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Kremkow, Jennifer M. D.; Finke, Erinn H. – Journal of Autism and Developmental Disorders, 2020
Several researchers have described a training for mentorship programs; however, few studies have examined the effects of mentor training on mentor knowledge of communication strategies taught in the training. This investigation developed and tested a distance peer mentor training for military spouses with children with autism. Results indicated…
Descriptors: Mentors, Distance Education, Training, Autism
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Coogle, Christan Grygas; Storie, Sloan; Ottley, Jennifer R.; Rahn, Naomi L.; Kurowski-Burt, Amy – Topics in Early Childhood Special Education, 2021
We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants were three early childhood special education teachers and three focus preschool children identified with autism spectrum disorder. We used a multiple-probe single-case…
Descriptors: Feedback (Response), Educational Technology, Technology Uses in Education, Preschool Teachers
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Wermer, Lauryn; Brock, Matthew E.; Seaman, Rachel L. – Focus on Autism and Other Developmental Disabilities, 2018
Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Problems, Communication Strategies
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Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan – Teacher Education and Special Education, 2016
The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies was…
Descriptors: Coaching (Performance), Special Education Teachers, Technology Uses in Education, Modeling (Psychology)
Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan – Grantee Submission, 2016
The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies…
Descriptors: Coaching (Performance), Special Education Teachers, Modeling (Psychology), Program Effectiveness
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Peters, Brenda – Journal of Research in Special Educational Needs, 2016
Children with a diagnosis of Autism Spectrum Disorder may find the social aspects of learning particularly challenging because of the traits of diffculty with social communication and interaction. This paper evaluates the impact of an interactive model designed to support social communication and interaction for twelve students with ASD, who…
Descriptors: Models, Interaction, Pervasive Developmental Disorders, Elementary School Students
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Shire, Stephanie Y.; Goods, Kelly; Shih, Wendy; Distefano, Charlotte; Kaiser, Ann; Wright, Courtney; Mathy, Pamela; Landa, Rebecca; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in "Autism Res" 6:468-478, 2013). Sixty-one children with autism age 5-8 with minimal spontaneous communication received a 6-month social communication…
Descriptors: Intervention, Communication Strategies, Pervasive Developmental Disorders, Autism
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Ganz, Jennifer B.; Mason, Rose A.; Goodwyn, Fara D.; Boles, Margot B.; Heath, Amy K.; Davis, John L. – American Journal on Intellectual and Developmental Disabilities, 2014
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS),…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Problems, Augmentative and Alternative Communication
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Orellana, Lorena M.; Martínez-Sanchis, Sonia; Silvestre, Francisco J. – Journal of Autism and Developmental Disorders, 2014
The specific neuropsychological and sensory profile found in persons with autism spectrum disorders complicate dental procedures and as a result of this, most are treated under general anesthesia or unnecessary sedation. The main goal of the present study was to evaluate the effectiveness of a short treatment and education of autistic and related…
Descriptors: Training Methods, Adults, Children, Autism
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Alothman, Ibrahim A. – International Education Studies, 2016
The objective of the present study is to find out the efficiency of a selective training program on the development of some social skills of Saudi students with Autism. The study sample comprised of (6) male students with Autism who aged (9-12) years, with an average age of (10.58) years, and a standard deviation of (1.16) years. Their IQ ranged…
Descriptors: Autism, Interpersonal Competence, Skill Development, Social Development
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Koegel, Robert L.; Bradshaw, Jessica L.; Ashbaugh, Kristen; Koegel, Lynn Kern – Journal of Autism and Developmental Disorders, 2014
Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social…
Descriptors: Questioning Techniques, Young Children, Autism, Communication Skills
Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F. – Teacher Education and Special Education, 2014
The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…
Descriptors: Extended School Year, Preservice Teachers, Kindergarten, Elementary School Students
Heath, Amy Kathleen – ProQuest LLC, 2012
Functional Communication Training (FCT) is an intervention that involves teaching a communicative response to decrease the occurrence of challenging behavior in individuals with disabilities. FCT is a two step intervention in which the interventionist first determines the function, or purpose, of the challenging behavior and then teaches a…
Descriptors: Communication Strategies, Communication Skills, Functional Behavioral Assessment, Behavior Modification
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Meadan, Hedda; Meyer, Lori E.; Snodgrass, Melinda R.; Halle, James W. – Rural Special Education Quarterly, 2013
The purpose of this paper is to describe a pilot program (i.e., Internet-Based Parent-Implemented Communication Strategies [i-PiCS] program) that provides long-distance training and coaching via the Internet to parents of young children with autism spectrum disorders (ASD). The i-PiCS program is designed to teach parents how to use evidence-based…
Descriptors: Young Children, Autism, Pervasive Developmental Disorders, Coaching (Performance)