Research demonstrates that video modeling and visual activity schedules have been effective in teaching students with disabilities a variety of skills. However, the instructional procedures used to teach students to acquire the necessary skills to perform the tasks can take time for the students and the instructors. A behavior skills training package was investigated within a multiple probe design across students to determine if four elementary aged students with intellectual disability, with and without autism spectrum disorder, could acquire self-instructional skills. The dependent variables in the study were the effects of behavior skills training on the acquisition of self-instructional skills and the effects of video activity schedules on the acquisition of novel skills. The independent variable was behavior skills training. Three students were able to acquire the self-instruction skills in an effective and efficient manner using behavior skills training. After learning how to navigate the video activity schedules, three students were able to generalize and maintain the self-instruction skills to learn novel tasks. The results suggest that behavior skills training may be an effective instructional strategy for teaching self-instructional skills to students with intellectual disability.

The purpose of this study was to teach middle school students with autism spectrum disorder (ASD) academic, grade level science term definitions. Three students with ASD who were served in a self-contained classroom for students with moderate and severe disabilities participated in the study. A multiple probe (days) across behaviors research design was used to evaluate the effectiveness of a model-lead-test procedure delivered using a computer software program to teach three sets of five science term definitions from the general education academic standards. Generalization probes were conducted in the general education setting by giving each student terms that they learned during intervention in the context of the classroom lesson and asking them to respond by giving the definition to the term. The results indicate that students were able to learn and maintain science term definitions when using teacher created e-books with an embedded model-lead-test procedure.

Peer mediated interventions have been effective in teaching academic and social skills to students with disabilities. The present study assesses the effectiveness of students with autism spectrum disorder serving as the tutor and tutee. Four peer mediators and four students with autism spectrum disorder used technology and the simultaneous prompting procedure to teach acquisition of social studies vocabulary. Results indicate that both students with and without autism spectrum disorder effectively delivered instruction using technology and all students learned a portion of the vocabulary taught by a same-aged peer.

Visual supports, which provide information presented in a visual format to enhance achievement toward specific goals, can be very helpful for individuals who have autism spectrum disorder (ASD). Music therapists often use visual supports in their practice; however, research exploring how they do so is limited. In the present study, the researcher used a mixed-methods research design to explore music therapists’ use of visual supports for individuals who have ASD. The researcher e-mailed a survey to board-certified music therapists who opted to receive e-mails from the Certification Board for Music Therapists (CBMT), 525 of whom completed the entire survey. Approximately 70% of participants reported using visual supports “always” or “very often.” Participants most frequently reported using pictures with written words and visual schedules. Visual supports are most often used by music therapists in children’s facilities/schools and to address communication skills when working with individuals who have ASD. Participants most frequently reported using visual supports to generally enhance the session/interventions, using them to provide routine, predictability, and clear expectations for individuals who have ASD. Resources and recommendations provided by participants are also summarized. Open-ended responses were coded into themes, and most participants recommended specific software or applications and encouraged others to use certain visual supports, such as visual schedules and “real” pictures. Future researchers should examine the effectiveness of visual supports when used in music therapy sessions for individuals who have ASD.

Music therapists frequently work with clients with Autism Spectrum Disorder (ASD) who use Augmentative and Alternative Communication (AAC). The purpose of this study was to gather information on music therapists’ current experiences with AAC training as well as music therapists’ perceptions of their own communication abilities when communicating with clients who have ASD using their preferred AAC system. The researcher invited 7,279 board-certified music therapists to participate in this study via email, of which 366 completed the survey. Participants reported most often providing services to children and adolescents with ASD, and frequently using electronic AAC and electronic apps with their clients with ASD. The majority (71.2%) of participants stated that they would like additional training in the use of AAC. Of the music therapists who had participated in previous AAC training, many had received training at work or by an SLP or other certified professional. Results of this study provide information about the current practices and perceptions of board-certified music therapists working with clients with ASD.

Purpose: This was a pilot study assessing the impact of a sensory adapted dental environment (SADE) on children with developmental disabilities (DD) receiving routine dental care. Methods: A crossover study of 22 children with DD, aged 6 through 21, was conducted at Virginia Commonwealth University Pediatric Dental clinic. Each participant was randomized to a sequence of two dental cleanings, one regular dental environment (RDE) and one SADE with a 3-4-month recall. Outcomes included physiological measures (heart rate and oxygen saturation) and cooperation (Frankl scores). Results: Study subjects completed a total of 36 visits. None of the physiological measures differed at either time point between the two treatment settings. The Frankl scores were significantly higher with SADE setting than RDE (p =0.0368). Forty-six percent of parents strongly agreed that they would prefer the SADE for their child’s next visit. Conclusion: SADE may be associated with improved behavior in children with DD.

It is of utmost importance that students diagnosed with Autism Spectrum Disorder (ASD) in the public school setting across the United States are receiving the best, most researched services and treatments. This study aimed to find out what services and treatments are most commonly being used for students with ASD in the public schools, to see whether or not those practices are supported by research, and to discover how involved parents and families are in the services being provided to their students. This study found that of the top 25 most commonly used practices, 17 of those were supported by and recommended by research, 3 are considered to have some research support, 1 was considered to not have research support, and 4 were undetermined to have research support. This study also found that overall, parents are aware of the services being provided to their students with ASD, but they do not feel like they are actively involved with majority of the services being provided.

Sensory motor deficits, although not part of the diagnostic criteria, are frequently reported in autism spectrum disorder (ASD). The ob jective of this project is to study the temporal and spatial dynamics of an approximately periodic motor activity (circle drawing) in children with ASD. The natural rhythm of periodic motor activities such as circle drawing are known to exhibit statistical persistence in typically developing individuals. A sample of 15 children aged 4 to 8 years, with a primary diagnosis of ASD were asked to draw circles using a computerized tablet and pen, which record spatio-temporal data. Results were compared with those of 19 typically developing children. While no differences were seen in statistical persistence, differences were observed in timing of discontinuous circle drawing and in kinetic process variable such as grip and axial forces. Understanding the specific nature of graphomotor deficits is the first step towards developing targeted treatment for these impairments.

Sensory motor deficits, although not part of the diagnostic criteria, are frequently reported in autism spectrum disorder (ASD). The ob jective of this project is to study the temporal and spatial dynamics of an approximately periodic motor activity (circle drawing) in children with ASD. The natural rhythm of periodic motor activities such as circle drawing are known to exhibit statistical persistence in typically developing individuals. A sample of 15 children aged 4 to 8 years, with a primary diagnosis of ASD were asked to draw circles using a computerized tablet and pen, which record spatio-temporal data. Results were compared with those of 19 typically developing children. While no differences were seen in statistical persistence, differences were observed in timing of discontinuous circle drawing and in kinetic process variable such as grip and axial forces. Understanding the specific nature of graphomotor deficits is the first step towards developing targeted treatment for these impairments.

ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art