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Launder, Susanna M.; Miller, Katie M.; Wood, Jacqueline – Education and Training in Autism and Developmental Disabilities, 2022
This study sought to evaluate the impact of procedural facilitator training on the opinion writing paragraphs of elementary school- age students with autism spectrum disorder (ASD). Using a multiple probe, across participants' design, four children with ASD between the ages of 9 and 11 participated in procedural facilitator training through a…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Writing Instruction
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Wright, Heidi Brittain Matthews; Flores, Margaret M.; Dunn, Caroline; Shippen, Margaret M.; Darch, Craig – Education and Training in Autism and Developmental Disabilities, 2022
This study explored the effects of instruction in letter sound correspondence (LSC) with four preschool students with disabilities. The study included participants with developmental delay, autism spectrum disorder, and communication disorders. Researchers incorporated nonverbal methods of response to accommodate study participants with…
Descriptors: Phoneme Grapheme Correspondence, Preschool Children, Preschool Education, Students with Disabilities
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Abu-Dahab, Sana M. N.; Alkhamra, Rana A.; Alkhamra, Hatem A.; Crowe, Terry K. – Education and Training in Autism and Developmental Disabilities, 2022
The purpose of this study was to describe occupational therapy services for children with autism spectrum disorders (ASD) and to identify continuing education needs. A self-administered questionnaire was structured with guidance from the Occupational Therapy Practice Framework: Domain and Process, and was disseminated to 70 Jordanian occupational…
Descriptors: Occupational Therapy, Autism, Pervasive Developmental Disorders, Students with Disabilities
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Barnett, Juliet E. Hart; Zucker, Stanley H.; More, Cori M. – Education and Training in Autism and Developmental Disabilities, 2022
Sleep problems are frequently reported by parents of children with autism spectrum disorder (ASD), with prevalence estimates of 44-83%. While it is important to address any underlying medical or psychiatric issues that contribute to sleep challenges, establishing good sleep hygiene is considered a good first step, which often includes establishing…
Descriptors: Sleep, Behavior Problems, Autism, Pervasive Developmental Disorders
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Kearney, Kelly B.; Torres, Ayse – Education and Training in Autism and Developmental Disabilities, 2022
Adults with intellectual and developmental disabilities (IDD) are more frequently unemployed or under-employed than individuals without disabilities. Job search skills are one of the most direct ways to counter unemployment. Remote audio coaching (RAC) has shown to be an effective, remote method for teaching skills to adults with IDD. Since the…
Descriptors: Adults, Intellectual Disability, Developmental Disabilities, Unemployment
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Raley, Sheida K.; Shogren, Karrie A.; Hagiwara, Mayumi – Education and Training in Autism and Developmental Disabilities, 2022
Coaching has been identified as an essential feature of effective professional development that supports teachers' abilities to translate knowledge and skills into classroom practice, which is particularly important in inclusive classrooms to address the support needs of all students. To describe how coaching intervention supports have been used…
Descriptors: Coaching (Performance), Inclusion, Students with Disabilities, Secondary School Teachers
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Wicker, MacKenzie R.; Davis, Tonya N.; Hrabal, Julia M. – Education and Training in Autism and Developmental Disabilities, 2022
Current research has identified poor post-school outcomes for individuals with intellectual and developmental disabilities; in fact, poorer than any other disability group. Employment support, such as vocational skill training, can improve outcomes and increase opportunities for paid employment. With recent advances in technology, a myriad of…
Descriptors: Educational Technology, Technology Uses in Education, Students with Disabilities, Intellectual Disability
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Woods-Groves, Suzanne; Rodgers, Derek B.; Balint-Langel, Kinga; Hinzman-Ferris, Michelle L. – Education and Training in Autism and Developmental Disabilities, 2022
We examined the efficacy of a combined electronic essay writing and editing mnemonic driven strategy with 24 college students in a two-year postsecondary program for students with developmental disabilities. We used a pre-posttest experimental design with random assignment to treatment/control groups. During 26 sessions each consisting of 50 min.,…
Descriptors: College Students, Students with Disabilities, Developmental Disabilities, Essay Tests
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Gezer-Demirdagli, Serife; Cavkaytar, Atilla – Education and Training in Autism and Developmental Disabilities, 2022
To cope with students' problem behaviors, which is a frequently encountered problem within inclusive education implementations, classroom teachers often require some form of in-service training. In considering this issue, the current study aimed to determine the effectiveness of an online problem behavior professional development program…
Descriptors: Program Effectiveness, Online Courses, Inclusion, Faculty Development
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Polo-Blanco, Irene; Van Vaerenbergh, Steven; Bruno, Alicia; González, María J. – Education and Training in Autism and Developmental Disabilities, 2022
Conceptual model-based problem solving (COMPS) was tested for its efficacy in teaching a student diagnosed with autism spectrum disorder to solve word problems involving multiplication and division. A single-case, multiple-baseline across behaviors design was conducted. The ability to solve each of three types of multiplication problems examined…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Problem Solving
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Pan, Cheng-Chen; Wang, Hui-Ting; Adams, David; Kim, Kyungjin – Education and Training in Autism and Developmental Disabilities, 2022
The purpose of this study was to increase the duration of treadmill walking to reach moderate exercise intensity level for a 26-year-old male diagnosed with moderate autism spectrum disorder (ASD) accompanying an intellectual disability. We used a structured system including token reward system of visual representation of progress. A changing…
Descriptors: Rewards, Physical Activities, Adults, Autism
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Morse, Timothy E. – Education and Training in Autism and Developmental Disabilities, 2022
This paper presents information from a comprehensive review of 28 experimental studies that investigated the effectiveness and efficiency of the simultaneous prompting procedure with individuals with autism. Twenty of the 25 variables examined across the 28 studies are reported on in this paper. The results reported across the studies indicated…
Descriptors: Autism, Pervasive Developmental Disorders, Prompting, Program Effectiveness
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Wattanawongwan, Sanikan; Ganz, J. B.; Pierson, Lauren M.; Hong, Ee Rea; Yllades, Valeria; Dunn, Claudia; Foster, Margaret – Education and Training in Autism and Developmental Disabilities, 2022
This quality review is an analysis of the methodological quality of social communication intervention research identifying which social communication interventions for this population could be considered evidence-based practices (EBPs). The purpose of the quality review was to apply the What Works Clearinghouse (WWC) guidelines to the literature…
Descriptors: Adolescents, Adults, Autism, Pervasive Developmental Disorders
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Root, Jenny; Jimenez, Bree; Twine, Jennifer – Education and Training in Autism and Developmental Disabilities, 2022
The purpose of this study was to further address the "for whom" in the question of the effectiveness of modified schema-based instruction (MSBI) to teach mathematical problem solving to students with intellectual and developmental disability by evaluating whether positive outcomes from prior research would be replicated with elementary…
Descriptors: Small Group Instruction, Mathematics Instruction, Problem Solving, Elementary School Students
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Bouck, Emily; Long, Holly; Jakubow, Larissa – Education and Training in Autism and Developmental Disabilities, 2022
The global COVID-19 pandemic forced teachers to support students online in multiple academic subjects, including mathematics, including students with disabilities and those at-risk. And yet, to date, limited research exists examining teaching mathematics to students with disabilities online. The current study explored the use of the…
Descriptors: Mathematics Instruction, Online Courses, Division, Manipulative Materials
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