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The article discusses the effectiveness of activity schedules as a strategy for helping students with autism spectrum disorders (ASD) independently transition from one educational activity to another without disrupting the classroom and other students. Students with ASD, who have problems making these transitions, can be left out of social circles and have problems associated with the amount of activities they complete on a given day. The authors discuss some of the manifestations of ASD and examine how this can impact a student's progress and behavior in the classroom. They explore how activity schedules can help students with ASD anticipate changes in their day.

This article provides a synthesis of recent literature on Asperger Syndrome (AS), a condition that has received little attention in American special education. The analysis addresses the syndrome's history, definition, differential diagnosis from other Pervasive Developmental Disorders (PDDs), screening procedures, and emerging educational interventions. Implications for special education practice, including the need for screening students at risk for AS and informing parents about a potential disability, are discussed. Reprinted by permission of the publisher.

The author employs Howard Gardner's Theory of Multiple Intelligences to frame a discussion about the abilities of children on the Autism spectrum. Since children possess special gifts in visual/spatial areas, an argument is made to support this ability instead of "correcting" it into a more "normal" range. References from Dr. Temple Grandin's life are included. Dr. Grandin is an adult with Autism who is living a successful productive life as an Associate Professor of Animal Science at Colorado State University. Since Howard Gardner discovered that there are several ways to be considered intelligent, the author makes a case for celebrating the differences and special contributions autistic individuals can make to society, even as these individuals must learn social and coping skills, without trying to cure these differences. [ABSTRACT FROM AUTHOR]

Discusses several ideas for making adaptations in areas of classroom environment, teacher-student communication and teaching strategies for autistic children. Classroom design to meet the needs of students with autism; Books on autism written by people with autism and Asperger's Syndrome; Instruction and teaching strategies.

Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in passages to the number of meaning units in student-completed Venn diagrams was conducted for both the treatment and maintenance phases. Results indicated that instruction in the compare-contrast text pattern was effective in increasing participants' comprehension. A content analysis of Venn diagrams revealed a decrease in number of recorded meaning units during the maintenance phase while passage comprehension remained high. Future research and implications for classroom interventions are discussed. [ABSTRACT FROM AUTHOR]

The article discusses literacy education in children with either learning disabilities (LD) or autism spectrum disorders (ASD) and examines how electronic word walls (EWW) can be used as an instructional tool for vocabulary development in these children. It provides instructions for teachers on how to develop EWWs using the Microsoft PowerPoint software, describes how EWWs differ from traditional word walls used as visual cues for vocabulary acquisition in elementary schools, and explores how the use of EWWs can provide students with group learning opportunities.

Impairment in social interaction is a defining characteristic of individuals diagnosed with autism spectrum disorder (ASD). This can be especially challenging for adolescents as demands of social interaction increase in difficulty. Despite the need for effective social skills instruction, there are few empirically validated procedures for teaching social skills to adolescents with ASD. The present investigation evaluated the effects of a social skills training package centered around video-based group instruction (VGI) on the acquisition of complex social skills by 4 adolescents with ASD. A multiple probe across behaviors design demonstrated the effectiveness of the 3-month training package for teaching new social skills. The results suggest VGI can be an effective and efficient approach for teaching complex social behavior to adolescents with ASD. [ABSTRACT FROM AUTHOR]

Evaluates the effects of a videotape instructional package on the acquisition and generalization of autistic children's grocery-purchasing skills in community settings. Use of a multiple-baseline design across settings; Characteristics of targeted grocery items; Definitions for the components of the purchasing skills task; Research implications.

This article can help teachers in inclusive classrooms work with all their students with autism spectrum disorder (ASD) to encourage positive behavior and increase learning. To take advantage of the appeal of both graphic and story elements for many students, teachers can design stories that encourage students to behave positively in social situations, such as eating lunch and playing in the playground. Teachers should use a systematic checklist for writing and using social stories. Although social stories are an effective intervetion for students with ASD, there are certain limitations. Social stories are not designed to address all behavioral needs.

