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Direct linkReeves, Linda M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J. – Education and Training in Autism and Developmental Disabilities, 2013
Seven-year-old triplets with autism displayed off-task behavior that threatened their continued placement in a general education first-grade classroom. A descriptive Functional Behavioral Assessment (FBA) was conducted for each student. Data from structured interviews and direct observations were used to identify the functions of their off-task…
Descriptors: Intervention, Inclusion, Autism, Functional Behavioral Assessment
Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
Coughlin, Jennifer; McCoy, Kathleen M.; Kenzer, Amy; Mathur, Sarup R.; Zucker, Stanley H. – Education and Training in Autism and Developmental Disabilities, 2012
This study evaluated the effectiveness of a self-monitoring strategy on independent work behavior. The three subjects were in first grade, seven years old, identified with mild intellectual disability (MID), and had an Individualized Education Plan (IEP) with targeted functional academic and behavior goals. The purpose of this study was to…
Descriptors: Self Management, Independent Study, Student Behavior, Elementary School Students
Scott, Marcia Strong; Delgado, Christine F. – Education and Training in Developmental Disabilities, 2006
In this study, kindergarten children's scores on nine cognitive tasks were evaluated as potential predictors of poor achievement in first grade. A set of five tasks successfully identified 83% of children who were poor readers in first grade, while just three tasks identified 72% of children who were poor achievers in math in first grade. There…
Descriptors: Economically Disadvantaged, Kindergarten, Grade 1, Low Achievement
