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Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?
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Nuske, Heather J.; Pellecchia, Melanie; Lushin, Viktor; Rump, Keiran; Seidman, Max; Ouellette, Rachel R.; Cooney, Diana; Maddox, Brenna B.; Lawson, Gwendolyn M.; Song, Amber; Reisinger, Erica M.; Mandell, David S. – Journal of Autism and Developmental Disorders, 2019
One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Student Characteristics
"We Can See a Bright Future": Parents' Perceptions of the Outcomes of Participating in a Strengths-Based Program for Adolescents with Autism Spectrum Disorder
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Lee, Elinda Ai Lim; Black, Melissa H.; Falkmer, Marita; Tan, Tele; Sheehy, Louise; Bölte, Sven; Girdler, Sonya – Journal of Autism and Developmental Disorders, 2020
Autistic individuals often possess strengths and abilities. Despite these strengths, employment outcomes for this population remain low. Strengths-based programs, focusing on developing skills in a supportive environment, may enable autistic adolescents to more effectively prepare for the workforce. This study explores the principal components and…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Student Characteristics
Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement over Time
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Levinson, Sarah; Neuspiel, Juliana; Eisenhower, Abbey; Blacher, Jan – Journal of Autism and Developmental Disorders, 2021
ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…
Descriptors: Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders), Behavior Problems
Cognitive Underpinnings of Pretend Play in Autism.
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Rutherford, M. D.; Rogers, Sally J. – Journal of Autism and Developmental Disorders, 2003
A study examined the cognitive underpinnings of spontaneous and prompted pretend play in 28 children with autism (ages 2-3), 24 children with developmental disorders, and 26 controls (ages 1-3). Children with autism were significantly delayed on pretend play scores. They also had significant deficits in a theory of mind measure. (Contains…
Descriptors: Autism, Cognitive Development, Cognitive Processes, Developmental Delays
Brief Report: The Development of the Children's Social Behavior Questionnaire: Preliminary Data.
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Luteijn, Ellen (E. F. ); Jackson, Sandy (A. E. ); Volkmar, Fred R.; Minderaa, Ruud B. – Journal of Autism and Developmental Disorders, 1998
Describes the development of the Children's Social Behavior Questionnaire (CSBQ), an instrument designed to provide an extensive list of behaviors frequently observed in children with Pervasive Developmental Disorder Not Otherwise Specified. The successful results of the CSBQ in distinguishing the characteristics of this disability are reported.…
Descriptors: Child Behavior, Children, Classification, Disability Identification
Features of Autism in Rett Syndrome and Severe Mental Retardation.
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Mount, Rebecca H.; Charman, Tony; Hastings, Richard P.; Reilly, Sheena; Cass, Hilary – Journal of Autism and Developmental Disorders, 2003
The Autism Behavior Checklist measured autistic symptoms in 15 girls (ages 11-16) with Rett Syndrome (RS) and 14 with severe mental retardation. Girls with RS scored higher on the Sensory and Relating subscales. There were no differences on the Body and Object Use, Language, and Social and Self-Help subscales. (Contains references.) (Author/CR)
Descriptors: Adolescents, Females, Interpersonal Competence, Secondary Education