Many individuals with autism spectrum disorders (ASD) have behavior repertoires that might be expected to have an impact on members of both the immediate and extended family. This article examines this impact, reviewing relevant literature related to stressors and supports for families of individuals with ASD. The focus of the article highlights research on stressors and supports in the following areas (a) stress in the marital subsystem, (b) stress in the parental subsystem, (c) stress in the sibling subsystem, (d) coping strategies used by families, and (e) informal and formal sources of support used by families. Implications and recommendations for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Children with autism and other disabilities frequently do not eat a variety of foods, eating only a few very specific foods. Additionally, many children are extremely resistant to trying different foods and attempts to introduce new foods often result in problem behaviors. This can have serious health implications for some children, as the foods they eat may not provide sufficient nutrients. Food refusal can also be extremely stressful for parents, and while effective strategies supported by research exist, these may be difficult for parents to implement. Our recent work with picture activity schedules suggests that this may be an easy to implement and viable alternative to other more complex procedures. We describe a case study in which introduction of a picture activity schedule significantly increased the types of foods eaten by a young boy with autism, and we offer suggestions for parents and educators interested in implementing such picture schedules. [ABSTRACT FROM AUTHOR]

Discusses the application of the integrated play group model in school setting in guiding children with autism in play. Importance of effective intervention skills to address the children's communication deficits; Importance of play in children's development; Result of positive interactions with peers during play; Description of integrated play groups. INSETS: More Information About Vygotsky;How the IPG Model Was Applied.

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. [ABSTRACT FROM AUTHOR]

This case study examines the use of two assistive technologies, the Franklin Language Master 6000b and Microsoft PowerPoint 2003, as visual support systems to aid in the vocabulary acquisition skills of a student with autism spectrum disorder (ASD). The intervention used children's literature and best practices in teaching vocabulary skills in tandem with assistive technology. The intervention proved successful in providing the student with opportunities to interact academically and socially with the target vocabulary and to generalize expression in several formate including interactive games, traditional flashcards,folder games and digital story books. [ABSTRACT FROM AUTHOR]

The article discusses the use of covert audio coaching (CAC) as post secondary vocational training for students with disabilities. Job skills, vocational teaching methods, and bug-in-ear (BIE) audio equipment are discussed, as well as feedback for students via in-ear speakers, educational interventions, and students with autism spectrum disorders (ASDs).

Instructional Management Tips for Teachers of Students With Autism Spectrum Disorder (ASD

The article reports on the use of visual supports in the provision of education in children with autism. autism is a life-long, complex developmental mental disorder that causes impairment in the way individuals process information. The increasing awareness of the number of cases of autistic spectrum disorder has led mental health authorities and experts to obtain information about to help children with autism. Although there is no one best program or one best way of helping children with autism, the importance of using supports based on concrete and visual teaching aids is largely upheld. INSET: What Do Some Other Researchers Say About Visual Supports….

This article describes mathematics teaching interventions for students with high functioning autism/Asperger's syndrome (HFA/AS). The article notes that students with nonverbal learning disability (NLD), a condition that can be defined neuropsychologically, have similar behavioral and cognitive symptoms to students with HFA/AS. The article also notes that the neuropsychological diagnosis of NLD allows researchers to target instruction for students and it is believed that the same instruction can be used with students with HFA/AS. The article describes instructional strategies that can be used to instruct HFA/AS students in mathematics.

Teachers are often at a loss when considering how to address mathematics difficulties for students with high functioning autism/Asperger's syndrome (HFA/AS). Students may show difficulty remembering operations throughout an equation, organizing information on the page, and comprehending the language in instructions or word problems (Minshew, Goldstein, Taylor Siegel, 1994). These difficulties are, in fact, very similar to the mathematics impairments demonstrated by students with nonverbal learning disability (NLD), a right hemispheric neurological impairment which greatly affects the ability of students to succeed in mathematics (Rourke Tsatsanis, 2000). Because NLD is defined neuropsychologically, mathematics interventions are more easily developed, and have proven effective (Rourke Tsatsanis, 2000).

The article discusses challenges facing educators attempting to help students with autism spectrum disorders (ASD) meet the Common Core State Standards (CCSS) curriculum expectations in the United States. The authors discuss psychological theories of autism in terms of theory of mind (ToM), impaired executive function, and difficulty grasping broad concepts. They describe the effects of these characteristics on students' reading, speaking and listening, and writing skills, and a table of CCSS standards that ASD students could find difficult is presented.

