Resilience has been recognized as a critical factor in facilitating student success. In this study, weexamined the influence of resilience on self-identification, academic satisfaction, contentment with thecurrent situation, well-being, career optimism, and confidence among 304 students with disabilitiesattending higher education institutions in Australia and the US. Utilizing the Connor-DavidsonResilience Scale (CD-RISC) and latent mixture modeling, we found that students in the High Resiliencegroup demonstrated significantly greater academic satisfaction compared to their Low Resiliencecounterparts. Additionally, students in the High Resilience group expressed increased satisfaction withtheir current accommodation, friendships, and studies. They also exhibited a significantly higher level ofwell-being. These findings are discussed, and implications for higher education are provided. Received: 18 December 2025 / Accepted: 18 February 2026 / Published: March 2026

Global research about autism spectrum disorder (ASD) is highly important as the disorder occurs across cultures and geographical regions. Literature indicates that there were no studies conducted among Nigerian educators about their knowledge of and perceptions towards ASD. This study surveyed 477 secondary school Nigerian educators to examine the knowledge and perceptions of ASD. The results showed that educators had high levels of awareness in the knowledge domain and low levels of awareness in the perception domain. In addition, results demonstrated a significant positive relationship between educators who received prior training or college education in ASD and their current knowledge of ASD. Furthermore, there was a significant positive relationship between educators who are certified in Applied Behaviour Analysis and the knowledge of ASD. Conversely, the relationship between current educators of students with ASD (who have experience as their only training), and the knowledge of ASD was significantly negatively related. Results are discussed and implications for research and practice are provided.

Parents have long been concerned with the transition to adulthood of their children with intellectual and developmental disability (IDD) particularly with financial issues. The purpose of this study was to explore the financial concerns of mothers of adults with IDD. Five mothers of adults with IDD participated in a focus group to share their experiences, opinions, concerns, and challenges related to finances. Five themes emerged from the qualitative data analysis: (a) job-related difficulties, (b) living expenses, (c) access to essential services, (d), skills deficits and/or challenging behavior, and (e) long-term care. Mothers in general indicated tremendous financial burdens, loss of income, and expressed concerns about long-term care of their children with IDD. These themes are discussed and implications for practice and research are provided.

This study examined Nigerian parents’ perceptions upon receiving an Autism Spectrum Disorder (ASD) and/or an Intellectual/Developmental Disability (IDD) diagnosis for their child. Using a cross-sectional design, this study surveyed Nigerian parents via a questionnaire containing a modified version of the Family Interview Schedule (n = 247) to examine how parents experienced stigma, their knowledge about ASD/IDD, and their perceived cause of ASD/IDD. Descriptive statistics indicated that the majority of surveyed parents experienced stigma and believed that autism could be cured. Furthermore, results from a stepwise linear regression demonstrated that parents’ level of education significantly influenced their experiences of stigma, their choice of institutions for seeking initial help, their perception of the seriousness of the disorder, and the impact of others’ belief in the transmissibility of their child’s condition on child’s condition could be transmitted significantly affected their experiences of stigma. Results are discussed, and implications for policy, research, and practice are provided.

Mobile phones/devices are an important part of our daily lives for sighted people and those with visual impairment (VI) in India. This study explores how Indian university students use and perceive mobile apps and identify the challenges in their usage. A paper-based survey was administered for 124 college students who were legally blind. The survey had items relating to sociodemographic information, use of mobile devices and apps, and the use of apps specifically designed for persons with VI. Results show that, on average, the participants with VI have been using a mobile device for more than 5 years. Many participants used Android devices and free apps. In addition, they found that the mobile apps were user-friendly and accessible. Results also found that Facebook and WhatsApp are more frequently used. Participants had a high level of self-efficacy and positive attitudes toward special apps for VI. Android devices are popular in India because of lower cost compared to iOS devices. Results are discussed, and implications for practice are provided.

Background: People often have an innate interest in both platonic and romantic relationships. In fact, feelings toward sexuality and sexuality education do not differ between various individuals. Yet, autistic individuals have been shown to score significantly lower on measures of sexual awareness than their typically developing counterparts. Aims: The current project sought to investigate the benefits of a specially tailored socio-sexuality curriculum on the interpersonal relationship knowledge of 12 autistic young adults. Methods and Procedures: The eight-session sexuality education intervention was carefully tailored from an existing, online guide from the Organization for Autism Research. Pre- and post-test data were collected via the Assessment of Functional Living Skills Interpersonal Relationships domain. T-tests were conducted to determine significance. Outcomes and Results: Results from paired-sample t-tests indicated significant gains in interpersonal relationship knowledge from pre- to post-intervention. Conclusions and Implications: When provided with specifically tailored sexuality education, young autistic adults can experience socially valid, significant gains on interpersonal relationship knowledge.

