This article introduces neurodivergent museum educators and their neurotypical allies to ways we can build supportive, inclusive environments, develop interpersonal engagement skill sets, and deconstruct ableist notions of learning by imagining museum education experiences centered on the concept of attentive "facilitation." In this…

The present study examined the relationships between the standardized applied behavior analysis (ABA) direct assessment, the PEAK Comprehensive Assessment (PCA), and established assessments commonly used in educational and clinical settings, including the Childhood Autism Rating Scale - Third Edition (CARS-3), the PDD Behavior Inventory (PDDBI),…

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2017-2018 school year had an overall increase of 721 (1 percent)…

Anxiety in autism is commonly reported by parents, but teacher reports of anxiety in their students with autism have received little attention. This paper presents the results from the first systematic review on anxiety in children with autism at school. Six intervention studies (five of which were based upon cognitive-behavioural therapy) and 26…

The ability for individualization and the wide array of available apps have made portable electronic devices popular for use with students with autism, particularly in the classroom. The current study examined the effectiveness of using iPads to deliver academic interventions to students with autism. Seven studies using iPads with single-case…

This systematic review is aimed at examining the effectiveness of the rapid prompting method (RPM) for enhancing motor, speech, language, and communication and for decreasing problem behaviors in individuals with autism spectrum disorder (ASD). A multi-faceted search strategy was carried out. A range of participant and study variables and risk and…

Higher Education (HE) can be a complicated and isolating experience for neurodivergent students. Many systemic barriers and injustices create challenges for the accessibility and inclusivity of learning environments and curriculums. However, with the appropriate accommodations, staff guided by neurodiversity-affirming practices, accessible…

To ensure students with disabilities receive the services they need to support their learning, the U.S. Congress reauthorized the Individuals with Disabilities Education Act (IDEA) in 2004. IDEA requires that each state: (1) implement IDEA with fidelity; (2) sustain special education programs that meet IDEA's educational standards; and (3) monitor…

This review aims to identify and systematically evaluate the use of virtual assessments of social exclusion in persons with autism spectrum disorders (ASD). The authors screened articles for inclusion in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Ten peer-reviewed studies were…

The initial transition to high school is challenging for any student, but adolescents with intellectual disability (ID) and autism spectrum disorder (ASD) often experience increased difficulties. This population, often characterized by significant limitations in their social and emotional development, experience limited access to inclusive…

Modern social intelligence includes the ability to watch videos and answer questions about social and theory-of-mind-related content, e.g., for a scene in "Harry Potter," "Is the father really upset about the boys flying the car?" Social visual question answering (social VQA) is emerging as a valuable methodology for studying…

Deficits in social-communication skills are a core feature of autism spectrum disorder (ASD). Deficits in social communication progress into adolescence and adulthood, making complex social interactions particularly difficult and preventing the development of meaningful friendships. Interventions aimed to improve conversational skills needed to…

This study tested the feasibility and initial efficacy of a cognitive-behavioral summer treatment (summerMAX[superscript yc]) for high-functioning young children, ages 4-6 years, with ASD (HFASD; without intellectual disability). The treatment was conducted 5 days per week, 6 h per day, over 5 weeks in the summer and included skills instruction…

The purpose of this study was to examine the relationship between teachers' perceptions of the use of CAI to teach academics to their students diagnosed with level 1 autism. In addition, how teachers determined other strategies to use with their students was investigated. Most of the current literature reviewed was geared towards the use of CAI to…

This paper centers the experiences of college students/graduates who type to communicate, chronicled through ongoing conversations in an inquiry group focused on understanding experiences in higher education. Grounded in a disability studies in education framework, this work draws on narrative inquiry and qualitative analysis of discussions over…