There is a need to investigate the diagnostic utility of autism diagnostic questionnaires in school-age children, who are increasingly being referred for autism assessment. Aside from the standardization sample, little research has been conducted on the Autism Spectrum Rating Scales, particularly regarding teacher reports. This study investigated…

The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of "autistic behaviors" in the general population are not fully understood, however, census-matched studies of these behaviors have yielded important new data. As children presenting…

Identification rates of children with autism spectrum disorders (ASD) have been increasing since the year 2000, while federal special education funding has remained stagnant. Researchers gathered data from states related to individual state funding systems, per pupil spending and identification rates of students with ASD to determine if state…

The purpose of this collective case study was to understand how special education teachers interpret and navigate the concept of the least restrictive environment (LRE) standard in providing educational support for students with intellectual disabilities and autism. The guiding theories for this study were behaviorism and social cognitive theory.…

Although the Individuals with Disabilities Education Act (IDEA) intends parents to be equal members of the team that makes their child's Individual Education Plan (IEP), parents face barriers to participation, particularly exclusionary procedures, school structures, professional behaviors, and racial and cultural biases. Little wonder that some…

This article examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) in the United States and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful…

Children with autism spectrum disorder (ASD) are frequently included in regular music classrooms, yet little is known about teachers' and students' classroom experiences. We sent a 35-question survey to all members of the National Association for Music Education who had identified themselves as elementary music teachers. We received a total of 569…

This study investigates the impact of in-person professional development (PD) with ongoing emailed practice-based feedback (EPF) on teacher correct implementation of a multicomponent shared reading intervention for students with extensive support needs (ESN) embedded within general education (GE) instruction within three multiple baseline across…

This final of six briefs analyzing data from the U.S. Civil Rights Data Collection (CRDC), covering the 2020-21 school year, explores the characteristics of the 176 charter schools with a specific focus on students with disabilities. This group, representing 2.3% of charter schools nationwide, is heavily concentrated in a handful of states and is…

Students with an educational classification of Autism Spectrum Disorder (ASD) make up 1.1% of the total enrollment in public schools and 8.3% of the total number of students receiving special education services and is the fastest growing disability classification (U.S. Department of Education, 2016). As more students with these unique needs begin…

There has been an increase in the number of students with high functioning autism who are mainstreamed and would, therefore be entitled to mandated counseling services (AFIRM, 2019). On the Individuals with Disabilities Education Act (IDEA) website, there are several evidence-based interventions that are listed for students with autism. One of…

A review of 29 juried journal articles from 2009-2022, among other sources, found that autistic students face numerous systemic barriers to success in postsecondary settings. Despite autistic students being academically prepared, many are not persisting and completing a postsecondary program. Major findings from the literature include the benefits…

Introduction: Educators in public schools are required to serve students in their least restrictive environment. While many evidence-based practices (EBPs), defined as practices and strategies shown by research to have meaningful effects on outcomes for autistic students are documented in the literature, less is known about EBP use among educators…

Postsecondary programs for students with intellectual disabilities or neurological and autism spectrum disorders require access to vocational training, continuing education, independent living opportunities, and community participation as defined by the Individuals with Disabilities Act of 2004 (U.S. Department of Education, 2020). According to…

The purpose of this qualitative study was to identify effective teaching strategies used with students with autism to enhance social skill development. With the growing need for teachers to address students with autism, viable strategies are needed to be implemented effectively to ensure social outcome success for students. The Individuals with…