The authors examined the beliefs of 351 teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants' responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. They found…

Background: Children who have a combination of language and developmental disabilities with autism often experience major difficulties in learning relations between objects and their graphic representations. Therefore, they would benefit from teaching procedures that minimize their difficulties in acquiring these relations. This study compared two…

Six autistic children, age 3-6, and 6 children with Down syndrome were followed over a period of 12-26 months. Autistic children followed the same general developmental path as the Down syndrome children in the acquisition of grammatical and lexical aspects of language. (Author/JDD)

This study examined empirically the functionality of sign language and iconic communication book symbols in community settings. Subjects were two adolescent students with autism. Results demonstrated successful communication by the students with communication books but not with signs. (Author/JDD)

Effects of one-on-one versus small group arrangements were studied as were variations in instructional agents used to teach three elementary students with autism word recognition skills. Findings indicated the small group format allowed for more trials and reinforcing statements, as well as more closely approximating regular classroom activities.…