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Direct linkScheibel, Gretchen; Zane, Thomas L.; Zimmerman, Kathleen N. – Exceptional Children, 2022
Schools bear the burden of funding the majority of the services received by children with autism spectrum disorder (ASD) with the assumption that spent resources will result in meaningful positive outcomes for these students. Interventions lacking empirical support remain popular in schools despite lacking or limited evidence that students will…
Descriptors: Program Costs, Cost Effectiveness, Program Effectiveness, Research and Development
Zimmerman, 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
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Severini, Katherine E.; Gast, Hunter A.; Osborne, Kirsten; Harbin, Emilee R. – Focus on Autism and Other Developmental Disabilities, 2020
Provision of small "sensory" fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity.…
Descriptors: Intervention, Group Activities, Learner Engagement, Attendance
Download full textLedford, Jennifer R.; King, Seth; Harbin, Emilee R.; Zimmerman, Kathleen N. – Focus on Autism and Other Developmental Disabilities, 2018
Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements,…
Descriptors: Interpersonal Competence, Intervention, Pervasive Developmental Disorders, Autism
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Harbin, Emilee R.; Ward, Sarah E. – Focus on Autism and Other Developmental Disabilities, 2018
Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used…
Descriptors: Coaching (Performance), Evidence Based Practice, Adults, Paraprofessional School Personnel
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Harbin, Emilee R.; Ward, Sarah E. – Grantee Submission, 2017
Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used…
Descriptors: Evidence Based Practice, Instructional Improvement, Paraprofessional School Personnel, Elementary Schools
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P. – Journal of Behavioral Education, 2017
Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…
Descriptors: Paraprofessional School Personnel, Young Children, Autism, Pervasive Developmental Disorders
Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P. – Grantee Submission, 2017
Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in-situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…
Descriptors: Paraprofessional School Personnel, Young Children, Autism, Pervasive Developmental Disorders
