Accepting Uncertainty: The Work of Special Educators in a Pandemic

School closures in March 2020 due to COVID-19 affected over one billion students worldwide (UNESCO, 2020). Stay-home orders issued across multiple regions required schools to shift to a distance learning model for the remainder of the school year. We examined the experiences of special educators in one midwestern state as they managed and adapted their work during the onset of the pandemic. Participants across a variety of locations and programs responded to the statewide survey. This article discusses how teachers provided specialized programming by utilizing multiple instructional models, including fully online instruction and more traditional paper packets. In addition, participants described a variety of approaches for interacting with colleagues and families to ensure continuous special education programming while attending to health pandemic restrictions. The findings from this study present gaps in instructional technology and digital communication for students. This article goes deeper by examining how special educators coped with the unprecedented changes in their professional work and their lifestyles to reveal teachers’ positive coping approaches

Creating Circles of Natural Social Supports: Impact on Adult with Autism Spectrum Disorder’s Quality of Life

A Circle of Supports is an intervention used to promote social inclusion by establishing levels of social supports for an individual with special needs. This study examined the frequency and maintenance of levels of social relationships in a Circle of Supports created in childhood for an individual with autism spectrum disorder. The male subject was five years old in the initial phase of the research and 22 years old in the follow-up phase. Aligned with an AB design, the researcher conducted a non-experimental retrospective single-subject case study using interviews, observations, and archival data. The implementation of a Circle of Supports increased the levels and number of social relationships in childhood giving the subject access to opportunities for social participation and the development of social skills. Even after the subject exited school, the social relationships that were developed in childhood and the levels of natural supports were maintained while the number of paid supports decreased. Investigation of natural social supports can contribute to the development of effective interventions targeting quality of life for individuals with ASD

Practical Application of Applied Behavior Analysis in the School Setting for an African American Female with Autism

The purpose of this single-subject case study was to examine the practical application of interventions grounded in the principles of applied behavior analysis (ABA) in the school setting. With the assistance of a school district behavior specialist trained in ABA, educators utilized functional communication training (FCT) and other ABA evidence-based practices (EBP) to increase communication and decrease challenging behaviors in a 6-year-old African American female with autism. The other ABA EBPs included functional behavior assessment, prompting, time delay, modeling, differential reinforcement, and extinction. Methodology included document reviews, interviews, and observations. Results demonstrated an increase in communication using a visual, gestural, or verbal means to request an item and a decrease in the duration, frequency, and intensity of tantrums, physical aggression, and self-injurious behaviors

DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Autism Spectrum Disorder, 2nd edition

Whether you\u27re a professional already or in training to be one, this is the resource you need to address complex social and communication challenges for children with autism from ages 3 to 18. In one comprehensive volume, you\u27ll have everything you need to conduct effective assessment, set goals and objectives for the child, plan interventions that work, ensure generalization of skills, and monitor progress. Immediately useful new additions—including a more extensive assessment tool and a system to monitor skill development—make this a cornerstone resource for every professional working with children and youth with autism. - Publishe

Evidence-Based Practices for Young Children with Autism Spectrum Disorders: Guidelines and Recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

The National Research Council has identified goals, areas of need, and basic recommendations for educational programs serving children with autism spectrum disorders. The National Professional Development Center on Autism Spectrum Disorders has identified evidence-based practices for early childhood and elementary programming. Highlighting the work produced by these two organizations, this article provides professionals with guidance in setting up educational programs that use effective, research-based interventions for young children with autism spectrum disorders in early childhood special education

Transition to Adulthood: Work, Community, and Educational Success

This publication of the Council for Exceptional Children’s Division on Autism and Developmental Disabilities is the latest in its successful Prism series (Prism 11) and covers a wide range of topics, from assessing students’ interests and abilities to fine-tuning their education plans and goals, ensuring that students with disabilities are included in a variety of settings, and building community relationships to ensure their continuing inclusion. It provides a valuable resource for transition personnel, special and general educators, and special education administrators at the school and state level, as well as adult service professionals. - Publishe