The aim of this study was to examine the effects of an online multicomponent video modeling intervention which included self-monitoring supports and a system of least prompts when teaching mathematics to three autistic students using a multiple baseline design across participants of a single-case experimental methodology. Three autistic children, 8–12 years old, participated in a synchronous, online intervention focused on teaching single-digit subtraction, negative integers, and double-digit by single-digit multiplication. Math goals for the study were determined based on parental input followed by a brief, informal assessment. Following the intervention, participants showed greater accuracy in solving target math problems. The findings highlight the effectiveness of the online multicomponent intervention in teaching math skills to autistic children.
This review synthesized single-case design studies examining academic interventions for students with extensive support needs in inclusive K-12 general education settings. The purpose of this review was to evaluate the effectiveness of academic interventions and describe key characteristics, including participant features, school level, content areas, and intervention types. Eighteen studies meeting the inclusion criteria were analyzed, and Tau-U nonoverlap indices were calculated to quantify intervention effects. Results indicated explicit, systematically delivered instructional strategies and self-management and self-monitoring supports consistently produced large positive academic effects across grade levels and content areas, whereas peer support arrangements and story-based interventions demonstrated highly variable outcomes. Findings further suggest that intervention effectiveness in inclusive settings is strongly influenced by implementation conditions, including clearly defined instructional roles, explicit training, and sustained implementation fidelity supported by teacher facilitation. Implications for future research and practice include the need for continued replication of effective instructional strategies in general education classrooms and increased attention to implementation supports that promote high-quality academic instruction for students with extensive support needs.
Transition planning is an essential component of preparing transition-aged youth with intellectual and developmental disabilities (IDD) to plan for and attain their postsecondary goals. The Individuals with Disabilities Education Act (IDEA) requires transition planning to include transition services, including instruction, related services, community experiences, development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation. Understanding how youth with IDD, their parents, and their special educators select transition services can facilitate a more holistic understanding of transition planning including identifying which services may be most beneficial. The research team completed individual interviews with 18 participants including youth with IDD, their parents, and their special educators (i.e., six youth-parent-teacher triads). Overall, youth and parents reported limited involvement in selecting transition services. Across participants, facilitators to involvement included parent knowledge, perceptions of youth attributes, and programmatic characteristics, such as transportation. Participants varied in what they found to be the most beneficial transition service in the transition to adulthood. Implications for research and practice are discussed.
It is important for practitioners supporting multilingual homes to model language development strategies for children with autism spectrum disorder (ASD). Long-held views recommend children with ASD struggling with communication skills in multilingual homes learn solely in the region's dominant language. However, current research shows that language acquisition in the home language benefits the child. Ignoring the home language diminishes its value and utilization in the child's language development, creating a disconnect between these individuals and the family and community. This article describes how practitioners can implement and model three research-based strategies for parents or caregivers, building on each other or used in isolation, to use in a natural environment, through examples in a Spanish-speaking household: (a) joint attention, (b) parallel talk, and (c) modeling and expanding.
Students with disabilities often struggle acquiring fraction knowledge, which is an essential mathematical concept. Although previous researchers have examined fraction interventions, most of the current research base has focused on students at-risk for or with mathematical difficulties, and less attention has been given to students with diagnosed disabilities. Researchers conducted a multiple-probe across participants single-case research design to evaluate the initial efficacy of a fraction sense intervention to support four students with disabilities in their fraction knowledge. While insufficient evidence was found to claim a functional relation, there were observed differences from baseline to intervention performance for all four participants suggesting the need for a more rigorous design to evaluate the effects of the full intervention for individuals with disabilities. Implications for research and practice are discussed.
Physical activity supports physical health, mental well-being, and social connection for adolescents, yet physical activity opportunities often decrease during secondary years especially for students with autism and intellectual disability. This article provides educators and families with practical, evidence-based strategies, and implementation examples to increase meaningful physical activity participation for secondary students with autism and intellectual disability across school and community settings.
