This study evaluated the effectiveness of a peer-mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer-mediated interventions are an evidence-based practice, but there is limited research on using peers outside of the target student's classroom…

A literature review of evidence-based social skills curricula that support adolescents with autism and developmental disabilities (ASD/DD) is presented. This article provides an overview of peer-reviewed articles and evaluation of the feasibility of implementing evidence-based interventions for social skills within the academic setting for…

Schools are being confronted with an increasing population of high-functioning students with autism spectrum disorder (HFASD). These students pose particular challenges to school-based practitioners and teachers given their social-communication deficits, restricted and repetitive behaviors/interests, and relative cognitive and language strengths.…

This review examined school-based social skills interventions for students with autism spectrum disorder who were educated in inclusive school settings. Secondary aims sought to explore observation protocols and the resulting social outcomes used to measure the social behaviors of students with autism spectrum disorder within authentic social…

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.…

This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for…

Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs…

This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the…

Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim…

Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of…

This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers' use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate…

Social development is one of the most critical developmental areas for human beings. Deficits in social skills may negatively impact several essential domains including academic achievement, interpersonal relationships, behavior, mental health, and adult life outcome. Individuals with autism present with core deficits in social skills. Without…

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to…

Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of…

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…