Ensuring providers have the knowledge and skills they need to be able to provide families with navigation support while they orient to the idea of an ASD diagnosis is crucial. Doing so may help families to feel supported and increase access to meaningful services. Project ECHO is an evidence- based approach to delivering and facilitating…

Few studies have reported outcomes from the delivery of naturalistic developmental behavioral interventions (NDBI) in group-based community care. Further, while the importance of inclusion for autistic individuals is well established, there is little research on the feasibility of community-based inclusion programs for preschool-aged autistic…

Previous research has indicated that the backgrounds in picture books have a higher impact on children with autism spectrum disorder (ASD) than on children with typical development (TD). Based on prior research, this study investigates the effect of picture book presentation order on the fixation outcomes of ASD. The experiment included 59…

Autistic children present with unique challenges that may be associated with challenges during the kindergarten transition process. While teachers endorse transition to kindergarten practices as important, implementation of effective transition practices is inconsistent. One possible reason is limited training during pre-service education;…

The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of "Big Ideas" in mathematics. This study focuses on the part-part-whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. This study, conducted in the United States, evaluated the effects of conceptual…

There is increased focus on narrowing the research-to-practice gap in education for students with autism. Positive Behavior Interventions and Supports (PBIS) is an evidence-based and widely implemented framework designed to improve outcomes for all students; however, relatively little attention has focused specifically on using the PBIS framework…

The aim of this study was to find out about attitudes toward inclusion and benefits perceived by families with children enrolled in schools attended by students with ASD at different educational stages (from kindergarten to high school). 323 families of classmates of students with ASD from different educational stages of 16 mainstream schools…

The present research refers to the views of kindergarten teachers on the implementation of integration practices in children with ASD (Autism Spectrum Disorder). We begin with the introduction of the topic later with the literature review on our topic, the methodology to be used, the ethical issues that must exist and be respected through…

Autism/takiwatanga causes differences in the way people develop and learn. This research, using case study methodology, focused on teacher interactions with young autistic children in different early childhood education and care settings. The findings indicated most of the teachers included the autistic child through the use of acceptance, good…

Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A…

Most studies of how parents of children with autism view the parent-child relationship used self-report questionnaires and focused on challenges. This study broadened the lens by interviewing parents using open-ended questions that provide an opportunity to raise challenging but also positive experiences. Seventy-five mother-father dyads were…

While overt social atypicalities remain a key component of the autistic phenotype, recent reframing of autistic social motivation suggests that these atypicalities do not overlap with their actual level of social engagement. Our study aimed to investigate autistic preschoolers' visual attention toward social situations with unequal interactive…

This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded…

We used the Council for Exceptional Children (CEC) Standards for evidence-based practices (EBP) in Special Education to evaluate the effectiveness research on the use of visual scene displays (VSDs) and video VSDs with young children with autism spectrum disorder and/or intellectual and developmental disability (ASD/IDD). VSDs and video VSDs are…

Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind -- ToM; executive functions -- EF; and central coherence -- CC.…