The article discusses the use of video modeling in special educational settings, that is, the use of video recordings that display desired behavior to students, focusing on the use of mobile devices such as smartphones and tablet computers to implement video modeling. Topics include the use of video modeling in special education with autistic students and students with learning disabilities, the use of video modeling as an intervention to address behavioral problems, as well as a teacher's experience using video modeling to implement desired behavior from her students while on a classroom trip to the library.

This article discusses the role of paraeducators in helping to bridge the gap between students with autism spectrum disorders or developmental disabilities and students without such disabilities. The article notes that students with such disabilities are often lonely and desire to have friends. The authors suggest that teachers should be responsible for facilitating social instruction, but stress that the situation is difficult because most students with disabilities see several teachers on a daily basis. This situation offers paraeducators the opportunity to become involved in social interactions between students.

The article discusses methods for enhancing the communication skills of students with intellectual disabilities, focusing on the behavior chain interruption strategy (BCIS), an evidence-based intervention process in which a parent or teacher interrupts a student while he or she is involved in a multistep routine. The authors explain the benefits of BCIS in terms of applied behavior analytic theory and stress that BCIS is versatile, easy to implement, and encourages generalized outcomes. They provide a step-by-step plan for implementing BCIS, including discussions of targeting particular communicative behaviors, collecting baseline and intervention data, and generalization to untaught routines. Various case examples of the application of BCIS to students with autism are provided.

Examines the effectiveness of peer-mediated interventions on facilitating social interaction for elementary students with autism. Characteristics of peer mediation program; Strategies used in peer training; Occurrence of reciprocal interaction in autistic students.

This article presents various strategies related to physical education for students with autism. The authors discuss the measures that should be taken by physical education teachers and autistic students' paraprofessionals in order to determine a course of action for the student or recommend an individualized educational program for physical education. The authors note that this team should be able to determine the necessary physical education needs of the student to make a helpful recommendation. They also discuss the U.S. standards for physical education and how to construct a set of goals for an autistic student that will meet these standards. They note that programs should have consistency from day to day, verbal instructions should be brief and waiting time should be minimized.

This single-subject study examined the effects of a planning and self-regulation strategy on the story writing ability of young children with autism spectrum disorders (ASD). Three children with ASD in second and fourth grades were taught a strategy for planning and drafting a story using the self-regulated strategy development (SRSD; Harris & Graham, 1996) approach. After the intervention, all students improved their story writing ability in terms of length, number of story elements, and holistic quality. Evidence of strategy use was also noted in stories written for a noninstructed personal narrative genre. Results suggest that the SRSD approach may be beneficial in improving the writing skills of second- and fourth-grade students with ASD. [ABSTRACT FROM AUTHOR]

This study investigated how siblings of children with autism spectrum disorder (ASL) describe and define their quality of life. Using a qualitative research design, the authors collected data through a 4-stage process which included in-depth interviews of 17 children ages 6 to 14 and focus groups. All of the children with ASD were male and between the ages of 5 and 16 with mild to moderate impairments; all of the participating families lived in a Dutch-speaking region of Belgium. Analyzing data according to the principles of grounded theory resulted in the identification of 9 domains of sibling quality of life (SibQol). The apparent invisibility of ASD emerged as an important theme. Results indicate that siblings of children with ASD can define their quality of life, that unique characteristics of ASD give the siblings' experience a highly personal interpretation, and that the SibQol concept can be used to support siblings of children with ASD. [ABSTRACT FROM AUTHOR]

Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7 -- 13 with ASD read 16 passages at their instructional reading level. Passages varied by genre, length, and picture support. Sessions were audio-recorded, transcribed verbatim, and then analyzed using open coding, axial coding, and selective coding. The grounded theory resulted in 3 comprehension profiles including imaginative, strategic, and text bound. Future research and implications for classroom interventions are discussed. [ABSTRACT FROM AUTHOR]

The effectiveness of 3 early teaching interventions (applied behavior analysis [ABA], special nursery placement, and portage) for children with autism spectrum disorder was studied in a community-based sample over 10 months. Measures of autism severity as well as intellectual, educational, and adaptive behavioral function were administered. In contrast to reports in some previous research (Lovaas, 1987), there was no evidence of recovery from autism. Children in the ABA condition made greater intellectual and educational gains than children in the portage program. They also made greater educational gains than students in the nursery program. Furthermore, the nursery program produced larger gains than the portage program in adaptive functioning. [ABSTRACT FROM AUTHOR]

