The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with Autism Spectrum Disorder (ASD). We examined effects of using Virtual Voice Assistant (VVAs) in children with ASD with respect to two outcomes: speech skills and social interaction…

This triple-arm, double-blind, randomized clinical trial investigated the effect of multisession prefrontal transcranial direct current stimulation (tDCS) on social functioning in individuals with autism spectrum disorder (ASD). A total of 105 individuals (age 14-21 years) diagnosed with ASD were randomized into the active-tDCS, sham-tDCS, and…

Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive…

The purpose of this mixed-method action research study was to support the asynchronous development of third-grade gifted students at GWE by identifying their key social and emotional needs and determining the outcomes of a differentiated SEL curriculum. The four most significant affective areas of social and emotional need as self-reported by the…

Service learning (SL) is often considered a powerful way of reforming education practices by connecting communities and schools. The majority of colleges and universities in the U.S. offer students some form of SL experience during their undergraduate education. Students who take SL courses in college have demonstrated gains above and beyond those…

This study examined the feasibility, acceptability, and efficacy of a video game-based digital therapeutic combining applied behavior analysis techniques and gaze-contingent eye tracking to target emotion recognition in youth with autism spectrum disorder (ASD). Children aged 4-14 years with ASD were randomized to complete Lookware™ (n = 25) or a…

The present study was designed to extend research on supplementing social skills training (SST) with a Tootling intervention to enhance student performance of social skills in authentic social contexts. The Tootling intervention included an interdependent group contingency with randomly selected criteria, which involved the after-school class…

Difficulties with social conversation can be a direct result of the social skills deficit in individuals with autism spectrum disorders (ASD). The popularity of hand-held devices and the development of commercial apps has expanded the scope of teaching social skills via this modality. This study extends an earlier pilot study in which a…

It is important to support children's appropriate behaviors and social skills to extinguish problem behaviors at an early stage as much as possible. Therefore, researchers are in search of effective evidence-based interventions to deal with the problem behaviors of young children. The "Positive Behavioral Interventions and Supports (PBIS)…

Preschoolers with autism spectrum disorder (ASD) present with social-communication and play challenges and would benefit from interventions targeting these skills. One way to ensure this is by engaging parents in technological supports to learn about an intervention and increase home-school collaboration. Thus, a website could potentially address…

Preschoolers with autism spectrum disorder (ASD) present with social-communication and play challenges and would benefit from interventions targeting these skills. One way to ensure this is by engaging parents in technological supports to learn about an intervention and increase home-school collaboration. Thus, a website could potentially address…

The purpose of this study was to investigate the association between students' social-emotional behavior and their later academic outcomes from a person-centered perspective. To better inform social-emotional learning intervention practices, a person-centered approach was used to identify students' social-emotional behavior profiles based on seven…

Culturally Relevant Pedagogy (CRP) is an educational framework that illustrates how to foster educational excellence through a focus on cultural competence, critical consciousness, and academic success, which aims to empower students by making education more applicable and responsive to their lived experiences (Ladson-Billings, 1995). This study…

This study assessed the effects of portable video modeling on social interactions of four children with autism, three boys and one girl, 4- to 5-year-olds, in preschools in Iceland. Participants were shown 1-min videos on a small handheld device where a peer model initiated social interactions and played with two peers. A…

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…