Our presentation at the 58th annual meeting of the International Reading Association. Most of our students may be pre-readers, but an early start down the path to literacy pays off in the end!
Bug-In-Ear Technology to Enhance Preservice Teacher Training: Peer Versus Instructor Feedback.......................... 1
Nikki L. Hollett, Sheri J. Brock and Vanessa Hinton
The Necessity for Assessment and Management of Speech, Language and Communication Needs to Take
Account of Cultural and Multilingual Diversity .............................................................................................................. 11
Jonathan Glazzard
Self-Fulfilling Prophecy on Employment Development of Individuals with Disabilities .......................................... 22
Li Ju Chen
A Simulation-Based Model for Teaching Business Writing: Exploration and Applications ...................................... 35
Dr. Andrew Szanajda and Dr. Fang-Chun Ou
An Exploration of Culturally Grounded Youth Suicide Prevention Programs for Native American and African
American Youth.................................................................................................................................................................... 48
Rhonda G. Bluehen-Unger, Deborah A. Stiles, Jameca Falconer, Tammy R. Grant, Ericka J. Boney and Kelly K. Brunner
SThe Feature of ATR and ATR Harmony in NiloSaharan Languages of Ethiopia ...................................................... 62
Wakweya Olani Gobena
Our presentation at the 58th annual meeting of the International Reading Association. Most of our students may be pre-readers, but an early start down the path to literacy pays off in the end!
Bug-In-Ear Technology to Enhance Preservice Teacher Training: Peer Versus Instructor Feedback.......................... 1
Nikki L. Hollett, Sheri J. Brock and Vanessa Hinton
The Necessity for Assessment and Management of Speech, Language and Communication Needs to Take
Account of Cultural and Multilingual Diversity .............................................................................................................. 11
Jonathan Glazzard
Self-Fulfilling Prophecy on Employment Development of Individuals with Disabilities .......................................... 22
Li Ju Chen
A Simulation-Based Model for Teaching Business Writing: Exploration and Applications ...................................... 35
Dr. Andrew Szanajda and Dr. Fang-Chun Ou
An Exploration of Culturally Grounded Youth Suicide Prevention Programs for Native American and African
American Youth.................................................................................................................................................................... 48
Rhonda G. Bluehen-Unger, Deborah A. Stiles, Jameca Falconer, Tammy R. Grant, Ericka J. Boney and Kelly K. Brunner
SThe Feature of ATR and ATR Harmony in NiloSaharan Languages of Ethiopia ...................................................... 62
Wakweya Olani Gobena
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
Vladimir Trajkovski-Evidence-based Practices for Children with AutismVladimir Trajkovski
Prof. Dr. Vladimir Trajkovski presented this topic: Evidence-based Practices for Children with Autism for Vis a Vis project in organization of Alma Mater Europaea - ECM on 17.10.2023
EDUCATION AND TREATMENT OF CHILDREN Vol. 38, No. 3, 2015Pa.docxSALU18
EDUCATION AND TREATMENT OF CHILDREN Vol. 38, No. 3, 2015
Pages 403–420
Video Modeling and Children With Autism
Spectrum Disorder: A Survey of Caregiver
Perspectives
Teresa A. Cardon, PhD, CCC-SLP
Utah Valley University
Amy Guimond, PhD
InVision Analytics, LLC
Amanda M. Smith-Treadwell, MA CCC-SLP
Washington State University
Abstract
Video modeling (VM) has shown promise as an effective intervention for indi-
viduals with autism spectrum disorder (ASD); however, little is known about
what may promote or prevent caregivers’ use of this intervention. While
VM is an effective tool to support skill development among a wide range
of children in research and clinical settings, VM is still not used routinely by
caregivers of individuals with ASD. In the current study, we examined the
extent to which caregivers of children with ASD have experience with VM
and explored their beliefs about using a newly developed scale, the Video
Modeling Perceptions Scale (VMPS). In addition, we conducted exploratory
psychometric analyses of the scale to determine its feasibility for use in as-
sessing caregivers’ perceptions of VM. In general, the VMPS appears to be an
informative tool for analyzing caregivers’ perceptions of VM. Caregivers held
positive perceptions of VM and viewed it as something that could be helpful
for their children.