The article discusses challenges facing educators attempting to help students with autism spectrum disorders (ASD) meet the Common Core State Standards (CCSS) curriculum expectations in the United States. The authors discuss psychological theories of autism in terms of theory of mind (ToM), impaired executive function, and difficulty grasping broad concepts. They describe the effects of these characteristics on students' reading, speaking and listening, and writing skills, and a table of CCSS standards that ASD students could find difficult is presented..

One way improve engagement and ensure motivation for students with autism spectrum disorders (ASD) during academics is to use restricted interests in instruction and activities. Embedding these interests into the curriculum can motivate the student with ASD to attempt tasks that were previously less preferred or difficult. This article demonstrates how elementary, middle, and high school teachers improved academic engagement and outcomes for three students with ASD. Guidelines are provided along with numerous examples of creative ways for embedding restricted interests across subject areas and grade levels. [ABSTRACT FROM AUTHOR]

Presents case studies to illustrate how characteristics of Asperger's syndrome develop with students' maturation. Speech and language therapy services received by students who exhibited symptoms of Asperger's syndrome; Characteristics of students who exhibit Asperger's syndrome; Responsibilities of language and learning specialists and teachers.

The article presents information on a case study that highlights the importance of video self-modeling to decrease autism in children in the United States. It reflects on the defective behavior of a student named Peter, who exhibited the characteristics of autism. The educator instructed to introduce social stories as a specific intervention in which most of the disabled students responded except Peter. For many other students with autism, this method of concrete, structured format of social stories found effective to learn new behaviors. As a trial the instructors decided to introduce video modeling. They identified the behavior of Peter, his inappropriate hand wringing and arm-flailing nature appeared as precursors to more violent behavior. The instructors videotaped the desired behaviors of Peter and presented it to him after editing. They also decided to discuss the video of the desired behavior with Peter.

At recess, I walked over to Chuckie and patted her on the head. My mother had shown me how to pet my poodle on the head to make friends with him. And my mother petted me sometimes, too, especially when I couldn't sleep. So as far as 1 could tell, petting worked. All the dogs my mother told me to pet had wagged their tails. They liked it. I figured Chuckie would like it too. (Robison, 2008, p. 9) Reprinted by permission of the publisher.

Illustrates intervention strategies that help children with autism improve their social skills. Use of case study approach; Assessment issues; Individualized education program; Instruction strategies; Importance of integrated and collaborative effort among all team members. INSET: Problem Behaviors in Children With Autism.

Shane, who is in Ms. Jones's third-grade class, has autism. Ms. Jones has provided him with a schedule, a picture communication system, and a positive reinforcement system for his learning tasks. He is demonstrating progress toward his individualized education program (IEP) goals, hut he still struggles with attending for any length of time, bounces and moves frequently in his seat, and often has meltdowns after lunch. Ms. Jones is using all the strategies she can think of to support his learning. However, she still believes that she is missing something. Perhaps what Ms. Jones does not know is how Shane's physiological stress response is responding to his environment. This article describes the stress response in students with autism spectrum disorders (ASD) and provides practical classroom strategies for stress reduction and enhanced focus for learning. [ABSTRACT FROM AUTHOR]

Shane, who is in Ms. Jones's third-grade class, has autism. Ms. Jones has provided him with a schedule, a picture communication system, and a positive reinforcement system for his learning tasks. He is demonstrating progress toward his individualized education program (IEP) goals, but he still struggles with attending for any length of time, bounces and moves frequently in his seat, and often has meltdowns after lunch. Ms. Jones is using all the strategies she can think of to support his learning. However, she still believes that she is missing something. Perhaps what Ms. Jones does not know is how Shane's physiological stress response is responding to his environment. This article describes the stress response in students with autism spectrum disorders (ASD) and provides practical classroom strategies for stress reduction and enhanced focus for learning. Reprinted by permission of the publisher.

