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Shepherd, Cody A.; Waddell, Charlotte – Journal of Autism and Developmental Disorders, 2015
Canadian autism policy has been unusually contentious, with parents resorting to litigation to secure services for their children in several provinces. To ascertain whether consensus was possible on improving services, we conducted an in-depth qualitative interview study with 39 parents, policymakers and researchers across the country. Parents…
Descriptors: Qualitative Research, Autism, Educational Policy, Interviews
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Harris, Sandra L.; And Others – Journal of Autism and Developmental Disorders, 1990
A study of five autistic children in a segregated preschool, five mainstreamed autistic children, and four nonhandicapped, integrated peers found that all of the groups made better than normative progress in language development. There were no significant differences in changes in language ability between segregated and mainstreamed autistic…
Descriptors: Academic Achievement, Autism, Language Acquisition, Language Skills
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Schopler, Eric – Journal of Autism and Developmental Disorders, 1996
Differences in research expectations from the perspectives of the consumer (parents and individuals with autism) and the professional academic or research scientist are highlighted. The role of parent groups in supporting and receiving support from the National Institutes of Health is noted. (DB)
Descriptors: Autism, Expectation, Federal Government, Government Role
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Factor, David C.; And Others – Journal of Autism and Developmental Disorders, 1990
Parents of 36 autistic children were assessed on child functioning and family stress variables in relation to use of respite care services. Results suggest that parents with more difficult children need and use respite care more than others. Nonusers of respite care reported a higher perception of social support than users. (JDD)
Descriptors: Autism, Delivery Systems, Family Involvement, Family Programs
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Gerhardt, Peter; And Others – Journal of Autism and Developmental Disorders, 1991
This paper reviews the efficacy of aversive interventions in the treatment of individuals with developmental disabilities. It also considers the ethical and legal issues involved and concludes that there is empirical, ethical, and legal support for the continued availability of aversive interventions as treatment options if sufficient safeguards…
Descriptors: Behavior Change, Developmental Disabilities, Discipline, Elementary Secondary Education