Despite the significance of studies related to mobile applications, little empirical research has been conducted into the factors that may affect visually impaired people's acceptance and usage of mobile applications. This study investigated how individuals with visual impairment (VI) adopt and use mobile applications (apps) in their daily lives based on the Unified Theory of Acceptance and Use of Technology and explored what needs to be considered when developing a mobile app for people with VI. An online survey consisting of close-ended and open-ended questions was administered to a total of 259 participants with VI. Structural equation modeling was used to examine direct and moderated relationships among study variables. Thematic analysis was also conducted to analyze participants' responses to the open-ended questions. The results of the quantitative analysis revealed that the performance expectancy significantly predicted the behavioral intention to use mobile apps, and this relationship was significantly moderated by the attitude toward mobile apps. The qualitative analysis showed that the functionality and accessibility of mobile apps were essential for improving the acceptance and usage of mobile apps for persons with visual impairment. Moreover, future mobile apps need to focus on enhancing specific features in navigation, communication, visual identification, and screen reading. The theoretical and practical implications are further discussed.

Purpose We investigated the effects of behavioral skills training package with parents to use picture exchange communication system (PECS) with their children with autism spectrum disorder (ASD) to develop communication skills. Methods Two parents and their children with ASD (one child per family) participated in this study. A multiple baseline design was used during the parents’ training, and a changing criterion design was used during parents’ implementation of PECS with children. Results Results indicated that both parents implemented PECS intervention with their children with high procedural integrity and required minimal feedback through Bug-in-Ear at the end of the intervention. Moreover, both children acquired independent picture exchanges with their parents who implemented PECS training and generalized and maintained the skills. Conclusions The findings suggest that when parents receive appropriate training and feedback, they can train their children to use PECS to independently request desired items or activities. The current study extends existing research on PECS by teaching parents as the primary PECS trainers to implement the strategy with their children. Keywords: Picture Exchange Communication System (PECS); Autism Spectrum Disorders (ASD); Parent training; Communication; Requesting skills; Bug-in-Ear (BIE)

Backgound: Autism spectrum disorder impacts social-communication. Picture Exchange Communication System is one of the methods to improve communication skills in individuals with autism. In spite of numerous studies on the effectiveness of Picture Exchange Communication System, no studies were conducted to examine the perceptions of practitioners who used the strategy. Method: An online survey was conducted with 120 practitioners (44 teachers and 76 therapists; 80.8% 20-49 years old; 80.8% graduate education) who used the Picture Exchange Communication System with children with autism. Using rating scales, practitioners reported their knowledge of Picture Exchange Communication System and their perceptions about importance, benefits, and barriers of utilizing Picture Exchange Communication System. Results: Practitioners reported they were confident when implementing Picture Exchange Communication System and considered integrating Picture Exchange Communication System at school to be important. Also, the practitioners indicated that Picture Exchange Communication System was easy to use and effective to develop communication skills in children with autism. However, they found that using Picture Exchange Communication System was time consuming. Conclusion: It is important to hear the viewpoints of practitioners concerning the use of Picture Exchange Communication System for individuals with autism spectrum disorder. This study found Picture Exchange Communication System is a useful strategy but has some barriers concerning its use. Future research is needed to confirm the current findings with a larger sample.

Purpose A survey was conducted to examine the perceptions of parents who use the Picture Exchange Communication System (PECS) to help improve the communication abilities of their children with autism spectrum disorder and/or other developmental disabilities. Methods This online survey gathered demographic information and employed a scale that parents could use to rate their perceptions of PECS in four areas: their knowledge of PECS, the usefulness of PECS, the benefits of PECS, and barriers to the implementation of PECS. The responses of 40 parents were analyzed. Results The results revealed that parents with higher levels of education reported more knowledge of PECS and integrated PECS into their home lives to a greater degree than did parents with lower levels of education. However, both groups reported that PECS was easy to use and effective in developing the communication abilities of their children with autism. Conclusions Parents’ perceptions are important to building strong, collaborative relationships between parents and professionals who work with children with ASD. Current findings show that parents found PECS to be effective in improving their children’s communication skills. Future research is recommended to further examine parents’ perceptions of PECS. Keywords: Autism; Parents; Picture Exchange Communication System; Perceptions

ABSTRACT Objective: Tablets have successfully been used with individuals with autism spectrum disorder (ASD) and other developmental disabilities to request preferred items, label objects, share information, and engage in social interactions. However, there are limited data on the efficacy of utilizing such devices to teach multistep social-communication skills. Method: We used nonconcurrent multiple baseline design across behaviors to examine the effectiveness of systematic instruction on teaching multistep social-communication skills using an iPad® loaded with Proloquo2Go™. Three children between the ages of 7 and 10 years diagnosed with ASD and other developmental disabilities participated in the study. Results: To varying degrees, the participants were successful in using the iPad® to perform a multistep sequence in requesting, saying “thank you,” and answering personal questions. Procedural modifications were made during the intervention phase for two participants so that they were able to acquire social-communication skills using AAC. Conclusions: The findings indicate that systematic instruction is effective in developing advanced social-communication skills.

