Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 401 - 600 of 857 Journals sorted alphabetically
Educació i Història : Revista d'Història de l'Educació     Open Access  
Educacion     Open Access   (Followers: 1)
Educación     Open Access   (Followers: 1)
Educación Física y Ciencia     Open Access  
Educación Química     Open Access   (Followers: 1)
Educación y Educadores     Open Access  
Educación y Humanismo     Open Access  
Educación, Lenguaje y Sociedad     Open Access  
Educar     Open Access  
Educare : International Journal for Educational Studies     Open Access   (Followers: 1)
Educate~     Open Access   (Followers: 4)
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 16)
Education     Open Access   (Followers: 9)
Education     Full-text available via subscription   (Followers: 7)
Education + Training     Hybrid Journal   (Followers: 23)
Education 3-13     Hybrid Journal   (Followers: 16)
Education and Culture     Open Access   (Followers: 7)
Education and Information Technologies     Hybrid Journal   (Followers: 53)
Education and Linguistics Research     Open Access   (Followers: 4)
Education and Society     Full-text available via subscription   (Followers: 9)
Education and the Law     Hybrid Journal   (Followers: 16)
Education and Treatment of Children     Full-text available via subscription   (Followers: 4)
Education and Urban Society     Hybrid Journal   (Followers: 14)
Education as Change     Hybrid Journal   (Followers: 13)
Education Economics     Hybrid Journal   (Followers: 8)
Éducation et francophonie     Full-text available via subscription   (Followers: 1)
Éducation et socialisation     Open Access   (Followers: 1)
Education Finance and Policy     Hybrid Journal   (Followers: 22)
Education for Chemical Engineers     Hybrid Journal   (Followers: 5)
Education for Primary Care     Full-text available via subscription   (Followers: 16)
Éducation francophone en milieu minoritaire     Open Access  
Education in the Health Professions     Open Access  
Education in the Knowledge Society     Open Access   (Followers: 1)
Education in the Knowledge Society     Open Access   (Followers: 1)
Education Inquiry     Open Access   (Followers: 6)
Education Next     Partially Free   (Followers: 1)
Education Policy Analysis Archives     Open Access   (Followers: 12)
Education Reform Journal     Open Access   (Followers: 5)
Éducation relative à l'environnement     Open Access  
Education Research International     Open Access   (Followers: 19)
Education Review // Reseñas Educativas     Open Access   (Followers: 1)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1)
Education, Citizenship and Social Justice     Hybrid Journal   (Followers: 16)
Education, Knowledge and Economy: A journal for education and social enterprise     Hybrid Journal   (Followers: 21)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 15)
Educational Action Research     Hybrid Journal   (Followers: 20)
Educational Administration Quarterly     Hybrid Journal   (Followers: 19)
Educational and Developmental Psychologist     Hybrid Journal   (Followers: 9)
Educational and Psychological Measurement     Hybrid Journal   (Followers: 17)
Educational Assessment     Hybrid Journal   (Followers: 19)
Educational Assessment, Evaluation and Accountability     Hybrid Journal   (Followers: 24)
Educational Considerations     Open Access  
Educational Evaluation and Policy Analysis     Hybrid Journal   (Followers: 26)
Educational Gerontology     Hybrid Journal   (Followers: 10)
Educational Guidance and Counseling Development Journal     Open Access   (Followers: 2)
Educational Leader (Pemimpin Pendidikan)     Open Access  
Educational Management Administration & Leadership     Hybrid Journal   (Followers: 29)
Educational Measurement: Issues and Practice     Hybrid Journal   (Followers: 8)
Educational Media International     Hybrid Journal   (Followers: 5)
Educational Neuroscience     Full-text available via subscription   (Followers: 2)
Educational Policy     Hybrid Journal   (Followers: 21)
Educational Practice and Theory     Full-text available via subscription   (Followers: 4)
Educational Psychologist     Hybrid Journal   (Followers: 27)
Educational Reflective Practices     Full-text available via subscription   (Followers: 2)
Educational Research     Hybrid Journal   (Followers: 130)
Educational Research for Policy and Practice     Hybrid Journal   (Followers: 10)
Educational Research Review     Hybrid Journal   (Followers: 127)
Educational Researcher     Hybrid Journal   (Followers: 139)
Educational Review     Hybrid Journal   (Followers: 27)
Educational Studies     Hybrid Journal   (Followers: 18)
Educational Studies : A Journal of the American Educational Studies Association     Hybrid Journal   (Followers: 7)
Educational Technology Research and Development     Partially Free   (Followers: 45)
Educationis     Open Access  
Educator     Open Access  
Educazione sentimentale     Full-text available via subscription  
Edufisika : Jurnal Pendidikan Fisika     Open Access  
Edukacyjna Analiza Transakcyjna     Open Access  
Edukasi     Open Access  
Edukasi : Jurnal Pendidikan Islam     Open Access  
Edukasi Journal     Open Access  
EduLite : Journal of English Education, Literature and Culture     Open Access  
Edumatica : Jurnal Pendidikan Matematika     Open Access  
EduMatSains     Open Access  
Edunomic Jurnal Pendidikan Ekonomi     Open Access  
edureligia : Pendidikan Agama Islam i     Open Access  
EduSol     Open Access  
Edutech     Open Access  
Eesti Haridusteaduste Ajakiri. Estonian Journal of Education     Open Access  
Effective Education     Hybrid Journal   (Followers: 5)
EĞİTİM VE BİLİM     Open Access   (Followers: 1)
Ejovoc (Electronic Journal of Vocational Colleges)     Open Access  
eJRIEPS : Ejournal de la recherche sur l'intervention en éducation physique et sport     Open Access  
Eklektika : Jurnal Pemikiran dan Penelitian Administrasi Pendidikan     Open Access  
El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación     Open Access  
El-Hikmah     Open Access   (Followers: 1)
Electronic Journal of Education Sciences     Open Access   (Followers: 1)
Electronic Journal of Research in Educational Psychology / Revista Electrónica de Investigación Psicoeducativa y Psicopedagógica     Open Access   (Followers: 8)
Elementary School Journal     Full-text available via subscription   (Followers: 5)
