Purpose: Many classroom educational assistants (EAs) have a significant amount of responsibility in carrying out educational plans for children who use augmentative and alternative communication (AAC), but they receive little instruction on how to do so (Kent-Walsh & Light, 2003). This study investigates the impact of using a communication partner…

Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and…

Generalization is the key to effective autism intervention--when children can apply new skills across settings, they'll make broad, long-term improvements in behavior and social communication. The first how-to guide to generalization is finally here! Practical and reader-friendly, this is the book that helps professionals take today's most popular…

This study asked whether nine adolescent and adult facilitated communication users with autism could, in a facilitator-blind condition, respond accurately to stimuli presented on a computer screen, thus demonstrating that they are the sole authors of their communication. A time and task sampling method was used, in which various communication…

A study investigated whether the use of assistive technology would assist in the ability to identify symbols by three girls (ages 8-10) with Rett syndrome. Individualized multimedia programs resulted in a steady learning curve across symbol sets and a partial retention of knowledge throughout maintenance probes. (Contains references.) (CR)