This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The…

Childhood disintegrative disorder (CDD) is a rare condition characterized by distinct regression of developmental and behavioral functioning following a period of apparently normal development for at least 2 years. The purpose of this article is to present the developmental, behavioral, psychosocial, and medical histories of eight children who…

While deficits in social interaction are central to autism, the sibling relationship has been found to provide a key medium for the development of such skills. Naturalistic observations of sibling pairs including children with autism and controls with Down syndrome were made across two time periods, twelve months apart. Consistent with the…

The performance of a 3-year-old with Rett Syndrome in a Contingency Intervention Program using head and hand switches and adapted toys was assessed over 18 months. Learning contingent control of the stimuli positively motivated the child, promoted attention to toys and objects, and generalized to the classroom. (SW)

Five teachers serving 26 children (ages 3-15) with developmental disabilities received training on creating opportunities for requesting (missing item, interrupted chain, delayed assistance). The strategy was effective in helping teachers increase the number of functional communication requesting opportunities and the number of correct student…