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Curiel, Emily S. L.; Axe, Judah B.; Sainato, Diane M.; Goldstein, Howard – Focus on Autism and Other Developmental Disabilities, 2020
Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Teaching Methods
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Love, Abigail M. A.; Findley, Jordan A.; Ruble, Lisa A.; McGrew, John H. – Focus on Autism and Other Developmental Disabilities, 2020
Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism…
Descriptors: Self Efficacy, Autism, Pervasive Developmental Disorders, Students with Disabilities
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Kurth, Jennifer A.; Love, Hailey; Pirtle, Jody – Focus on Autism and Other Developmental Disabilities, 2020
The present study investigated parents' experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child's school experience. Sequential…
Descriptors: Autism, Pervasive Developmental Disorders, Individualized Education Programs, Parent Attitudes
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Fraser, Dawn W.; Marder, Tamara J.; deBettencourt, Laurie U.; Myers, Linda A.; Kalymon, Kristen M.; Harrell, Robert M. – Focus on Autism and Other Developmental Disabilities, 2020
Special educators are encouraged to implement evidence-based practices (EBPs) with fidelity to maximize student achievement. Two national organizations identified Discrete Trial Teaching (DTT) as an EBP for students with autism spectrum disorder (ASD). The purpose of this investigation was to determine the effects of didactic training alone…
Descriptors: Autism, Pervasive Developmental Disorders, Special Education Teachers, Teaching Methods
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Tarr, Christopher W.; Rineer-Hershey, Ashlea; Larwin, Karen – Focus on Autism and Other Developmental Disabilities, 2020
Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies (n = 54) that included nine effect sizes ranging from d = -0.85 to 0.31. Study 1…
Descriptors: Exercise, Behavior Problems, Autism, Pervasive Developmental Disorders
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Bross, Leslie Ann; Travers, Jason C.; Munandar, Vidya D.; Morningstar, Mary – Focus on Autism and Other Developmental Disabilities, 2019
Providing evidence-based interventions in competitive employment settings is critical to improve employment outcomes for individuals with autism. This study used a multiple baseline across behaviors design to enhance the customer service skills of a young adult with autism employed as a cashier at a retail store. Results indicated the use of…
Descriptors: Video Technology, Competition, Autism, Intervention
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Francis, Grace L.; Reed, Alexandra S. – Focus on Autism and Other Developmental Disabilities, 2019
Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus…
Descriptors: Young Adults, Parent Child Relationship, Aging (Individuals), Graduates
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Bowman, Jessica A.; McDonnell, John; Ryan, Joanna H.; Fudge-Coleman, Olivia – Focus on Autism and Other Developmental Disabilities, 2019
Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of…
Descriptors: Mathematics Instruction, Severity (of Disability), Moderate Intellectual Disability, Severe Intellectual Disability
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Ward, Karen D.; Shukla Mehta, Smita – Focus on Autism and Other Developmental Disabilities, 2019
Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine…
Descriptors: Autism, Pervasive Developmental Disorders, Stimuli, Motivation
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Boyle, Susannah A.; McNaughton, David; Chapin, Shelley E. – Focus on Autism and Other Developmental Disabilities, 2019
Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those…
Descriptors: Reading Skills, Language Skills, Children, Autism
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Zimmerman, Kathleen N.; Ledford, Jennifer R.; Severini, Katherine E. – Focus on Autism and Other Developmental Disabilities, 2019
The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the…
Descriptors: Learner Engagement, Autism, Pervasive Developmental Disorders, Class Activities
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Alverson, Charlotte Y.; Lindstrom, Lauren E.; Hirano, Kara A. – Focus on Autism and Other Developmental Disabilities, 2019
Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special…
Descriptors: Asperger Syndrome, High School Graduates, College Bound Students, Special Education
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Knight, Victoria F.; Huber, Heartley B.; Kuntz, Emily M.; Carter, Erik W.; Juarez, A. Pablo – Focus on Autism and Other Developmental Disabilities, 2019
Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training…
Descriptors: Autism, Intellectual Disability, Evidence Based Practice, Special Education
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Jones, Francesca G.; Gifford, Diane; Yovanoff, Paul; Al Otaiba, Stephanie; Levy, Dawn; Allor, Jill – Focus on Autism and Other Developmental Disabilities, 2019
As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but…
Descriptors: Alternative Assessment, Intellectual Disability, Progress Monitoring, Autism
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Seaman-Tullis, Rachel L.; Cannella-Malone, Helen I.; Brock, Matthew E. – Focus on Autism and Other Developmental Disabilities, 2019
Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few…
Descriptors: Autism, Pervasive Developmental Disorders, Paraprofessional School Personnel, Training
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