Pub Date : 2023-09-01Epub Date: 2023-04-08DOI: 10.1177/10883576231165265
Carla B Kalvin, Rebecca Jordan, Sonia Rowley, Anna L Weis, Karim Ibrahim, Denis G Sukhodolsky
Social adaptive functioning is notably compromised and may be further impaired by aggressive behavior in children with autism spectrum disorder (ASD). This study examined the association between aggressive behavior and social adaptive skills in children with ASD and the contribution of aggressive behavior to social adaptive skills in a combined sample of children with and without ASD. Participants consisted of children, ages 8 to 15 years, with ASD (n = 52) and who were typically developing (n = 29). Results indicate that aggressive behavior is negatively associated with social adaptive skills in children with ASD and that it contributes to reduced social adaptive functioning above and beyond ASD diagnosis. Findings underscore the importance of considering the role of aggressive behavior when evaluating and promoting social functioning in children with ASD.
{"title":"Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety.","authors":"Carla B Kalvin, Rebecca Jordan, Sonia Rowley, Anna L Weis, Karim Ibrahim, Denis G Sukhodolsky","doi":"10.1177/10883576231165265","DOIUrl":"10.1177/10883576231165265","url":null,"abstract":"<p><p>Social adaptive functioning is notably compromised and may be further impaired by aggressive behavior in children with autism spectrum disorder (ASD). This study examined the association between aggressive behavior and social adaptive skills in children with ASD and the contribution of aggressive behavior to social adaptive skills in a combined sample of children with and without ASD. Participants consisted of children, ages 8 to 15 years, with ASD (<i>n</i> = 52) and who were typically developing (<i>n</i> = 29). Results indicate that aggressive behavior is negatively associated with social adaptive skills in children with ASD and that it contributes to reduced social adaptive functioning above and beyond ASD diagnosis. Findings underscore the importance of considering the role of aggressive behavior when evaluating and promoting social functioning in children with ASD.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"168-176"},"PeriodicalIF":2.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10927274/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41776131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1177/10883576231188331
X. Qian, Seunghee Lee, David R. Johnson, Yi-Chen Wu
The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students’ own educational expectations. Students’ adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students’ and parents’ expectations toward postsecondary education.
{"title":"Expectations of Transition-Aged Students With Autism Spectrum Disorder Toward Postsecondary Education","authors":"X. Qian, Seunghee Lee, David R. Johnson, Yi-Chen Wu","doi":"10.1177/10883576231188331","DOIUrl":"https://doi.org/10.1177/10883576231188331","url":null,"abstract":"The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students’ own educational expectations. Students’ adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students’ and parents’ expectations toward postsecondary education.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45078079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/10883576231182896
Kayleigh Kangas-Dick, M. Brassard, Laudan B. Jahromi, R. D. Greer
Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother–child dyads with ASD recruited from an Applied Behavior Analysis (ABA) preschool and whose behaviors were observed during parent–child interactions. Children with ASD and elevated AP ( n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only ( n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention.
{"title":"Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences","authors":"Kayleigh Kangas-Dick, M. Brassard, Laudan B. Jahromi, R. D. Greer","doi":"10.1177/10883576231182896","DOIUrl":"https://doi.org/10.1177/10883576231182896","url":null,"abstract":"Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother–child dyads with ASD recruited from an Applied Behavior Analysis (ABA) preschool and whose behaviors were observed during parent–child interactions. Children with ASD and elevated AP ( n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only ( n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44899790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/10883576221110167
Amie Duncan, Sydney Risley, Angela Combs, Heather M Lacey, Elizabeth Hamik, Chaya Fershtman, Ellen Kneeskern, Meera Patel, Lori Crosby, Anna M Hood, Allison K Zoromski, Leanne Tamm
The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.
{"title":"School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism.","authors":"Amie Duncan, Sydney Risley, Angela Combs, Heather M Lacey, Elizabeth Hamik, Chaya Fershtman, Ellen Kneeskern, Meera Patel, Lori Crosby, Anna M Hood, Allison K Zoromski, Leanne Tamm","doi":"10.1177/10883576221110167","DOIUrl":"https://doi.org/10.1177/10883576221110167","url":null,"abstract":"<p><p>The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (<i>n</i> = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (<i>n</i> = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 2","pages":"90-100"},"PeriodicalIF":2.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10309140/pdf/nihms-1884919.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10120221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/10883576231178266
Emily N. White, Rachel R. Cagliani, Kelsie M. Tyson
The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three preschool-aged participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed.
{"title":"Effects on Speech Development With Modifications to Picture Exchange Communication System","authors":"Emily N. White, Rachel R. Cagliani, Kelsie M. Tyson","doi":"10.1177/10883576231178266","DOIUrl":"https://doi.org/10.1177/10883576231178266","url":null,"abstract":"The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three preschool-aged participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46358560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/10883576231178268
E. Carter, Michael Tuttle, J. Asmus, Colleen K. Moss, B. Lloyd
Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools.
{"title":"Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion?","authors":"E. Carter, Michael Tuttle, J. Asmus, Colleen K. Moss, B. Lloyd","doi":"10.1177/10883576231178268","DOIUrl":"https://doi.org/10.1177/10883576231178268","url":null,"abstract":"Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.1177/10883576231163522
Bryan Rickoski, Jason C. Vladescu, Samantha L. Breeman, Sharon A. Reeve, D. Gureghian
The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances.
{"title":"Matrix Training With and Without Instructive Feedback","authors":"Bryan Rickoski, Jason C. Vladescu, Samantha L. Breeman, Sharon A. Reeve, D. Gureghian","doi":"10.1177/10883576231163522","DOIUrl":"https://doi.org/10.1177/10883576231163522","url":null,"abstract":"The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49034594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01Epub Date: 2022-11-07DOI: 10.1177/10883576221133486
Aubyn C Stahmer, Jessica Suhrheinrich, Sarah R Rieth, Scott Roesch, Sarah Vejnoska, Janice Chan, Allison Nahmias, Tiffany Wang
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.
{"title":"A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism.","authors":"Aubyn C Stahmer, Jessica Suhrheinrich, Sarah R Rieth, Scott Roesch, Sarah Vejnoska, Janice Chan, Allison Nahmias, Tiffany Wang","doi":"10.1177/10883576221133486","DOIUrl":"10.1177/10883576221133486","url":null,"abstract":"<p><p>Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (<i>n</i> = 126) and students with autism (<i>n</i> = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"32-44"},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11008494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43149370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1177/10883576221144734
Jordan M. Lukins, H. Able, K. Hume
Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in.
{"title":"Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception","authors":"Jordan M. Lukins, H. Able, K. Hume","doi":"10.1177/10883576221144734","DOIUrl":"https://doi.org/10.1177/10883576221144734","url":null,"abstract":"Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"5 - 16"},"PeriodicalIF":2.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.1177/10883576221144733
Rose Iovannone, Cynthia Anderson
{"title":"Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update—Introduction to the Special Series","authors":"Rose Iovannone, Cynthia Anderson","doi":"10.1177/10883576221144733","DOIUrl":"https://doi.org/10.1177/10883576221144733","url":null,"abstract":"","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"3 - 4"},"PeriodicalIF":2.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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