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Mahoney, Michael W. M. – TEACHING Exceptional Children, 2019
An increasing number of students with ASD receive special education services within secondary general education settings (Snyder, de Brey, & Dillow, 2018). Given that secondary teachers instruct multiple classes throughout the day, it is becoming more likely that general educators will have students with ASD in their classes and be responsible…
Descriptors: Autism, Pervasive Developmental Disorders, Peer Teaching, Teaching Methods
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Chang, Ya-Chih; Shire, Stephanie – TEACHING Exceptional Children, 2019
This article provides practitioners with a guide to (1) understand the developmental emergence of play skills in young children to inform developmentally appropriate instructional decisions (e.g., toy choices); (2) set up the play space to support social play; and (3) use key strategies from an evidence-based intervention for young children with…
Descriptors: Play, Evidence Based Practice, Intervention, Autism
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Chen, Briella Baer; Yakubova, Gulnoza – TEACHING Exceptional Children, 2019
One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video…
Descriptors: Prompting, Students with Disabilities, Autism, Pervasive Developmental Disorders
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Brum, Christopher; Hall, Laura J.; Reutebuch, Colleen; Perkins, Yolanda – TEACHING Exceptional Children, 2019
Maintaining a focus on reading comprehension is essential for students with autism spectrum disorder (ASD), as some will still need to develop this skill during their high school years. Two evidence-based approaches for reading comprehension for high school students with ASD are Alternate Achievement Literacy (AAL) and Collaborative Strategic…
Descriptors: Reading Comprehension, Reading Strategies, High School Students, Autism
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Sam, Ann M.; Kucharczyk, Suzanne; Waters, Victoria – TEACHING Exceptional Children, 2018
Educators continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with autism spectrum disorder (ASD) may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing…
Descriptors: Autism, Pervasive Developmental Disorders, Educational Technology, Technology Uses in Education
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Francis, Grace L.; Duke, Jodi M.; Kliethermes, Andrew; Demetro, Kelsie; Graff, Heidi – TEACHING Exceptional Children, 2018
As more students with autism spectrum disorder (ASD) enroll in college after high school, the need for support becomes increasingly significant, particularly in the five key domains of academics, social interactions, independent living, executive functioning, and mental health. Apps can be used to offer low-cost, socially valid support to college…
Descriptors: Autism, Pervasive Developmental Disorders, Transitional Programs, Student Adjustment
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Bambara, Linda M.; Thomas, Amanda; Chovanes, Jacquelyn; Cole, Christine L. – TEACHING Exceptional Children, 2018
Students with autism spectrum disorder (ASD) often experience conversational or pragmatic language difficulties which can interfere with reciprocal and sustained social interactions with peers (Paul, Orlovski, Marcinko, & Volkmar, 2009). Peer mediated intervention (PMI), in which typical peers serve as mentors, is emerging as an effective high…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Interpersonal Competence
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Peterson, Kathryn; Ibañez, Vivian – TEACHING Exceptional Children, 2018
Food selectivity is the most commonly reported feeding problem in children with Autism Spectrum Disorder (ASD.) Schreck et al. (2004) surveyed 472 caregivers of children between 5 and 12 years of age. They found that 72% of those children diagnosed with ASD had feeding difficulties, significantly higher than same-age peers without ASD.…
Descriptors: Pervasive Developmental Disorders, Autism, Guidelines, Food
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Trump, Cary E.; Pennington, Robert C.; Travers, Jason C.; Ringdahl, Joel E.; Whiteside, Erinn E.; Ayres, Kevin M. – TEACHING Exceptional Children, 2018
Applied behavior analysis (ABA), or the application of behavioral principles to important social issues, has long served a crucial role in programming for special education students. Its procedures have been well established in the research literature and many deemed as evidence-based practices for students with and without disabilities.…
Descriptors: Behavior Modification, Special Education, Autism, Pervasive Developmental Disorders
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Shepley, Sally B. – TEACHING Exceptional Children, 2017
Self-instruction may not be 100% successful for everyone with an intellectual disability or Autism Spectrum Disorder; however, it is crucial to provide opportunities for learners to self-instruct to further increase independence. Adhering to the steps and considerations described here, practitioners can at least begin reducing their support and…
Descriptors: Handheld Devices, Telecommunications, Intellectual Disability, Pervasive Developmental Disorders
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Bross, Leslie Ann; Travers, Jason C. – TEACHING Exceptional Children, 2017
Many students with autism spectrum disorder (ASD) have specialized interests and passions that are highly reinforcing. Such special interest areas (SIAs) are more than mere hobbies or simple curiosities. Rather, the SIAs of an individual with autism may be characterized by (a) significant depth and breadth of knowledge about the area, (b)…
Descriptors: Autism, Pervasive Developmental Disorders, Secondary School Students, Student Interests
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Schulze, Margaret A. – TEACHING Exceptional Children, 2016
Self-management is a set of procedures that students can be taught to apply to their own behaviors to change them. In self-management, students are taught to observe, assess, and modify their own behavior. These procedures include such things as self-identifying and observing a target behavior and setting a goal to change it. Self-management…
Descriptors: Self Management, Autism, Pervasive Developmental Disorders, Intervention
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Hume, Kara; Regan, Tara; Megronigle, Laura; Rhinehalt, Charlene – TEACHING Exceptional Children, 2016
All student populations require support from school staff during times of grief and loss. The grief process is highly personalized and depends on multiple factors, including the type of bond and relationship with the person, the student's prior experience of loss, and the age and developmental stage of the student (Quinn-Lee, 2014). Grief…
Descriptors: Autism, Pervasive Developmental Disorders, Grief, Coping
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Kellems, Ryan O.; Grigal, Meg; Unger, Darlene D.; Simmons, Thomas J.; Bauder, Debra; Williams, Caroline – TEACHING Exceptional Children, 2015
Devices like smartphones, tablets, and MP3 players are becoming everyday tools for the majority of the population. Technology can assist students with disabilities in many self-determination activities, such as choice making, decision making, and self-management. In addition, technology tools can support them in a wide range of transition-related…
Descriptors: Technology Uses in Education, Autism, Pervasive Developmental Disorders, Career Development
Szidon, Katherine; Ruppar, Andrea; Smith, Leann – TEACHING Exceptional Children, 2015
The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
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