Q Does evidence support the use of AAC intervention with adolescents and adults with autism spectrum disorder?Design: Systematic review and meta-analysisData sources: The authors searched four elec...

AAC, require the use of external devices, which range from low-tech (e.g., picture exchange communication system [PECS]) to high-tech (e.g., laptops with synthesized speech output, tablets with dedicated AAC applications), to convey a message [3].

This study examined the extent to which peer mediation increased, maintained, and generalized social initiations and responses of elementary students with autism spectrum disorder as compared to their typically developing peers. A multiple-baseline across participants design was used to determine the impact of intervention. Results indicated that peer mediation increased, maintained, and generalized responses for all participants, and initiations remained stable. Additionally, all participants increased responses to levels within the range of responses demonstrated by their peer groups. Probes to assess the persistence of generalization effects were collected and analyzed.

(1) What is the overall effect of high-tech AAC interventions on communication outcomes for individuals with intellectual or developmental disabilities?(2) To what extent do specific variables (i.e...

Many children with autism spectrum disorders (ASD) and/or developmental disabilities are unable to meet their daily communication needs with speech alone. These individuals are considered potential candidates for speech-generating devices (SGDs) and mobile technologies with AAC-specific applications. The purpose of this study was to determine the effectiveness of systematic instruction on teaching multistep requesting skills using an iPad loaded with Proloquo2Go to children with ASD and other developmental disabilities. The participants in this study were four children between the ages of 8 and 10 years diagnosed with ASD and/or other developmental disabilities. The results indicated that for these participants, the intervention was effective in increasing multistep requesting using the iPad. All participants were successful to varying degrees in navigating across pages and combining symbols to request preferred items. Additionally, the participants demonstrated generalization of newly acquired skills by requesting different preferred items and activities during the generalization probes. Results are discussed and implications for research and practice are presented.

Introduction: The literature indicates that few studies have been conducted with persons with visual impairments (that is, those who are blind or have low vision) concerning mobile application or "app" usage. The current study explores the use of mobile apps with this population globally. Methods: A total of 259 participants with visual impairments completed an online survey. Descriptive statistics and bivariate tests were used to examine associations between demographic characteristics and mobile app use. Results: The participants rated special apps as useful (95.4%) and accessible (91.1%) tools for individuals with visual impairments. More than 90% of the middle-aged adult group strongly agreed with the practicality of special apps, a significantly higher percentage than was observed in the young and old adult groups. In addition, the participants with low vision considered special apps less accessible than did those with blindness (p < .05). Discussion: Results show that persons with visual impairments frequently use apps specifically designed for them to accomplish daily activities. Furthermore, this population is satisfied with mobile apps and would like to see improvements and new apps. Implications for practitioners: Developers of apps for individuals with visual impairments need to refine and test the existing apps. Practitioners need to be knowledgeable about app usage so they can provide effective instruction to their students or clients. This study provides preliminary information regarding app usage among persons with visual impairments.

Students with autism spectrum disorder (ASD) have difficulties in communication that limit their opportunities to participate in daily living and educational activities. Augmentative alternative communication is one of the strategies used to strengthen the communication skills of students with limited communication skills. Students with ASD commonly use handheld devices for communication. This article provides guidelines for special education teachers to support the implementation of tablet-based speech-generating devices in their classrooms. These guidelines may help special education teachers through the process of creating a student’s profile, conducting preference assessments, programming devices, and providing instruction in natural contexts.

The picture exchange communication system (PECS) is widely used with individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities to improve communication skills. Several studies indicate the positive outcomes of PECS on communication skills of children with ASD. We reviewed 13 studies that included training parents and practitioners to implement PECS with individuals with ASD. Results indicate that the parents and practitioners in these studies mastered the PECS stages in which they were trained and implemented the intervention. In addition, in many of the studies individuals with ASD acquired communication skills. The results are discussed and directions for future research are provided.

Still, K., Rehfeldt, R. A., Whelan, R., May, R., & Dymond, S. (2014). Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8, 1184–1199. doi:10.1016/j.rasd.2014.06.003Source of funding and declaration of interests: This systematic review was funded by a grant from Autism Speaks (#8049). The original authors did not report if there were any conflicts of interest.