The purpose of this study was to teach preschool children with autism spectrum disorders to make requests with a speech generating device using a naturalistic time delay prompting procedure. The participants in this study were two males, enrolled in a public preschool program, between four and five years old. Both participants showed significant delays in expressive communication requiring alternative and augmented communication. The study utilized a multiple probe design across behaviors. Results showed utilizing naturalistic time delay increases independent requests using a speech generating device.

Background: Students with ASD are facing challenges in inclusive school settings. Despite some research have explore some components of peer-mediated intervention, there is gap between the practical implementation and current knowledge. Research aim: The research aims to synthesize the knowledge about school-based peer-mediated intervention for children with ASD. Method: The systematic review was applied in this research. Intervention component analysis to identify the component of PMI. Reichow’s evaluation instrument were used to assess the quality of included studies.  Conclusion: The content of peer-mediated intervention includes the PMI types, intervention intent and the combination of phases. Intervention outcome includes the measure methods and the result of outcome. The shared phases of conducting peer-mediated interventions are students recruitment, peer training and students meeting. The components of peer training are training package, deliver method and intensity. The components of students meeting are setting, context and intensity. Three of studies were assessed as strong quality of research, ten studies were assessed as adequate quality of research.

Adults with a diagnosis of High Functioning Autism Spectrum Disorder (HF ASD) are becoming a significant presence on college campuses across the United States. A number of colleges have created programs to provide services to support accommodations for these students under the Americans with Disabilities Act (ADA); the first was created in 2002. The creation of these programs does not guarantee success. The use of the logic model in the formative evaluation process has been found to be a key foundation for the establishment of an effective program. The logic model provides a visual representation of the defined problem, the resources and services, and the data sources which provide documentation of service delivery and the intended outcomes of the program. This study is a formative evaluation that uses a logic model approach conducted during the second year of an Autism Spectrum Support Program. This study analyzed data generated by 25 adult participants (20 male, 5 female) between the ages of 18 and 30 with a diagnosis of HF ASD to determine what changes to the program were required. The logic model served a dual purpose in this evaluation. First, it provided a visual representation of the services provided. Second, it served as a template for the organization of the program data. Methodological problems, suggested program changes, and future research directions are discussed.

Upptäckten av autism hos barn i tidig ålder kan ha stor betydelse för barnens framtid. Förskolan och förskollärarna är därför av stor betydelse i det stöd som barnen kan komma att behöva. För att förskolelärarna ska kunna ge det rätta stödet måste personalen ha kunskap om hur man arbetar och bemöter barn med autism. Studiens syfte är att undersöka hur förskolelärare arbetar med barn med autism som är i behov av särskilt stöd. Frågeställningen tar upp vilka kunskaper förskolelärarna anser behövs kring autism och vilka metoder som används i arbetet med barn med autism. Förskolelärarnas bemötande och arbetssätt är av stor vikt för barnens trygghet samt utveckling. För att besvara studiens syfte och frågeställning har den kvalitativa forskningsmetoden semistrukturerad intervju använts. För att analysera empirin, har Vygotskijs sociokulturella perspektiv använts samt Antonovskys känsla av sammanhang (KASAM). Resultatet visar att största vikten i förskolelärarnas arbete med barn med autism ligger i tydlighet, struktur, lyhördhet och att se till varje barns behov. Det arbetas med att hitta de metoder och verktyg som kan komma att behövas för att göra barnens vardag begriplig, hanterbar och meningsfull. Stöttning, handledning, fortbildning och samverkan lyfts som det som det måste arbetas vidare med i det fortsatta arbetet med barn med autism. Studien belyser även förskolelärarnas uppfattning av sin egen roll i arbetet med barn med autism. / To discover autism at a child's early age can be of great importance for the child's future development. Pre-schools and pre-school teachers are therefore of great importance in the support that the child may need through the coming years. For pre-school teachers to be able to provide the correct support, the staff must have the correct knowledge in how to work and meet the needs of children with autism. The aim of this study is to investigate the way that pre-school teachers work with children with autism. Issues that are brought up in the study involve to see what pre-school teachers consider necessary knowledge concerning children with autism and what methods are used in their daily routines. Pre-school teachers' behaviour and working methods are of great importance for the children's feeling of wellbeing and development. To answer the aim and the issues of the study, the qualitative research method used is semi structured interviews. To analyse the empiricism, Vygotsky's socio-cultural perspective has been used, as well as Antonovsky's sense of coherence (SOC). The results show that pre-school teachers most important work with children with autism are clarity, structure, responsiveness and to cater for each child's individual needs. Work is done to find the methods and tools that may be needed to make the children’s daily life understandable, manageable and meaningful. Support, tutoring, continued education and collaboration are raised as things that must be further worked on in the continued work with children with autism. The study also highlights the pre-school teachers own perception of their role in the work with children with autism.

The aim of this study was to investigate what kind of support a parent with autism spectrum disorder receives from the municipality and further the purpose was investigate which possibilities and difficulties professionals are experience in their work with these parents. To answer this subject empirical material was collected with a qualitative method in form of four semi-structured interviews. Interviews wore made with four people, with three different positions of employment. To analyse the gathered material the method coding and thematization were used. The empirical material was later analysed using current knowledge in the field and Goffman's theory of stigma.The results showed that the professionals often do have a good picture of what type of difficulties the parents have. They all work to support the parents but they have got different possibilities to do so. Further the results show that most parents with autism spectrum disorder can be satisfying in their role as parent as long as they are given the right amount of support in a longer period of time. There is also signs that knowledge about these parent are varied and that there is some confusion about each others task assignments.

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This session will provide PE teachers with specific strategies for modifying both formal and informal assessments for students with autism spectrum disorder (ASD). With an increased emphasis on assessment, and a rise in the prevalence of ASD, it is critical that teachers can adapt assessments to meet the needs of students with ASD. Session participants will learn practical strategies for modifying assessment specific to motor skill performance, FitnessGram, rubrics, checking for understanding, and peer assessments.

Children with autism spectrum disorder (ASD) commonly experience reading difficulties, especially in reading comprehension. Children with ASD also commonly experience deficits in cognitive processes, including attention, executive functions, inferencing, among other cognitive abilities. In particular, there is evidence that attention and EF abilities are important for reading proficiency and that such deficits in ASD may contribute to reading difficulties in this population, although this area is understudied. The Integrated Model of Reading Comprehension (IMREC) conceptualizes comprehension as the product (i.e., a coherent mental representation of text in the reader’s mind) of automatic (e.g., the availability of recently processed information in working memory) and strategic (e.g., effort for predicting and monitoring text for meaning) processes. As such, it outlines cognitive contributors to reading comprehension, thus making it potentially valuable in the conceptualization of reading comprehension in ASD. The aim of the current study was to investigate underlying cognitive components associated with reading comprehension in children with ASD, as informed by the IMREC model. A systematic review of the association between cognitive variables and reading comprehension in individuals with ASD was conducted. The review included articles published between 2000 and 2020. 1,430 articles were initially screened, and 22 articles met study inclusion criteria and were included in the final review. Results indicated that working memory, intelligence, and verbal memory are important for reading comprehension in ASD, though there is much research to be done in the area, especially around factors such as inference and attention allocation. Future research should utilize more clearly defined samples, theoretically-based cognitive variables, and theoretically-based study design. / Graduate