The Struggle is Real: Advocacy, Activism, and Agency in Young Adult Protagonists with Autism

While there is much research behind adolescent protagonists developing advocacy, activism, and agency in young adult literature in order to change the trajectory of their lives, fewer studies have examined adolescent protagonists with autism under similar circumstances. The image of the semi-comic, socially tragic autistic teenager is portrayed in the media more often than one who advocates for himself, takes action to be independent, and develops as an agent of change. This paper examines six award-winning young adult novels whose protagonists emerge as young people developing independence despite dealing with the challenges living with autism brings. How they exert this autonomy helps illustrate the multitude of ways in which teens handle frustration, challenges, and helplessness while managing a disability. Readers not only engage with teenagers facing obstacles, but also have the opportunity to develop a better understanding of their peers, a deeper sense of empathy, and empowerment to make changes in their own lives

Mystic Inspiration of Effective Habits?

Although numerous and diverse publications address professors’ writing and research productivity, exceedingly few empirical studies report findings for interventions designed and implemented to increase professors’ research productivity. This study used an innovative mixed methods design with a concurrent triangulation strategy and methods from two research traditions that investigators rarely integrate – quantitative single-case interventions and qualitative inquiry. Processes and findings from this study illustrate how researchers can combine these methods to illuminate the how and why of changes in performance in participant-interventionist studies. In this study, university professors used goal setting and behavioral self-management techniques to increase their daily research productivity and the number of manuscripts they submitted to professional journals. Based on findings and existing literature, we identify practical habits that increase research productivity. This study extends the literature base that includes numerous descriptive articles and opinion pieces on many topics about scholarly productivity, but few intervention studies that report quantitative findings

Impact Of Tactile-Cued Self-Monitoring On Independent Biology Work For Secondary Students With Attention Deficit Hyperactivity Disorder

Results from a multiple baseline with changing conditions design across high school students with Attention Deficit Hyperactivity Disorder (ADHD) indicated that the students increased the percentage of independent work they completed in their general education biology class after learning tactile-cued self-monitoring. Students maintained high percentages for completed work when the rate of tactile cues was faded from 1 per minute to 1 every 5 minutes, as well as when all tactile cues were withdrawn during a short-term maintenance phase.  Moreover, the students increased their correctly completed work from percentages substantially lower than the mean of their classmates to percentages that matched and surpassed the mean of their classmates. Qualitative data indicated that the participants and their co-teachers approved of the tactile-cued self-monitoring procedures. Results confirm and extend prior research findings that students improve performance during independent tasks after learning how to use tactile-cued self-monitoring and that students maintain improvements when the tactile cues are systematically faded. Although this research was conducted in a secondary school setting, the method also could be applied to higher education. Postsecondary disability resource center personnel might consider MotivAider use for students with ADHD and other disabilities that affect the capacity to stay on task

Book Review: Siblings of Children with Autism: A Guide for Families (2nd Edition)

Author: Sandra L. Harris & Beth A. Glasberg Publisher: Woodbine House, 2003 Paper, ISBN: 1-890627-29-1, 180 pp. Cost: $16.95 USD Reviewer: Rhonda S. Blac

Book Review: The Facts of Life. . And More: Sexuality and Intimacy for People with Intellectual Disabilities

Author: Leslie Walker-Hirsch Reviewer: Rhonda S. Black Publisher: Baltimore: Paul H. Brookes Publishing, 2007 Paper, ISBN: 978-155766714-4, 320 pages Cost: $29.95 USD Available from http://www.brookespublishing.com or www.amazon.co

Book Review: My Friend Isabelle

Author: Eliza Woloson Reviewer: Rhonda S. Black Illustrator: Bryan Gough. Publisher: Woodbine House, 2003. Cloth, ISBN: 1-890627-50-X, 28 pp. Cost: $14.95 US

Book Review: Going to College: Expanding Opportunities for People with Disabilities

Authors: Elizabeth Evans Getzel & Paul Wehman Reviewer: Rhonda S. Black Publisher: Brookes, 2005. Paper, ISBN: 1-55766-742-X, 336 pages Cost: $34.9

Pre-Service Teachers\u27 Confidence in Teaching Reading Acquisition Skills to Struggling Readers and Readers in General

Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants’ perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature

Life and Times of Individuals with Mental Retardation: 40 Years of History

If we look to the not so distant past, we see a history of lost opportunities for employment and the chance to meaningfully contribute to society for individuals with mental retardation (Murphy & Rogan, 1995). Many issues surround why these individuals have not been more included within our society, particularly in the employment sector. Fears, questions, and concerns abound when looking at these issues. Such questions are: Why would I want to hire an individual with mental retardation? How much cost is associated with various accommodations that may be required? What unknowns are involved in hiring a person with mental retardation? Are there any benefits to my business and to me as an employer? If so, what are they? How will my other employees respond to working side-by-side with a person with mental retardation? I have no training working with this population, how will I know what to do? The purpose of this article is to provide an historical look and insight into the issues surrounding these questions