Keywords: autism, video modeling, caregiver perspectives, factor analysis
Currently 1 in 68 children is diagnosed with an autism spectrum disorder (ASD), with some locations in the United States report-
ing rates as high as 1 in 47 children (Centers for Disease Control
and Prevention, 2014). To receive a diagnosis of ASD, children must
exhibit deficits in social communication and demonstrate repetitive
behavior or interests (American Psychiatric Association, 2013). To
Correspondence concerning this article should be addressed to Teresa A. Cardon, PhD,
CCC-SLP, 800 W. University Parkway, Orem, UT 84058; e-mail: [email protected]
etc_38.3_07_Cardon.indd 403 8/13/15 2:40 PM
404 CARDON et al.
address the needs of children with ASD, numerous interventions
have been created to develop their cognitive, behavioral, communi-
cative, and interpersonal skills. One such approach, video modeling
(VM), appears to be growing in relevance, practicality, and popu-
larity among those (i.e., caregivers and practitioners) who work
with individuals with ASD. VM’s promise as an effective, efficient,
and socially acceptable practice may be impeded, however, if care-
givers are unaware of or fail to use this technology. Presently, little
is known about caregivers’ knowledge or use of VM with children
with ASD and/or what factors may promote or impede their ap-
plication. This article (a) summarizes briefly research on VM with
a particular emphasis on caregivers and children with ASD; (b) de-
scribes a scale for assessing caregivers’ perceptions of VM, the Vid-
eo Modeling Perceptions Scale (VMPS), and provides ...
The first "Talks on Tuesdays" explored the new Early Intervention website for Virginia's Integrated Training Collaborative. "Talks on Tuesdays" is a new professional development forum to explore evidence-based research and to share information and knowledge. Held the first Tuesday of each month from 12-1 p.m. Eastern, the speakers include national consultants, Part C staff, EI training staff, and experts in the field.
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
Running Head AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1.docxhealdkathaleen
Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1
Autism and How to Help Student to Deal with It
Elizabeth Collins-Bray
EDU 694 Capstone 1: Educational Research
Instructor: Newton Miller
September 10, 2019
Introduction
Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development.
Special needs for children with autism
The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010).
Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001).
Measures to address specials need for students with autism
Use of Universal Design Learning (UDL)
One of the ways which can be employed to deal with autism issu ...
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
2. What is Autism?
The term "autism spectrum disorders (ASDs)"
refers to a wide range of developmental
disorders and includes five classifications.
According to the National Institute of Mental
Health, these disorders are usually first
diagnosed in early childhood and range from
a severe form, called autistic disorder, to a
much milder form, Asperger's syndrome. They
also include two rare disorders, Rett syndrome
and childhood disintegrative disorder
(Southwest Autism Research & Resource
Center, 2013).
3. Adaptive Technology…Defined
• The federal government has defined assistive
technology, also known as adaptive technology,
devices as ‘‘any item, piece of equipment or
product system, whether acquired commercially
or off the shelf, modified, or customized, that is
used to increase, maintain, or improve functional
capabilities of individuals with disabilities’’ (IDEIA,
2004).
• The Individuals with Disabilities Education
Improvement Act (2004) also requires that
assistive technology, or adaptive technology, be
‘considered’ when developing individual family
service plans (IFSPs) or individual education plans
(IEPs) for young children.
4. Methods of Computer-Assisted Instruction
• TeachTown™ is a CAI program that targets language,
cognitive, academic, social, and life skills. Research shows
students who actively used TeachTown™ demonstrated much
bigger increases in receptive and expressive language than
their non-treated peers (Whalen, Moss, Ilan, Vaupel, Fielding,
MacDonald & Symon, 2010).
• Computer-Assisted Interviewing offers specific qualities including
the child’s ability to take control, avoidance of social factors,
and the predictability of a computer; however, there appears
to be few studies evaluating the use of CAI with children.
• Researchers have conducted experimental episodes where
students were given a personal digital assistant (PDA) to use as
an activity schedule. Studies show that task completion was
higher for two of the three students compared to using a
picture-based task strip (Mechling & Savidge, 2011).
