Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field. The "2020 Summary of Advances in Autism Research" provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles…

This article suggests five ways to help students with ADD/ADHD. These are: (1) Integrate the primitive reflexes; (2) Diet; (3) Visual attention; (4) Help for auditory attention; and (5) Cognitive training.

Children with high levels of aggressive behavior and conduct problems create major management problems in school settings and interfere with the learning environment of their classmates and with their own academic achievement. A contextual social-cognitive model can provide a framework for understanding risk factors involved in the development and…

Attention deficit hyperactive disorder (ADHD) is a prevalent diagnostic disorder for many students, which correlates with negative academic, social, and personal consequences. This article presents an integrative, cognitive-behavioral, systemic approach that offers behaviorally based interventions for professional school counselors to support…

Relates therapeutic outcomes to moral development. Suggests that by addressing the problem of alienation, individuals evolve into moral agents who begin to perceive themselves, others, and the world in new ways. Warns that a person who experiences this moral restoration faces societal conditions which work against therapeutic change. (KO)

Research on the effectiveness of cognitive-behavioral therapy, and in particular, exposure with response prevention for Obsessive-Compulsive Disorder (OCD), has only been systematically evaluated in children and adolescents ages 7-17. These treatments do not address the unique characteristics of young children with OCD. This paper discusses…

An Assimilative Base Model is presented and related to the improvement of instruction in writing for learning-disabled and other children. The model, based on Piagetian theory, involves three interchange processes: automatic skill development; puzzlement leading to reorganization of relationships; and strategy development leading to enrichment of…

A classroom cognitive intervention model for adolescents and adults who are deaf is described. The model provides mediated learning experiences whereby a person assists the learner in interpreting experience and learning problem-solving strategies. The program, entitled instrumental enrichment (IE), is based on the following principles: IE uses a…

Challenges the assumptions concerning the necessity of feedback in children's cognitive development. Suggests that during a certain and limited phase, cognitive development may occur due to cognitive restructuring. Discusses the implications of this for educational programs, especially computer assisted learning. (MJP)

Describes cognitive-developmental counseling model designed to promote high school seniors' social readiness for college through process of "psychological education." Notes that program is specifically designed to encourage and support psychological growth of prospective college students from low socioeconomic status backgrounds. (NB)

Attempts to express a group of children's understanding of inversion, retrograde, and retrograde-inversion as it applies to musical composition and color schemes. The children, ages six to nine, displayed idiosyncratic approaches to the problems. Discusses the possible implications for symbolic language and cognitive development. (MJP)

This monograph describes the program of the Language and Cognitive Development Center (Massachusetts), which serves toddlers and school-aged children with autism or other pervasive developmental disorders (PDD). An introduction presents incidence figures, the program's philosophy, the program's approach to assessment, intervention with children…