Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD).
The authors examined predictors of inactivity in individuals with intellectual and developmental disabilities, as well as how inactivity related to their sibling’s well-being and the sibling relationship.
Over the past 25 years, we have learned a great deal about the diagnosis, treatment, and impact of autism spectrum disorders (ASD) on young children and their families. The authors describe several overarching themes that have emerged in the educational research on young children with ASD.
This article contains a review of the literature on writing instruction for children with ASD.
The goal of this research is to identify the forms of involvement adopted by mothers whose child follows an EIBI program.
This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken.
Schools are tasked with the challenge of not only raising graduation rates for students with and without disabilities but also preparing these students to meet college and career readiness standards.
This article provides information on strategies, classroom modifications, and curricula that can be used to help students improve their ability to build an increased sense of belonging through positive relationships with others.
This article describes evidence-based strategies that will help educators create opportunities for social interaction for students with ASD in the context of naturally occurring classroom activities and routines.
Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety.
