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 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…

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…

Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers…

Average age of autism diagnosis exceeds four years (Maenner et al., 2020), delaying access to services and limiting early developmental research (Zwaigenbaum et al., 2015; Fletcher-Watson et al., 2017). Autism screening in early childhood settings may be a tool for enabling earlier, equitable diagnosis. This systematic review investigated the…

This study investigated the effects of labels on preschool teachers' attitudes (i.e. openness) towards the strengths and difficulties of autistic preschool students in the mainstream setting. It also examined the differential effect of disclosure of a specific or a generic label, and the teacher-related factors influencing their attitude. Sample…

Inclusive music classrooms in theory and in practice, within the context of Cyprus, are an under-researched area. This study wishes to address this gap in research, by proposing a Model of Musical Development in Inclusive Education (MMDIE) that could act as a valuable tool for music educators, researchers, teachers, parents and stakeholders for…

In China, accompanying parents are a special group supporting inclusive preschool education for children with autism spectrum disorder (ASD). Although they lack professional knowledge and skills in children's education, they are required to accompany their children full-time to provide necessary and unique assistance. The present study aims to…

Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity. Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared…

Vestibular input (VI) activities are linked with skill learning, engagement, and communication. This study investigated the influence of VI activities on the responses of non-verbal children with autism spectrum disorders (CWASD) when prompted to request a reinforcer using picture exchange communication. A single subject alternating treatment…

With close to 1 million children on the autism spectrum enrolled in U.S. schools, educators need effective interventions that promote young learners' abilities and build cohesiveness in complex classroom groups. Drawing upon video recordings from 16 months in a public preschool classroom, this book depicts the emerging relationships and abilities…

Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory…