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Adjusting Intervention Intensity to Support Students with Autism Spectrum Disorder
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Ma, Zijie; Travers, Jason C. – Intervention in School and Clinic, 2022
Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intervention
Designing Emergency Preparedness Resources for Children with Autism
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Edmonds, Casey Olivia – International Journal of Disability, Development and Education, 2017
Emergency preparedness is a fast developing field of education driven by the numerous disasters worldwide with more recent notable examples including the terrorist attacks of 9/11 in the US in 2001, the 2004 Indian Ocean Tsunami, Hurricane Katrina in 2005, the London bombings in 2005, the earthquake in China in 2008, the Great East Japan…
Descriptors: Children, Emergency Programs, Natural Disasters, Terrorism
The Education of Behavior Disordered Students. Report of the West Virginia Task Force.
West Virginia State Dept. of Education, Charleston. Bureau of Learning Systems. – 1985
The report presents findings of a West Virginia task force on a program study for behavior disordered students in early childhood education, middle childhood education, and adolescent education. The first section presents a synopsis of studies on current research and best practices in the education of behavior disordered students. The conclusions…
Descriptors: Autism, Behavior Disorders, Definitions, Delivery Systems
A Rapid Assessment of Skills in Young Children with Autism
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Lerman, Dorothea C.; Vorndran, Christina; Addison, Laura; Kuhn, Stephanie A.C. – Journal of Applied Behavior Analysis, 2004
Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have…
Descriptors: Positive Reinforcement, Program Development, Young Children, Autism
Comprehensive Training for Personnel Serving Autistic Children, [June 1, 1979 to June 30, 1982].
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Schopler, Eric; Olley, J. Gregory – 1982
A project of comprehensive inservice training for public school teachers and other personnel serving autistic children in North Carolina is described, and objectives and accomplishments are documented. In addition to summer training for teachers of autistic children, a series of four school-year workshops, and a 2-day period of winter inservice…
Descriptors: Autism, Elementary Secondary Education, Inservice Education, Program Development
Enhancing Appropriate Social Behaviors for Children with Autism in General Education Classrooms: An Analysis of Six Cases
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Yang, Nancy Kueifen; Schaller, James L.; Huang, Tzu-Ai; Wang, Meei Huey; Tsai, Shu-Fei – Education and Training in Developmental Disabilities, 2003
This study compares generalized effects of a social-emotional skills training for girls and boys with autism in resource rooms on promoting positive social behaviors in general education classrooms in Taiwan. A single subject design was used to compare outcomes for 2 girls and 2 boys with autism in the experimental group with 2 boys with autism in…
Descriptors: Regular and Special Education Relationship, Mainstreaming, General Education, Gender Differences