This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…

Discussion of family involvement in functional assessment (FA) with individuals who have autism or related disabilities first provides a rationale for family involvement, then reviews the literature and offers guidelines including: recognize, respect, and accommodate families' individuality; create a context for family centered participation; take…

In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented…

This article discusses the contributions of applied behavior analysis (ABA) in effective instruction of students with autism spectrum disorders. Emphasis is on the use of antecedent interventions and curriculum-based assessment. It also notes that the principles and methods of ABA are being integrated into routine educational procedures, including…

This digest provides an overview of considerations for teaching students with autism. General considerations for providing effective instruction for students with autism include: (1) ensure that the student is in good health, free from pain and irritation, and in a safe, stimulating, and pleasurable setting; (2) provide structure in the…