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Direct linkZimmerman, Kathleen N.; Ledford, Jennifer R.; Severini, Katherine E. – Focus on Autism and Other Developmental Disabilities, 2019
The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the…
Descriptors: Learner Engagement, Autism, Pervasive Developmental Disorders, Class Activities
Levine, Mandi Danielle – ProQuest LLC, 2012
This dissertation identifies social skills as the central treatment concern for young children with Asperger's Syndrome (AS)/High Functioning Autism Spectrum Disorder (HFASD) in an educational setting (Attwood, 1998; Macintosh & Dissanayake, 2006; Rao, Beidel, & Murray, 2008; Sansosti, 2010; Sansosti, Powell-Smith, & Cowan, 2010).…
Descriptors: Best Practices, Interpersonal Competence, Training, Kindergarten
Denkyirah, Anthony M.; Agbeke, Wilson K. – Early Childhood Education Journal, 2010
In recent years, there has been a rapid increase in the number of children diagnosed with autism spectrum disorders (ASD), worldwide. Since children with ASD have limited social interaction and communication skills, they tend to lag behind their peers without disabilities in many areas. In particular, they are unable to easily transition smoothly…
Descriptors: Autism, Interpersonal Relationship, Interaction, Foreign Countries
Download full textSuhrheinrich, Jessica; Stahmer, Aubyn C.; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David – Grantee Submission, 2013
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one…
Descriptors: Best Practices, Research, Children, Autism
Forest, Emily J.; Horner, Robert H.; Lewis-Palmer, Teri; Todd, Anne W. – Journal of Positive Behavior Interventions, 2004
The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition.…
Descriptors: Autism, Young Children, Kindergarten, Preschool Teachers
