Teaching Orientation and Mobility Skills to Students with Autism and Vision Impairment in Public Schools: A Data-Based Study

Two students with autism, vision impairment, and intellectual disability participated in an orientation and mobility (O&M) intervention to travel in school settings using their folding canes. A multiple-baseline across participants design to determine the effectiveness of the intervention was used. The dependent variable was time taken to travel the specified route. The independent variable was O&M training. Results indicated that both participants took less time to travel during the intervention compared to the baseline. Students with vision impairment and autism can be trained using systematic O&M training. The O&M specialists working with children with autism and vision impairment should collect data and make data-based decisions while providing O&M instruction

A systematic review on fidelity of parent-implemented communication intervention highlights important issues, but has some methodological limitations

The aim of this review was to examine four elements of fidelity of implementation (FOI) in studies on parent-delivered early communication intervention. The four elements of FOI were dosage, adherence, quality, and participant responsiveness