; Milne, Christine; Eddington, Kristel – Education and Training in Autism and Developmental Disabilities, 2023
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…
Descriptors: Autism Spectrum Disorders, Training, Intervention, Receptive Language
Gulboy, Emrah – Education and Training in Autism and Developmental Disabilities, 2023
The current study aims to determine whether the response cards are an evidence-based strategy for academic and behavioral support for students with disabilities. For this purpose, a literature review was conducted to determine studies that implemented the response cards strategy (RCS). The rigor of the studies was evaluated using What Works…
Descriptors: Students with Disabilities, Instructional Materials, Responses, Evidence Based Practice
Malone, Kalley; Hollingshead, Aleksandra; Fodor, Julie – Education and Training in Autism and Developmental Disabilities, 2023
Visual supports (VS) are evidence-based interventions for students who have intellectual disability (ID). We examined the efficacy of VS as an intervention to increase independent conversational turn taking with peers at a secondary level. This study used single subject ABAB withdrawal design across two participants employing VS in an unstructured…
Descriptors: Interpersonal Relationship, Intellectual Disability, Students with Disabilities, Visual Aids
Coleman, Heather; Layden, Selena J.; Horner, Lynda Gayle – Education and Training in Autism and Developmental Disabilities, 2023
The use of evidence-based practices (EBPs) in the child's natural setting is critical for young children with autism spectrum disorder (ASD) to improve communication skills and promote generalization. Yet, to implement EBPs effectively, caregivers often require training. The purpose of this study is to explore the efficacy of behavior skills…
Descriptors: Autism Spectrum Disorders, Evidence Based Practice, Young Children, Program Effectiveness
Comparison of Prompting Procedures to Teach Work Tasks to Transition-Aged Students with Disabilities
Riesen, Tim; Jameson, J. Matt – Education and Training in Autism and Developmental Disabilities, 2018
A single subject alternating treatment design was used to compare most-to-least and least-to-most prompts to teach work tasks in community businesses. Four students with moderate to severe disabilities, two paraprofessionals, and one transition teacher participated in the study. Results of the study suggest that both prompting strategies were…
Descriptors: Comparative Analysis, Severe Disabilities, Disabilities, Paraprofessional Personnel
Kim, Sunyoung; Kang, Veronica Y.; McLeod, Ragan H. – Education and Training in Autism and Developmental Disabilities, 2020
Children with autism spectrum disorder (ASD) often exhibit difficulties with acquisition of language and social skills. In this study, the authors evaluate the effects of Enhanced Milieu Teaching (EMT) combined with book reading to teach vocabulary words to young children with ASD during play. Replicating the study procedures of McLeod, Hardy, and…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Young Children
Randall, Kristina N.; Ryan, Joseph B.; Walters, Sharon M.; Stierle, Jordan N. – Education and Training in Autism and Developmental Disabilities, 2021
Assistive technology (AT) has been shown to be a promising method for supporting individuals with intellectual disability (ID) attain a higher degree of independence both at home and in the work place. The purpose of this alternating-treatment single-case research design study was to compare the effectiveness of three methods (i.e., Notes App,…
Descriptors: Planning, Nutrition, Program Effectiveness, Computer Oriented Programs
Dunn, Claudia; Gilson, Carly; Yllades, Valeria – Education and Training in Autism and Developmental Disabilities, 2022
Given the growing proportion of students receiving special education services who are culturally and linguistically diverse (CLD), there is a critical need to understand the experiences of Latinx immigrant parents of children with disabilities. This qualitative study sought to understand the perspectives of nine Latinx immigrant parents of…
Descriptors: Hispanic Americans, Students with Disabilities, Developmental Disabilities, Individualized Education Programs
Polloway, Edward A.; Auguste, Maryleen; Smith, J. David; Peters, Delia – Education and Training in Autism and Developmental Disabilities, 2017
This study provides an updated analysis of state guidelines with respect to terminology and definitions in the field of intellectual disability (ID). The study serves as a methodological replication of prior work that has been reported in the literature in earlier decades. The data were acquired by reviewing web-based state guidelines for ID…
Descriptors: Intellectual Disability, Guidelines, Vocabulary, Definitions
Shnitzer-Meirovich, Shlomit; Lifshitz-Vahab, Hefziba; Mashal, Nira – Education and Training in Autism and Developmental Disabilities, 2017
Studies examining the visual and verbal metaphorical comprehension of individuals with non-specific intellectual disability (NSID) are remarkably scarce; to date only one case study examined comprehension of metaphors in an individual with Down syndrome (DS). The current study explored both the understanding of conventional and novel metaphors and…
Descriptors: Intellectual Disability, Down Syndrome, Figurative Language, Intelligence Tests
Pennington, Robert C.; Mohammad, Marta; Mims, Pamela J.; Muharib, Reem – Education and Training in Autism and Developmental Disabilities, 2020
In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three participants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write…
Descriptors: Technology Integration, Writing Instruction, Instructional Effectiveness, Writing Skills
Leaf, Justin B.; Dale, Stephanie; Kassardjian, Alyne; Tsuji, Kathleen H.; Taubman, Mitchell; McEachin, John J.; Leaf, Ronald B.; Oppenheim-Leaf, Misty L. – Education and Training in Autism and Developmental Disabilities, 2014
One of the basic principles of applied behavior analysis is that behavior change is largely due to that behavior being reinforced. Therefore the use of positive reinforcement is a key component of most behavioral programs for individuals diagnosed with autism. In this study we compared four different classes of reinforcers (i.e., food, praise,…
Descriptors: Comparative Analysis, Expressive Language, Autism, Pervasive Developmental Disorders
Redhair, Emily I.; McCoy, Kathleen M.; Zucker, Stanley H.; Mathur, Sarup R.; Caterino, Linda – Education and Training in Autism and Developmental Disabilities, 2013
This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer…
Descriptors: Autism, Pervasive Developmental Disorders, Therapy, Comparative Analysis
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