Elementary School Journal PGSD FIP UNIMED     Open Access  
ELT Forum : Journal of English Language Teaching     Open Access   (Followers: 11)
ELT Journal     Hybrid Journal   (Followers: 25)
ELT Worldwide     Open Access  
ELT-Lectura     Open Access  
Eltin Journal : Journal of English Language Teaching in Indonesia     Open Access  
Em Teia : Revista de Educação Matemática e Tecnológica Iberoamericana     Open Access  
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 6)
En Blanco y Negro     Open Access  
En Líneas Generales     Open Access  
Encounters in Theory and History of Education     Open Access  
Encuentro Educacional     Open Access  
Encuentros     Open Access  
Encuentros : Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico     Open Access  
Encuentros Multidisciplinares     Open Access  
Engaged Scholar Journal : Community-Engaged Research, Teaching, and Learning     Open Access  
English Education Journal     Open Access   (Followers: 2)
English for Specific Purposes     Hybrid Journal   (Followers: 12)
English Franca : Academic Journal of English Language and Education     Open Access  
English in Aotearoa     Full-text available via subscription   (Followers: 2)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 12)
English Language Teaching     Open Access   (Followers: 29)
English Teaching & Learning     Hybrid Journal   (Followers: 5)
English Teaching: Practice & Critique     Hybrid Journal   (Followers: 1)
Englisia Journal     Open Access  
Enlace Universitario     Open Access  
Enletawa Journal     Open Access  
Enrollment Management Report     Hybrid Journal   (Followers: 1)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access  
Ensaio Pesquisa em Educação em Ciências     Open Access  
Ensayos : Revista de la Facultad de Educación de Albacete     Open Access  
Ensayos Pedagógicos     Open Access  
Enseñanza de las Ciencias : Revista de Investigación y Experiencias Didácticas     Open Access  
Enseñanza de las Ciencias Sociales     Open Access  
Ensino em Perspectivas     Open Access  
Entramados : educación y sociedad     Open Access  
Entrelinhas     Open Access  
Entrepreneurship Education     Hybrid Journal   (Followers: 1)
Entrepreneurship Education and Pedagogy (EE&P)     Full-text available via subscription   (Followers: 1)
Environmental Education Research     Hybrid Journal   (Followers: 16)
Equine Veterinary Education     Hybrid Journal   (Followers: 10)
Equity & Excellence in Education     Hybrid Journal   (Followers: 11)
Erciyes Journal of Education     Open Access   (Followers: 1)
Erwachsenenbildung     Full-text available via subscription  
Escuela Abierta     Partially Free  
Espacio, Tiempo y Educación     Open Access  
Espacios en Blanco : Revista de educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access  
Estudios sobre Educación     Open Access  
Estudos Históricos     Open Access   (Followers: 1)
ETD - Educação Temática Digital     Open Access  
Eternal (English, Teaching, Learning & Research Journal)     Open Access   (Followers: 2)
Ethics and Education     Hybrid Journal   (Followers: 14)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 5)
Éthique en éducation et en formation : Les Dossiers du GREE     Open Access  
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 10)
Euclid     Open Access  
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 13)
European Education     Full-text available via subscription   (Followers: 8)
European Educational Research Journal     Full-text available via subscription   (Followers: 18)
European Journal of Education     Hybrid Journal   (Followers: 32)
European Journal of Engineering Education     Hybrid Journal   (Followers: 9)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 5)
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 5)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 11)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 7)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 11)
European Journal of Teacher Education     Hybrid Journal   (Followers: 25)
European Physical Education Review     Hybrid Journal   (Followers: 8)
Evaluation     Hybrid Journal   (Followers: 20)
Evaluation & Research in Education     Hybrid Journal   (Followers: 18)
Evolution : Education and Outreach     Open Access   (Followers: 3)
Exceptionality     Hybrid Journal   (Followers: 2)
Extensão em Ação     Open Access  
Extensio : Revista Eletrônica de Extensão     Open Access  
Facets     Open Access  
FAISCA. Revista de Altas Capacidades     Open Access  
Fawawi : English Education Journal     Open Access  
FEM : Revista de la Fundación Educación Médica     Open Access  
Feminist Teacher     Full-text available via subscription   (Followers: 1)
Filosofia e Educação     Open Access  
Filozofia Publiczna i Edukacja Demokratyczna     Open Access  
Fırat Üniversitesi Sosyal Bilimler Dergisi     Open Access  
FIRE : Forum of International Research in Education     Open Access   (Followers: 1)
First Opinions-Second Reactions (FOSR)     Open Access  
Florea : Jurnal Biologi dan Pembelajarannya     Open Access  
Florida Journal of Educational Research     Open Access   (Followers: 1)
Focus on Autism and Other Developmental Disabilities     Hybrid Journal   (Followers: 18)
Focus on Exceptional Children     Open Access  
Focus on Health Professional Education : A Multi-disciplinary Journal     Full-text available via subscription   (Followers: 6)
Fokus Konseling     Open Access  
Form@re - Open Journal per la formazione in rete     Open Access  
Formação Docente : Associação Nacional de Pós-Graduação e Pesquisa em Educação     Open Access  
Foro de Educación     Open Access  
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
Frontiers in Education     Open Access   (Followers: 4)
Frontline     Full-text available via subscription   (Followers: 18)
Frontline Learning Research     Open Access   (Followers: 2)
Frühe Bildung     Hybrid Journal   (Followers: 3)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Focus on Autism and Other Developmental Disabilities
Journal Prestige (SJR): 0.87
Citation Impact (citeScore): 2
Number of Followers: 18  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1088-3576 - ISSN (Online) 1538-4829
Published by Sage Publications Homepage  [1174 journals]
  • Parent Coaching in a Multimodal Communication Intervention for Children
           with Autism