Teacher self-efficacy is crucial for improving classroom dynamics and student outcomes, and decreasing teacher burnout. While some studies assess preservice teacher self-efficacy for educating students with extensive support needs, there is a dearth of research focused on self-efficacy with specific evidence-based practices that support communication. This study used a mixed-methods convergent research design to assess the competence and confidence with implementing evidence-based practices for communication skills for 14 preservice special education teachers after completion of a university course. Quantitative data demonstrated significant increases in competence and confidence for all items assessed. Qualitative data revealed that teachers perceived visual supports, Pivotal Response Training, and modeling/role playing to be the easiest strategies to implement, while Augmentative and Alternative Communication devices, collecting and analyzing data for Individual Education Program goals, and Peer-Mediated Instruction and Intervention were the most challenging. This article discusses implications for future research and preservice teacher preparation.
Family involvement is fundamental to the educational success of autistic students, yet many caregivers report feeling disconnected from the educational process. This disconnect is particularly pronounced for families from historically marginalized backgrounds. This Translation of Research to Practice article synthesizes current literature and practical experience to provide a framework for cultivating meaningful, reciprocal partnerships between teachers and caregivers of students with autism. We introduce the three Cs framework-Consider, Communicate, and Connect-to guide educators in moving beyond compliance toward authentic engagement. This framework outlines how teachers can honor autistic students' family structures and experiences; address caregivers' cultural and linguistic needs; and support families throughout key transitions. Implementation strategies emphasize proactive inquiry into family expertise and values, consistent and individualized communication, and scaffolded advocacy support. Consideration, communication, and connection strengthen family-professional partnerships, leading to enhanced teacher understanding of autism-specific student needs, caregiver empowerment, and coordinated support throughout students' educational journeys. We provide a reflective checklist to guide teachers in implementing the framework.
Many Autistic people experience difficulties in obtaining and maintaining employment, particularly in the first few years after exiting high school. While researchers have explored predictors of employment for transition-aged youth with disabilities, limited research targets Autistic youth. Implications from prior predictor and transition research have pinpointed the need for future studies to explore predictors for student subgroups and to grasp a better understanding of student cultures through an intersectional lens. Our study examined the role of established transition predictors of employment for the intersectional population of Autistic youth who live in poverty compared to youth with other disabilities. Using New York state PROMISE data in a secondary data analysis (n = 1,894) and a follow-up survey (n = 362), we found many previously identified predictors of employment for youth with disabilities also apply for Autistic youth living in poverty, with strong evidence supporting the associations between multiple career development activities (e.g., paid employment/work experience) and student skills (e.g., youth autonomy/decision-making) with employment.
Children should be heard on matters that impact their educational lives. However, meaningfully engaging autistic children can be difficult for researchers and policymakers. Therefore, this systematic review aimed to summarise methods used to gather the views of autistic children on their primary educational experiences. Database searches identified 34 peer-reviewed articles, which met the inclusion criteria. Analyses showed that semi-structured interviews were the most frequently used practice, and a variety of visual and technology-based activities were used as part of the interviews to support participants’ expression. A key consideration for future research and practice is that as researchers, it is our responsibility to co-produce methods with autistic children, to allow them to express their views, both in research and real life. The identity-first term ‘autistic’ is used throughout this study based on internationally reported preferences from autistic adults (e.g., Keating et al., 2023).
Parent-implemented interventions have become increasingly common in the field, especially with children with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDDs). However, there is still a need to evaluate literature on parent-implemented interventions with nonvocal children from culturally and linguistically diverse (CLD) families who display challenging behavior. This systematic review synthesized 10 peer-reviewed studies and dissertations focusing on parent-implemented functional communication training (FCT) with nonvocal children with ASD and IDD who display challenging behavior and come from CLD families. Across all studies, child participants’ challenging behavior decreased as a result of parent-implemented FCT. All studies reported high procedural fidelity and social validity, and half incorporated cultural adaptations. Results suggest future researchers should prioritize sustainable parent coaching and culturally responsive practices while focusing on long-term maintenance and generalization.
