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Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback
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Ciara L. Ousley; Tracy J. Raulston; Christina S. Gilhuber – Journal of Autism and Developmental Disorders, 2025
Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on…
Descriptors: Autism Spectrum Disorders, Telecommunications, Video Technology, Coaching (Performance)
Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?
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Nuske, Heather J.; Pellecchia, Melanie; Lushin, Viktor; Rump, Keiran; Seidman, Max; Ouellette, Rachel R.; Cooney, Diana; Maddox, Brenna B.; Lawson, Gwendolyn M.; Song, Amber; Reisinger, Erica M.; Mandell, David S. – Journal of Autism and Developmental Disorders, 2019
One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Student Characteristics
Analysis of WISC-III, Stanford-Binet: IV, and Academic Achievement Test Scores in Children with Autism.
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Mayes, Susan Dickerson; Calhoun, Susan L. – Journal of Autism and Developmental Disorders, 2003
Nonverbal IQs were greater than verbal IQs for children (ages 3-7) on the Stanford-Binet: IV (n=53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6-15 years of age (n=63). Stanford-Binet: IV profiles were generally consistent for the low-IQ and high-IQ groups with high scores on visual matching tests. (Contains…
Descriptors: Autism, Cognitive Ability, Early Childhood Education, Elementary Secondary Education
Brief Report: Cognitive Correlates of Enlarged Head Circumference in Children with Autism.
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Deutsch, Curtis K.; Joseph, Robert M. – Journal of Autism and Developmental Disorders, 2003
A study examined the frequency and cognitive correlates of enlarged head circumference in 63 children with autism (ages 4-14). Macrocephaly occurred at a significantly higher frequency. Children with discrepantly high nonverbal abilities had a mean standardized head circumference that was more than 1 standard deviation greater than the reference…
Descriptors: Autism, Cognitive Ability, Elementary Secondary Education, Intelligence Differences
Face Recognition in Children with a Pervasive Developmental Disorder Not Otherwise Specified.
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Serra, M.; Althaus, M.; de Sonneville, L. M. J.; Stant, A. D.; Jackson, A. E.; Minderaa, R. B. – Journal of Autism and Developmental Disorders, 2003
A study investigated the accuracy and speed of face recognition in 26 children (ages 7-10) with Pervasive Developmental Disorder Not Otherwise Specified. Subjects needed an amount of time to recognize the faces that almost equaled the time they needed to recognize abstract patterns that were difficult to distinguish. (Contains references.)…
Descriptors: Autism, Cognitive Ability, Elementary Education, Facial Expressions
Narrative Ability in High-Functioning Children with Autism or Asperger's Syndrome.
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Losh, Molly; Capps, Lisa – Journal of Autism and Developmental Disorders, 2003
A study examined the narrative abilities of 28 high-functioning children (ages 8-14) with autism or Asperger syndrome and 22 controls across two different discourse contexts. Compared to controls, the subjects performed relatively well in the storybook context but exhibited difficulty imbuing their narratives of personal experience with more…
Descriptors: Asperger Syndrome, Autism, Children, Elementary Education