    • Free pre-print version: Loading...

      Authors: Ching-Yi Liao, J. B. Ganz, Sanikan Wattanawongwan, April N. Haas, Sarah K. Ura, Kimberly J. Vannest, Kristi L. Morin
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-06-08T05:41:43Z
      DOI: 10.1177/10883576221099896
       
  • Early Interventionists’ Knowledge of Evidence-Based Practices for
           Autism

    • Free pre-print version: Loading...

      Authors: Cindy Gevarter, Mariah G. Siciliano, Erin Stone
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      This online survey study examined early intervention providers’ knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-06-03T10:12:15Z
      DOI: 10.1177/10883576221099895
       
  • Preferences for Edible and Electronic Leisure Items: A Systematic
           Replication

    • Free pre-print version: Loading...

      Authors: Mindy Scheithauer, Clarissa Martin, Summer Bottini
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Early studies evaluating the relative preference for leisure compared with edible items suggested that, for most participants (>80%), edible items are more preferred than leisure items. Recent studies suggest more variability in the percentage of participants with this preference. The rationale for this variability could be sampling, setting, availability of items outside of the study, or the items included. As a systematic replication, we conducted preference assessments of leisure, edible, and leisure/edible items combined in 13 children with developmental disabilities. As an inclusion criterion, all participants had an electronic item as the top-preferred leisure item. An edible item ranked first in the combined assessment for 46.2% of participants. This replicates recent findings while accounting for access to edibles outside of the study. These outcomes are important to guide use of preference assessments across reinforcer classes in clinical and school settings.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-03-08T09:08:07Z
      DOI: 10.1177/10883576221081084
       
  • Training Individuals to Implement Discrete Trials with Fidelity: A
           Meta-Analysis

    • Free pre-print version: Loading...