Students with autism spectrum disorders (ASD) face a range of difficulties at university, which can lead them to drop out or fail their studies. Among the solutions proposed to support them, technological tools may be relevant. However, although a great deal of work has been carried out on children with ASD, at university their effectiveness and usefulness remain poorly understood. This systematic review therefore examines how technologies and digital tools can assist students with ASD in higher education. A search was carried out in June 2023 leading to the inclusion of 21 papers from seven database. A thematic synthesis was conducted to compile results of identified articles, and the methodological rigor of the included papers was evaluated using the Mixed Methods Appraisal Tool (MMAT). Three analytic themes were identified: “Technology to assist learning,” “Technology to facilitate communication and interaction,” and “Technology to support the cognitive abilities and executive functions.” Benefits of technology and digital tools for academic, communication and interactions, and spatial navigation abilities were identified. However, given the great variability in the digital tools used, the poor level of methodology at times, and the great variability in the profiles of ASD students, these results should be treated with caution. This study shows that the various new technologies can be useful and used by ASD students at university. More systematic and rigorous studies are needed to continue to determine the relevance of these tools and their ability to assist students in their university studies.
This systematic review synthesized the literature on vocabulary interventions designed for the students with autism spectrum disorder (ASD). A total of 31 articles (20 single case research design studies and 11 group design studies) met the inclusion criteria. The reviewed studies included 440 participants with ASD ages 3 to 14. In general, findings suggest regardless of delivery mode (i.e., adult, computer, or peer) students with ASD improved their vocabulary and comprehension if addressed. The studies received quality ratings of adequate (32.4%), high (35.3%) and weak (32.4%). More research is needed to guide practice. Implications for research and practice are provided.
Fraction knowledge is an essential building block for successful completion of advanced mathematics courses and linked to the development of algebraic understanding. Many students, especially those with disabilities, experience significant difficulties developing fraction knowledge. Intensive fraction interventions have been shown to be effective for improving fraction knowledge for students with mathematical difficulties. The purpose of this study was to systematically review the existing literature to provide insight into fraction interventions for students with autism spectrum disorder (ASD). We report the characteristics and quality of eight identified articles teaching fractions to students with ASD, and then categorize strategies from high-quality students using the CEC criteria for evidence-based practices. Findings suggest the literature focused on mathematics interventions for students with ASD is increasing in quantity and quality from previous reviews, but the limited scope of fraction skills and the minimal diversity of participants suggests additional research is needed to allow for generalization of findings.
Given the role physical activity (PA) plays in health and the need for increased PA opportunities for youth with intellectual and developmental disabilities (IDD), it is important to understand past and current PA interventions for this population. This systematic review identified and described intervention research targeting increases in PA skills and access for students with IDD for a 20-year time period, with emphasis on academic, behavioral, or athletic performance outcomes. Researchers examined PA as an independent variable or dependent variable in school settings within and outside the US. Following initial title and abstract screening of databases, backward searches, and forward searches, a full-text review was conducted to determine eligible studies. Researchers also evaluated included studies by the What Works Clearinghouse standards for group and single-case research designs. Researchers found and synthesized 16 studies, including a total of 432 participants with IDD spanning ages four through 21 years.
The aim of this systematic review was to synthesize the literature that focused on parent-implemented interventions (PIIs) for children with autism spectrum disorder (ASD) published between 2014 and April 2025 in South Asia. We reviewed 11 studies that met the inclusion criteria to assess various aspects, including participant and intervention characteristics (e.g., intervention type, parent training/coaching techniques, cultural adaptations, etc.). These studies were further evaluated for methodological rigor. We found PIIs can be effective to support children with ASD in various developmental domains and produce positive parent outcomes. However, most studies involved mothers as the primary parent participants, and both the intensity and methods of parent training techniques, as well as cultural adaptations, varied across studies. Of the 11 studies, eight demonstrated strong or adequate evidence based on the assessment of methodological rigor.
