The COVID-19 pandemic has led to governments around the world imposing varying levels of restrictions and lockdowns leading to home confinement and closure of schools. Children with autism spectrum disorder (ASD) and their families may be particularly susceptible to increased anxiety. A growing evidence base has developed for parent-led…

Peer mentoring support as an organized peer-run approach can be understood as an intentional support strategy for students with autism within the context of general schools. However, the increasing number of research-based articles on the peer support programme apply the concept with little consistency. The literature was searched using electronic…

Internet-based intervention approach is one novel strategy to train. However, only a few clinical trials have compared internet-based parent training intervention with an equal face-to-face intervention for children with autism spectrum disorder (ASD)-like symptoms. The primary aim of this study was to compare treatment outcomes of an…

Background: Executive functions (EF) impairments have long been observed in children and youths with autism spectrum disorders (ASD). Until very recently, little attention has been paid to examine EF profiles of adults with ASD. Given the importance of EF to cope with the demands of daily life and participate in society (e.g. maintaining an…

The study used a phenomenological design with semi-structured interviews to explore rural teachers' preparation for inclusive education in Zimbabwe. A sample of 20 teachers from 20 primary schools in Gutu District were interviewed, along with various aspects related to their knowledge of inclusive education and strategies for including learners…

Executive functioning (EF) is found to be a powerful predictor for children's school readiness and long-term school outcomes. However, the current research base indicates that children with autism may have an increased likelihood of experiencing deficits in EF or delayed developmental trajectories. Additionally, although there is ample evidence…

Augmentative and alternative communication (AAC) is a methodology Speech Language Pathologists (SLPs) utilize to help facilitate functional communication for a child who is non-verbal or limited-verbal. There are often disconnects in a student's generalization of AAC usage across the school and home environment. The purpose of this case study was…

Children with autism spectrum disorder (ASD) often demonstrate difficulty communicating with others, and this may impact the extent to which they can engage in language during play. Previous researchers have used interventions to increase commenting during play with caregivers, siblings, and adult play partners. In these previous studies,…

Self-management as a behavioral intervention has been used with students who have autism spectrum disorder for a variety of behavioral targets, including communication. Research has been conducted on self-management of communication initiations for students who have autism spectrum disorder in primary grades through high school. The process of…

Empathy is generally described as a multidimensional construct, consisting of cognitive and affective components. Researchers demonstrate that a better ability to understand and express empathy toward others is associated with positive social outcomes such as strong communication skills and meaningful social relationships. For individuals with…

This meta-analysis reviews the literature on communication modes, communicative functions, and AAC type examined during interventions with school-age participants with ASD and/or ID who experience CCN. Considering potential differences related to outcomes taught could help identify the most effective means of individualizing AAC interventions. We…

The number of students with autism spectrum disorder (ASD) rises each year, along with a demand for use of evidence-based intervention (EBI) in schools. Applied behavior analysis (ABA) is widely recognized as an effective EBI for students with ASD, making it a skill that contributes to school psychologists' (SPs) effectiveness. This study reviewed…

Anxiety disorders are one of the most commonly re-occurring co-occurring diagnoses of children with autism, affecting approximately as many as 84% of children with ASD (Chalfant, et al., 2006) as opposed to 13% of children without autism (van Steensel et al., 2011). A growing body of research indicates that Cognitive Behavioral Therapy (CBT) is an…

Individuals with autism spectrum disorder (ASD) can experience difficulties functioning in society due to social communication deficits and restrictive and repetitive behaviors. Music therapy has been suggested as a potential intervention used to improve these deficits in ASD. The current systematic literature review focuses on two methods of…

Autistic regression (AR) is commonly characterised as the loss of previously acquired language and social skills. This systematic review sought to identify studies that used family home videos to investigate early developmental patterns before AR onset and the domains involved in regression. Of 654 records screened, 12 studies were included. Two…