In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…

Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual…

We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to…

Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge…

We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study.…

Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a…

The authors' purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder-not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and…

The authors of the "Childhood Autism Rating Scale" (CARS) state in the manual that the best cutoff score for distinguishing low functioning autism (LFA) from intellectual disability is 30 for children and 28 for adolescents and adults. This study determined that a cutoff score of 25.5 was most accurate in differentiating between high functioning…

The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule…

Reread-Adapt and Answer-Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three…

An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of…

This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments…

This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options,…

The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio…

Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in…