• PowerPoint has been used to teach reading decoding for
students with physical and speech disabilities and to encourage
social communication for students with ASD (Coleman, 2009).
5. Methods of Information & Communication Technologies
• Video-based intervention (VBI) is a term
used to describe procedures that
involve presenting video recording as
the independent variable for
intervention.
• Video self-modeling is effective
because:
– it focuses on the target children’s visual
strength;
– children with autism prefer to learn from
video self-modeling to live, real world peer
modeling (Huang & Wheeler, 2006).
6. Methods of Evidence-Based Practices
• Behavioral teaching strategies are fundamental
intervention techniques based on the principles of
applied behavior analysis (Odom, Collet-
Klingenberg, Rogers, & Hatton, 2010).
• Positive Behavior Support (PBS) is a set of strategies used
mainly to reduce or eliminate interfering behaviors.
• The E-Word Wall (EWW) is an interactive model of a
word wall.
• The SmartBoard is an interactive whiteboard developed
by SMART Technologies in 1991 (Xin & Sutman, 2011).
• Smartphones have the possibility of increasing social
opportunities of students with ASD through contact with
peers by using emails and text messaging as well as
social media, including Facebook and Twitter.
7. Conclusion
• Educators can employ computer-assisted instruction,
information and communication technologies, and
evidence-based practices to be used in the P-12
classroom.
• It is widely recognized that autism has its basis in
intellectual dysfunction, and some of the brain are as
known to be involved in autism symptoms are
established. Several technological advances
contributed to an increase in autism research and
changes in practice beginning in the mid-1960s and
rapidly increasing in the early 1990s.
• Thompson (2013) found that as a replacement for 1–2%
of individuals with autism having good outcomes as
was the case in the 1970s, over half are presently in
regular education classrooms and many are going on
to college.
8. SOMETHING TO CONSIDER
Ellen Notbohm (2005), author of Ten Things Every Child
with Autism Wishes You Knew, wrote:
“Patience. Patience. Patience. Work to view my
autism as a different ability rather than a disability.
Look past what you may see as limitations and see the
gifts autism has given me. It may be true that I’m not
good at eye contact or conversation, but have you
noticed that I don’t lie, cheat at games, tattle on my
classmates or pass judgment on other people? Also
true that I probably won’t be the next Michael Jordan.
But with my attention to fine detail and capacity for
extraordinary focus, I might be the next Einstein. Or
Mozart. Or Van Gogh.” (p. xxxi)
9. ReferencesColeman, M. (2009). "PowerPoint" is not just for business presentations and college
lectures: Using "PowerPoint" to enhance instruction for students with
disabilities. Teaching Exceptional Children Plus, 6(1).
Huang, A., & Wheeler, J. (2006). Effective interventions for individuals with high-
functional autism. International Journal of Special Education, 21(3), 165-175.
Individuals with Disabilities Education Improvement Act, 118 Stat. 2647 (2004).
Mechling, L., & Savidge, E. (2011). Using a personal digital assistant to increase
completion of novel tasks and independent transitioning by students with
autism spectrum disorder. Journal of Autism and Developmental Disorders,
41(6), 687-704.
Odom, S., Collet-Klingenberg, L., Rogers, S., & Hatton, D. (2010). Evidence-based
practices in interventions for children and youth with autism spectrum
disorders. Preventing School Failure, 54(4), 275-282.
Southwest Autism Research & Resource Center. (2013). Autism faq. Retrieved from
http://autismcenter.org/autism_faq.aspx
Thompson, T. (2013). Autism research and services for young children: History,
progress and challenges. Journal of Applied Research in Intellectual
Disabilities, 26(2), 81-107. doi: http://dx.doi.org/10.1111/jar.12021
Whalen, C., Moss, D., Ilan, A., Vaupel, M., Fielding, P., MacDonald, K., & Symon, J.
(2010). Efficacy of teachtown: Basics computer-assisted intervention for the
intensive comprehensive autism program in Los Angeles Unified School
District. Autism: The International Journal of Research and Practice, 14(3), 179-
197.
Xin, J., & Sutman, F. (2011). Using the Smartboard in teaching social stories to
students with autism. Teaching Exceptional Children, 43(4), 18-24.