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Download full textBeamish, Wendi; Bryer, Fiona; Klieve, Helen – International Journal of Special Education, 2014
The transition of young children with autism from early intervention to school needs to be carefully managed in order to maintain intervention gains, protect against the risk of child-and-family anxiety, and enable a successful start to formal education. While many North American studies have mapped high-intensity practices for transitioning…
Descriptors: Autism, Transitional Programs, Articulation (Education), Children
Gutierrez, Anibal, Jr.; Hale, Melissa N.; Gossens-Archuleta, Krista; Sobrino-Sanchez, Victoria – International Journal of Special Education, 2007
Including children with autism alongside typically developing peers is commonly done in school settings to provide social opportunities and social experiences. However, there is limited research describing the naturally occurring interactions between children with autism and their peers as a result of such placements. We examined the naturally…
Descriptors: Social Behavior, Autism, Preschool Children, Peer Relationship
Leblanc, Lise; Richardson, Warnie; McIntosh, Janet – International Journal of Special Education, 2005
The "Intensive Early Intervention Program for Children with Autism" (IEIP) is a program funded by the province of Ontario. It is used to teach/treat young children who have been formally identified as having an autistic spectrum disorder. Intensive Behavioural Intervention (IBI) services are provided to these children, aged 2 to 5 years,…
Descriptors: Early Intervention, Autism, Intelligence Quotient, Young Children
