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Direct linkSaletta, Meredith; Kaldenberg, Erica; Rivera, Kiara; Wood, Audrey – Education and Training in Autism and Developmental Disabilities, 2019
As individuals with intellectual or developmental disabilities (IDD) mature, it is important to train them not only in functional/vocational skills, but also to continue to develop their literacy skills. There is little conclusive information regarding what facilitates reading comprehension in this population. Some previous research indicates that…
Descriptors: Illustrations, Intellectual Disability, Developmental Disabilities, Reading Skills
Leaf, Justin B.; Leaf, Ronald; Alcalay, Aditt; Leaf, Jeremy A.; Ravid, Daniel; Dale, Stephanie; Kassardjian, Alyne; Tsuji, Kathleen; Taubman, Mitchell; McEachin, John; Oppenheim-Leaf, Misty – Education and Training in Autism and Developmental Disabilities, 2015
The systematic use of reinforcers is an essential component of behavioral intervention for individuals diagnosed with Autism Spectrum Disorder. Today, the use of rigorous formal preference assessments, including paired-preference assessments, are widely conducted to help determine which items to use as reinforcers during intervention. Although…
Descriptors: Autism, Pervasive Developmental Disorders, Preferences, Evaluation Methods
Mechling, Linda C.; Bryant, Kathryn J.; Spencer, Galen P.; Ayres, Kevin M. – Education and Training in Autism and Developmental Disabilities, 2015
Two different video-based procedures for presenting the passage of time (how long a step lasts) were examined. The two procedures were presented within the framework of video prompting to promote independent multi-step task completion across four young adults with moderate intellectual disability. The two procedures demonstrating passage of the…
Descriptors: Video Technology, Prompting, Moderate Mental Retardation, Young Adults