Augmentative and alternative communication (AAC) systems provide individuals without speech, or with limited speech, a way to functionally communicate. Current practitioner recommendations emphasize the value of multimodal communication, yet limited research exists on teaching two AAC systems simultaneously. The purpose of the current study was to evaluate the effects of simultaneously teaching two AAC systems, picture exchange (PE) and the activation of a speech generating device (SGD), to preschoolers with autism. Using a concurrent multiple probe across participants design with embedded adapted alternating treatment designs, we evaluated the Picture Exchange Communication System (PECS) instructional protocol for teaching each modality and assessed: (a) participants' rate of acquisition, (b) preference of modality, (c) occurrence or emergence of vocalizations, and (d) maintenance of each modality. Researchers found that three of the four participants reached mastery criteria for PE and SGD during simultaneous training at similar rates of acquisition and preference varied across participants and across PECS phases.
College students with intellectual and developmental disabilities (IDD) enrolled in inclusive postsecondary education programs receive individualized support to increase their independence within academic, independent living, health/wellness, and career readiness contexts. This meta-analysis of 51 studies examined the impact of interventions conducted over the past 25 years. There were 293 participants ranging in age from 19 to 28 years across 44 single case and seven experimental intervention studies. All participants had a diagnosis of IDD and attended inclusive postsecondary education programs in the U.S. Interventions mainly occurred on university or college campuses and used assistive technology along with systematic instruction and or prompting with visual supports, to target academic (39.2%), independent living/health wellness (29.4%), and career readiness (31.4%) skills. Overall reported fidelity and interrater reliability metrics exceeded What Works Clearinghouse 5.0 (2022) criteria. Results from a series of hierarchical, multilevel meta-analytic models revealed a large positive overall effect across studies regardless of participants' disability category. The authors discussed implications regarding instruction provided by inclusive postsecondary education programs.
It is important for children with autism spectrum disorder (ASD) to learn how to respond successfully to safety threats. When given behavioral skills training (BST), children with and without ASD have demonstrated gains in safety responding skills. Although the prevalence of ASD has risen, few studies exist on the acquisition of fire safety skills for children with ASD. The purpose of this study was to evaluate if an intervention using BST for teaching a precursor fire alarm evacuation procedure was effective for children with ASD in acquiring, maintaining, and generalizing the procedure. This study built on current literature by utilizing a multiple baseline design across participants. Findings showed that the BST procedure was effective for three of four participants. Two participants demonstrated generalization of skills learned, and three participants maintained skills after 4 weeks. Overall, interventionists and parents found the study procedures and skills targeted meaningful, effective, and appropriate. Implications, future research, and limitations are discussed.
Community-based work experiences (CBWEs) offer students with intellectual and developmental disabilities structured opportunities to develop knowledge and skills needed to meet post-school employment goals. School paraprofessionals are often tasked with supporting students during CBWEs-a role which is often referred to as a job coach. To date, little research has been conducted on the role of paraprofessional job coaches or how they are trained or supervised to fulfill this role. The purpose of the current study was to understand the qualifications and responsibilities of paraprofessional job coaches, the training these job coaches receive to perform their job, and the role of school professionals in directing the activities of paraprofessional job coaches. School personnel who direct the activities of job coaches (e.g., vocational coordinators and special education teachers; N = 110) completed a 66-item survey, which included five sections. Survey responses were analyzed using descriptive statistics, factor analyses, and inferential statistics. Researchers found that the responsibilities of paraprofessional job coaches vary greatly and that training and supervision specific to job coaching are limited. These findings offer implications for future research as well as how school districts prepare and support paraprofessional job coaches to provide high-quality workplace supports for students with intellectual and developmental disabilities.
