Over the past 25 years, we have learned a great deal about the diagnosis, treatment, and impact of autism spectrum disorders (ASD) on young children and their families. The authors describe several overarching themes that have emerged in the educational research on young children with ASD. The focus of their article is on education-based research…

A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only.…

The author replies to an article by F. Gresham in which Gresham argued that social skill training is an important prerequisite to satisfactory mainstreaming of handicapped children. The author questions Gresham's interpretation of social skill training studies in segregated settings, and emphasizes the need for more social skills training. (MC)

Ten nonhandicapped 3-5 year olds were taught to help instruct six autistic-like classmates. When compared to controls, the nonhandicapped helpers engaged in less disruptive behavior and equal amounts of on-task language and peer interaction. Treatment gains for autistic-like Ss' positive peer interactions were equivalent to levels exhibited by…

The author reports his impressions of early childhood special education in Italy from the review by Cecahini and McCleary, and notes the integration at all levels of schooling as the most distinctive feature of the Italian educational system. (CL)

Among major results were that nonhandicapped preschoolers tend to select nonhandicapped friends of their same sex and age, and the same nonhandicapped preschoolers tend to select handicapped children who are older than themselves, who are more advanced cognitively than other handicapped children, and who are of the same sex. (Author/CL)

Four seven- to ten-year-old boys with autistic behavior were examined with behavioral and observational measures in a peer mediated training, an integrated generalization assessment, and a segregated generalization assessment setting. Results favored the developmentally integrated condition for increases of positive social behaviors. (Author/MC)

This speech calls for an end to prolonged debate about integration of preschool children in early intervention programs, discusses what is known from research on integration, describes quality indicators of early intervention programs, and makes suggestions for institutionalizing quality early intervention services. (JDD)

This paper describes the Early Childhood Social Skills Program developed at the University of Pittsburgh's Early Childhood Research Institute. The paper discusses specific social skill strategies as well as steps for implementing the peer-mediated social skill program in an integrated preschool setting. (JDD)

Focusing on special education and early childhood policy and practices, this paper highlights global educational and social forces that demand professional attention and study. These global forces include: (1) the movement toward educational reform and an improved competitive edge in the world marketplace; (2) the unionization of educational…

Literature is reviewed related to the attitudes of educators toward handicapped children and the concept of mainstreaming these youngsters into regular class settings. Research is also reviewed that documents the relationship between teachers' attitudes toward individual pupils and the differential instructional treatment of children. (Author)

Significant predictors of a positive attitude toward mainstreaming include: team teaching, years of experience (negative correlation), courses in diagnosing learning and behavior problems, previous special education teaching experience, special education courses, size of class, and inservice program experience related to exceptional children.…

This article introduces three papers about research projects of the Early Childhood Research Institute of the University of Pittsburgh (Pennsylvania). The papers address peer-mediated strategies to promote communicative interaction, social behavior in preschoolers with special needs, and the importance of parents as intervention agents. (JDD)

This document presents the final report of a 4-year project (ending in 1991) which conducted six studies of the impact of various peer-mediated interventions on the acquisition, generalization, and maintenance of social interaction skills of preschoolers with severe disabilities. The report covers project objectives, the project's theoretical…

This study of interactions between three severely withdrawn, autistic preschool children and six nonhandicapped peers found that peers can be effectively taught strategies to increase appropriate social behaviors of autistic classmates, and a group-oriented reinforcement contingency is an effective complement to teacher-prompted interventions and…