The article discusses the difficulties that children with Autism Spectrum Disorders (ASD) often have with handwriting, to the point that it interferes with their ability to compose work. The author argues the importance of allowing such children to use a keyboard for verbal expression rather than insisting they hand write their assignments. She presents research data showing that persons with ASD often have neuroanatomical differences in the cerebellum at the cellular and structural level that may cause them to perform motor tasks differently. She also presents research and anecdotal evidence regarding the usefulness of the keyboard to nonverbal persons with ASD, many of whom are able to communicate quite well using the keyboard

Discusses teaching and learning approaches for children with Asperger's Syndrome. Characteristics of Asperger's Syndrome; Compensatory strategies related to sensory overstimulation; Social strategies for intervention; Building language and educational achievement.

Determines whether the technique of task variation (TV) is more effective in the acquisition of gross motor skills for students with autism than a constant task (CT) condition in a physical education setting. Distributed practice; Constant practice; I CAN Class Performance Score Sheets; Extra-experimental tasks; Advantages of using TV; Implications for teaching.

The article discusses methods for facilitating access to social groups for students with complex special needs, focusing on students with autism spectrum disorder (ASD). The authors establish guidelines for educators to consider when attempting to increase a student's social group, including discussions of considering the student's current social skills, selecting appropriate peers to include, and reinforcing peer interactions. Other topics include selecting appropriate activities to engage students with ASD, incorporating visual supports to promote social understanding, and generalizing social skills instruction to an entire class

Although there has been a dramatic increase in the recognition of autism spectrum disorders over the past decade, a significant gender gap has emerged in the diagnosis of milder forms, such as high functioning autism and Asperger syndrome. Statistics indicate that while boys are being referred and identified in greater numbers, this is not the case for girls. Girls are also diagnosed at later ages compared to boys. In this article, the author discusses possible explanations for the underidentification of girls with high functioning autism and Asperger syndrome. A case vignette is used to illustrate the gender differences relevant to the understanding and timely diagnosis of girls with this autism spectrum condition. [ABSTRACT FROM AUTHOR]

We examined the impact of using an animated software program (Team Up With Timo) on the expressive and receptive language abilities of five children ages 5-9 in a self-contained Learning and Language Disabilities class. We chose to use Team Up With Timo (Animated Speech Corporation) because it allows the teacher to personalize the animation for each student. All five students worked with Team Up With Timo three times a week for four months. We were able to program the software with specific vocabulary and pictures based on each student's needs. We also chose what the animated tutor would say to each student in introducing the words and in responding to students' choices. The results of the intervention showed three of the five students demonstrated increased language ability, while four of the students showed increased time on task. One student showed no motivation to work with the computer, but was able to use a voice output system for communication. [ABSTRACT FROM AUTHOR]

There is a national movement underway to assist teachers in connecting the ideas and practices found in multicultural, general, and special education (Sobel & Taylor, 2006, p.29). In particular, educators are seeking innovative ways to implements general education practices with students with low incidence disabilities. This article describes the model used by one elementary school teacher to implement guided reading, a research-based practice in a LIFE skills classroom in order to increase the reading skills of students with autism. The teacher shares how each student's reading levels were identified and describes the classroom management system that allowed for instruction based on student needs. The teacher's knowledge of the guided reading principles allowed the students to take responsibility for their learning, providing them with challenging reading lessons that lead to growth in their own reading abilities.

The article explores the use of movement-based sensory interventions in addressing self-stimulatory behaviors in children suffering from autism. The author reflects on conducting a functional behavior assessment, determining replacement behaviors, and monitoring the intervention. It is suggested that sensory interventions enable students to manage responses to sensory stimuli and overcome overreactive and underreactive responses. Other topics include stereotypical behaviors and movements, improving focus, and increasing classroom participation.

I just cannot get Bobby to sit still to do his work! He is constantly rocking, flapping his hands, and hopping in his chair. How am I supposed to teach him anything? He is more interested in watching his hands than looking at flash cards, he will not sit still long enough to write, and his bouncing is distracting everyone else in the classroom. Reprinted by permission of the publisher.

The article presents information on strategies for helping students with autism spectrum disorders (ASD) independently transition from one educational activity to another. The authors note that this ability is a fundamental part of education for all students, however, for students with ASD it can be crucial to their future success in the community and in employment. The authors examine the intervention method implemented by one teacher that involved the use of structured work systems and discuss the effectiveness of the strategy.

