One antecedent-based intervention -- choice-making opportunities -- is an easy and effective way to motivate students with autism to stay on task, complete academic tasks, and engage in appropriate behavior during academic instruction. The purpose of this article is to discuss three main methods for incorporating choice-making opportunities and…

Several literature reviews have indicated the effectiveness of visual schedules (VS) to increase engagement and decrease problem behavior related to transitions for individuals diagnosed with autism spectrum disorder (ASD). However, Lequia et al. (2012) noted that VS are typically combined with multiple intervention components, making it unclear…

Purpose: The purpose of this study was to examine whether there are differences in parenting stress levels and self-efficacy among children with autism spectrum disorder (ASD), at risk of developmental language disorder (rDLD), and with typically developing language (TDL). The study also investigated the children's language abilities and/or…

This study examined educators' descriptions of the positive character traits of students with autism spectrum disorder at ages 7-8 and 10-11, using an adapted version of the Values in Action (VIA) Classification of Strengths. The most commonly endorsed strengths at both age intervals were kindness, specific skills, self-regulation, and…

During Laura Kerbey's time teaching autistic children, she had a sudden realisation that those with Pathological Demand Avoidance (PDA) are children like no other! None of her tried and tested autism strategies would work to help them focus or learn and most of her time was spent wondering, "what am I doing wrong?" If you feel the same,…

Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the…

Autistic-like features and functional somatic symptoms (FSS) frequently co-occur. It remains unknown how autistic-like features and FSS affect each other and develop throughout adolescence. This study examined reciprocal relations between autistic-like features and FSS in adolescence. Participants were 2772 adolescents (52.5% male) from the…

This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated…

There is limited literature on the association between parenting practices, parenting stress and externalising behaviours in autistic children. We investigated whether parenting practices mediate the association between parenting stress and externalising behaviours. Parents of school-aged autistic children (n = 138) completed an online survey on…

Students with autism spectrum disorder (ASD) often have trouble in the classroom when it comes to social interactions, changes in routine, disordered environments, and intense sensory stimulation. In this study a workshop was designed to assist special education teachers and school administration to manage challenging behaviors of students with…

Autism spectrum disorder (ASD) is characterized in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) by deficits in social communication and the presence of restricted and repetitive behaviors and interests (RRBIs). Despite the mandatory requirement of both categories of impairment for a diagnosis of ASD, research…

Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing…

Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction…

The relationship between mental health problems, Autism Spectrum Disorder (ASD) and challenging behaviour among children and adolescents is complex and multifaceted. The study investigated practitioners' perception of comorbidity of mental health and ASD in the management of challenging behaviours among children and adolescents in Kenya. Target…

Autistic children are less likely to be jointly engaged with a play partner than nonautistic children, negatively impacting social communication development. Promoting joint engagement during play can be an important target for educators of autistic students, but educator perceptions of autistic students may affect their interactions with…