This study explored the contribution of simulation-based learning (SBL) to the developing of interpersonal communication skills. For this purpose, 10 Israeli preservice teachers were interviewed after participating in SBL. In addition, quantitative questionnaires were administered to 30 preservice teachers pre- and post-simulation. The…

Parents are often expected to be the primary implementers of intervention for their young children with autism spectrum disorder (ASD). The provision of a few hours a week of intervention by a trained therapist, in addition to parent-implemented intervention, could increase child outcomes compared to parent-implemented intervention in isolation.…

One-to-one (1:1) student-to-laptop programs proliferate K-12 school settings in the United States and elsewhere, but it remains difficult to determine the extent to which these programs contribute to meaningful and positive change for students and teachers (Bebell & Kay, 2010; Bebell & O'Dwyer, 2010; Bleyer, 2017; Kposowa & Valdez,…

Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder…

One of the key diagnostic criteria for autism spectrum disorder includes impairments in social interactions. This study compared the extent to which boys with high-functioning autism and typically developing boys "value" engaging in activities with a parent or alone. Two different assessments that can empirically determine the relative…

Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…

The preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007; Luczynski & Hanley, 2013) involves teaching social skills as a means of decreasing and preventing problem behavior. However, achieving durable outcomes as children transition across educational settings depend on the generalization and long-term maintenance…

Psychometric properties and initial validity of the Brief Observation of Social Communication Change (BOSCC), a measure of treatment-response for social-communication behaviors, are described. The BOSCC coding scheme is applied to 177 video observations of 56 young children with ASD and minimal language abilities. The BOSCC has high to excellent…

The new DSM-5 dimensional framework of Autism Spectrum Disorders (ASD) features severity ratings of social communication (SC) and restrictive/repetitive behaviors (RRB) and little research has been conducted since its inception. There has been a recent increase in the administration and adoption of broadband behavior-rating scales by clinicians,…

This study employed a qualitative method, multiple case study design to examine teacher perceptions of the impact of digital photo stories used as an instructional strategy with students with Autism Spectrum Disorder (ASD). Five highly qualified teachers of students with ASD from four public schools in a western North Carolina school district…

This study's focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the…

This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of…

Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers…

Identifying an intervention that is effective for multiple populations can be a challenge. Given the potential range of students in an inclusive setting, the need to identify common strategies that promote skill development for multiple populations is essential. Professionals need to identify those strategies that promote skill development that…

This article explores cooperative learning in choral conducting education. The five characteristics of cooperative learning identified by Adams and Hamm ((1996). "Cooperative learning: Critical thinking and collaboration across the curriculum" (2nd ed.). Springfield, IL: Charles Thomas Publishers): positive interdependence; face-to-face…