      Authors: Joelle Fingerhut, Mariola Moeyaert
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Discrete trial training is a popular teaching method for individuals with autism, but is not easily implemented with fidelity due to its complexity. This is the first meta-analysis of single-case experimental design studies to quantify the impact of behavioral skills training on individuals’ ability to implement discrete trials with fidelity. Furthermore, this meta-analysis examines the four training methods that make up behavioral skills training—feedback, instruction, modeling, and rehearsal—to determine the “active ingredients” of behavioral skills training. A total of 46 single-case experimental design studies are included in this meta-analysis. Hierarchical linear modeling, which has the ability to analyze clustered data, is the meta-analytic technique used to estimate the effectiveness of behavioral skills training across studies. Results show that behavioral skills training has a statistically significant positive effect on discrete trial training implementation fidelity; therefore, behavior skills training is recommended for discrete trial training implementation instruction.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-03-08T09:03:27Z
      DOI: 10.1177/10883576221081076
       
  • Paraprofessionals’ Perceived Skills and Needs in Supporting Students
           With Autism Spectrum Disorder

    • Free pre-print version: Loading...

      Authors: Christan Grygas Coogle, Virginia L. Walker, Jennifer Ottley, Darcey Allan, Daniel Irwin
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals’ perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals’ responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals’ perceptions align with their practice.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-03-08T08:58:29Z
      DOI: 10.1177/10883576211073699
       
  • An Examination of Education Professionals’ Beliefs About Causes of
           Autism and Their Perceptions of Practices

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      Authors: Veronica P. Fleury, Talya Kemper
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire–Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-02-04T08:15:25Z
      DOI: 10.1177/10883576211073685
       
  • Step It Up: Increasing Physical Activity for Adults With Autism Spectrum
           Disorder and Intellectual Disability Using Supported Self-Management and
           Fitbit Technology

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      Authors: Melissa N. Savage, Brianne T. Tomaszewski, Kara A. Hume
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits, Fitbit training, and participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-25T08:55:02Z
      DOI: 10.1177/10883576211073700
       
  • Autism Assessment in Low- and Middle-Income Countries: Feasibility and
           Usability of Western Tools

    • Free pre-print version: Loading...

      Authors: Kathleen Bauer, Kristi L. Morin, Theodore E. Renz, Sinenhlanhla Zungu
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-22T05:38:39Z
      DOI: 10.1177/10883576211073691
       
  • Social Validity and Preliminary Outcomes of a Mentoring Intervention for
           Adolescents and Adults With Autism

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      Authors: Lindsey M. Weiler, Annie K. Goerdt, Kalli B. Kremer, Emily Goldberg, Rebekah L. Hudock
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants included seven adolescent mentees (14–18 years old; 100% male), seven adult mentors (19–33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants’ perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-22T05:35:59Z
      DOI: 10.1177/10883576211073687
       
  • Early Intensive Behavioral Intervention Program for Children With Autism
           in Syria

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      Authors: Wissam Mounzer, Donald M. Stenhoff
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1–6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale–Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-22T05:31:19Z
      DOI: 10.1177/10883576211073686
       
  • A Portrait of Peers Within Peer-Mediated Interventions: A Literature
           Review

    • Free pre-print version: Loading...

      Authors: Hilary E. Travers, Erik W. Carter
      First page: 71
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-22T05:45:11Z
      DOI: 10.1177/10883576211073698
       
  • A Survey of the Experiences of Paraprofessionals With Roles, Training, and
           Communication When Working With Students With Autism

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      Authors: Kristi L. Morin, Sallie Nowell, Jessica Steinbrenner, Ann Sam, Victoria Waters, Samuel L. Odom
      First page: 96
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-04T10:03:55Z
      DOI: 10.1177/10883576211066897
       
  • Opportunities to Learn for Children With Autism Spectrum Disorders:
           Effects of the Perceived Efficacy of Teacher Practices and Drivers of
           Inclusion

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      Authors: Cecilia Latorre-Cosculluela, Marta Liesa-Orús, Pilar Rivera-Torres
      First page: 108
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the notion that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers’ attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-01-28T08:47:01Z
      DOI: 10.1177/10883576211073692
       
  • Conversations With Individuals With ASD: Effect of Relationship, Contact
           Regularity, and Age on Partner Perceptions

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      Authors: Cheong Ying Sng, Mark Carter, Jennifer Stephenson, Naomi Sweller
      First page: 120
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2022-02-04T08:17:04Z
      DOI: 10.1177/10883576211073689
       
  • Comparison of Simultaneous Prompting to Error Correction for Children With
           Autism Spectrum Disorder

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      Authors: Wafa A. Aljohani, Asim Javed, Julia L. Ferguson, Joseph H. Cihon, Christine M. Milne, Justin B. Leaf
      First page: 83
      Abstract: Focus on Autism and Other Developmental Disabilities, Ahead of Print.
      This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested into a multiple probe design, each participant was taught how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials.
      Citation: Focus on Autism and Other Developmental Disabilities
      PubDate: 2021-08-13T07:10:23Z
      DOI: 10.1177/10883576211036429
       
 
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