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Direct linkRuble, Lisa; McGrew, John; Dale, Brittany; Yee, Madison – Journal of Autism and Developmental Disorders, 2022
Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach…
Descriptors: Goal Orientation, Parent Attitudes, Teacher Attitudes, Individualized Education Programs
Rivard, Mélina; Mello, Catherine; Mestari, Zakaria; Terroux, Amélie; Morin, Diane; Forget, Jacques; Lefebvre, Christine; Argumedes, Malena – Journal of Autism and Developmental Disorders, 2021
This proof-of-concept study assessed the feasibility of implementing Prevent-Teach-Reinforce-for-Young-Children (PTR-YC) program to address challenging behaviors in children with autism within the context of public, specialized early intensive behavioral intervention (EIBI) services offered in community settings. Following a 2-day training and…
Descriptors: Autism, Pervasive Developmental Disorders, Prevention, Reinforcement
Davis, Paige E.; Simon, Haley; Meins, Elizabeth; Robins, Diana L. – Journal of Autism and Developmental Disorders, 2018
One of the deficits observed in autism spectrum disorder (ASD) is impaired imaginative play. One form of imaginative play common in many typically developing (TD) children is having an imaginary companion (IC). The occurrence of ICs has not been investigated extensively in children with ASD. We examined differences in parent report of IC between…
Descriptors: Pervasive Developmental Disorders, Autism, Children, Play
