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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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Dubin, Ashley H.; Lieberman-Betz, Rebecca G.; Ayres, Kevin M.; Zawoyski, Andrea – Focus on Autism and Other Developmental Disabilities, 2020
Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional…
Descriptors: Milieu Therapy, Preschool Children, Autism, Pervasive Developmental Disorders
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Jackson, Elizabeth M.; Hanline, Mary Frances – Focus on Autism and Other Developmental Disabilities, 2020
Learning science is important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools. Reading to learn science is, therefore, a vital skill in today's schools for all…
Descriptors: Concept Mapping, Reading Instruction, Autism, Pervasive Developmental Disorders
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McDermott, Helen R.; Prelock, Patricia A.; Brien, Ashley R. – Focus on Autism and Other Developmental Disabilities, 2020
This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Cognitive Processes
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Ledford, Jennifer R.; Zimmerman, Kathleen N.; Severini, Katherine E.; Gast, Hunter A.; Osborne, Kirsten; Harbin, Emilee R. – Focus on Autism and Other Developmental Disabilities, 2020
Provision of small "sensory" fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity.…
Descriptors: Intervention, Group Activities, Learner Engagement, Attendance
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Brock, Matthew E.; Dynia, Jaclyn M.; Dueker, Scott A.; Barczak, Mary A. – Focus on Autism and Other Developmental Disabilities, 2020
Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Theory Practice Relationship
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Kirby, Anne V.; Bagatell, Nancy; Baranek, Grace T. – Focus on Autism and Other Developmental Disabilities, 2020
Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents' expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of…
Descriptors: Adolescents, Autism, Pervasive Developmental Disorders, Expectation
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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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