In today's autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are…

Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire…

The objective of this study was to teach digital gaming skills to children with autism spectrum disorder (ASD) using a SMART board with a graduated guidance teaching method in a small-group instructional format, to determine the participants' levels of learning by observation, and to determine the views of their families on the conducted…

Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video…

We taught three high school students with high-functioning autism to increase their novel peer-directed questions when using a communication book to converse with general education partners at school. Novel question training was associated with participants asking peer-directed questions not displayed in communication books across a variety of…

This study used a single-subject multiple probe design to investigate the use of Direct Instruction (DI) to teach students with autism to tell time to the five-minute increment. Exercises from "Connecting Math Concepts" were used as the DI component during intervention. All students increased their telling-time skills to the five-minute…

Twenty-one 4th- and 5th-grade students with learning disabilities and emotional disabilities were assigned at random to a control condition or to an experimental condition in which they were taught, over a 9-week period, a five-step self-determination strategy for solving school- or home-related problems. Maintenance was assessed 3 weeks after the…