The article discusses the use of educational technology to support a balanced literacy approach in U.S. schools for children with significant disabilities. It addresses the shortcomings of teaching sight words out of context, as well as notes classroom and Internet resources available to special education teachers. The authors comment on adapting literary materials, writing through the use of an alternative pencil, and meaningful word study. Tools suggested by the authors include interactive electronic books, word prediction computer software, and augmentative communication deceives.

The article discusses literacy education in children with either learning disabilities (LD) or autism spectrum disorders (ASD) and examines how electronic word walls (EWW) can be used as an instructional tool for vocabulary development in these children. It provides instructions for teachers on how to develop EWWs using the Microsoft PowerPoint software, describes how EWWs differ from traditional word walls used as visual cues for vocabulary acquisition in elementary schools, and explores how the use of EWWs can provide students with group learning opportunities.

The article overviews a teaching method wherein teachers can use interactive whiteboards to develop social skills in students with autism spectrum disorders (ASD). The approach focuses on the inability of ASD students to comprehend appropriate social behaviors and proposes that modeling behavioral objectives through social stories and visual media can aid in the social development of ASD children. It presents an outline of the steps teachers should use in developing lessons related to specific functional goals for behaviors and also explores how self-modeling by students can aid in their understanding of the desired behaviors.

This article describes how teachers can use video to teach social skills to secondary students with autism. Such students usually struggle with social skills necessary for employment because of problems with theory of mind, reading facial expressions, auditory processing, and lack of exposure to social conventions. Students with autism or Asperger's syndrome have been found to be video learners and videotaping of students role-playing seemed a natural learning activity. Students who were videotaped acting out different social situations were allowed to observe themselves, received and gave helpful suggestions from or to their peers, and rehearsed social skills.

The article explores the use of visual aids for young children suffering from autism spectrum disorder (ASD). The author reflects on visual supports in the classroom such as real objects, photographs, and line drawings. Emphasis is given to selection of the type of visual representation and assessment and adjustment of the visual support. Other topics include visual schedules, using visuals to structure the environment, and the use of visual scripts to develop social skills in children who exhibit social avoidance, social indifference, and social awkwardness.

As aberrant behavior is often recognized as the number one form of communication, it becomes imperative that as parents, teachers, and educators we must address and systematically teach or provide all children with an effective means of communication. While many augmentative and alternative communication systems such as manual sign language and the Picture Exchange Communication System (Frost & Bondy, 1994) have shown tremendous success, some students with developmental disabilities students unique needs require more individually tailored communication training that necessitates empirical inquiry and use of collective expertise. Doing so may facilitate the acquisition of skills and behaviors that improve communication skills through independent appropriate means for meeting students' personal needs and desires.

The article explores visually based educational interventions and specialized instruction methods for teaching children with autism spectrum disorder. The author reflects on the use of video modeling and how to identify target skills, video production, and implementation of the intervention. Several case examples are presented and the author concludes that video modeling is useful in addressing social deficiencies and offers educators flexibility in classroom instruction. Other topics include data collection, nonverbal communication, and improvement of play skills.

The article discusses utilizing video modeling strategies to enhance desired behaviors in children with autism. Video modeling is a strategy that can help students with autism spectrum disorders (ASD) to distinguish between appropriate behaviors and inappropriate behaviors. It is noted that evidence-based strategies have become increasingly important since the passage of the United States No Child Left Behind Act of 2001, in which it is a requirement. Details relating to the specifics of the video modeling strategy are provided and it is noted that many teachers and parents view it as an acceptable behavioral intervention.

Parents can share their unique knowledge of their children's needs, strengths, and interests with educators to facilitate learning in both the home and at school. Parents can communicate their knowledge in a variety of ways (see box. "What Does the Literature Say About Parents as Experts?"). One of these ways is photovoice, or photographs paired with interviews. The purpose of this study is to determine some of the strategies, needs, and goals of parents in engaging children with autism in the home setting. The researchers used the photovoice method to gain information about the decision making and strategies of parents of children with autism. [ABSTRACT FROM AUTHOR]

Autism; Handbell ringing; People with disabilities & the arts; Music