Skip to main content
SpringerLink
Log in

Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices

  • Chapter
Handbook of Positive Behavior Support

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

With the increasing numbers of children who qualify for a diagnosis of autism spectrum disorders (ASDs), researchers have also seen a contemporaneous increase in the number of interventions available to families of children with autism. Unfortunately, many interventions lack a sound research foundation and are minimally effective or ineffective altogether. Furthermore, research suggests that an eclectic approach to intervention for children with autism is less effective than a single, intensive, scientifically sound intervention in terms of improving cognition, language, and adaptive behavior (Howard, Sparkman, Cohen, Green, & Stanislaw, 2005). Because the earlier that intervention starts the higher the likelihood of more positive outcomes (L. K. Koegel, 2000), ineffective and inefficient interventions can be damaging to the development of a child with autism. In short, if we are to accelerate the habilitation process during the early years, efficacious, effective, and efficient individualized interventions are critical.

Despite the strong and immediate need for effective and comprehensive programs, many children are not receiving adequate programs. In fact, lawsuits relating to the appropriateness of school programs for children with autism represent the fastest-growing and most expensive area of litigation in special education (Etscheidt, 2003). The analysis of administrative and judicial hearings provides information on the areas of dispute between school districts and parents of children with autism. Analyzing the rulings on these lawsuits can help us to understand shortcomings of educational programs. Three primary areas of litigation emerge from the legal rulings that relate to (a) the matching of individualized education program (IEP) goals to evaluation data; (2) the qualifications of the school personnel; and (3) the adequacy of the selected intervention in helping children make progress toward meeting the IEP goals (Etscheidt, 2003).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 299.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adams, G., & Carnine, D. (2003). Direct Instruction. In S. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 403–416). New York: Guilford Press

    Google Scholar 

  • Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship examination of parent-teacher differences on elementary and secondary grades. Journal of School Psychology, 38, 477–497

    Google Scholar 

  • Albin, R. W, Lucyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plan: A model for “goodness of fit.” In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 81–98). Baltimore: Brookes

    Google Scholar 

  • Asarnow, J., & Koegel, R. L. (1994). Prevention of mental disorders in children. In P. J. Mrazek & R. J. Haggerty (Eds.), Background materials for reducing risks for mental disorders. Washington, DC: National Academy Press, 315–332

    Google Scholar 

  • Bagnell, A., & Bostic, J. Q. (2004). Assessment and behavior psychology in the schools. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 1179–1181

    Google Scholar 

  • Balcazar, F. E., Keys, C. B., Kaplan, D. L., & Suarez-Balcazar, Y. (1998). Participatory action research and people with disabilities: Principles and challenges. Canadian Journal of Rehabilitation, 12, 105–112

    Google Scholar 

  • Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child development, 71(2), 447–456

    PubMed  Google Scholar 

  • Barnett, C., & Monda-Amaya, L.E. (1998). Principals' knowledge of and attitudes toward inclusion. Remedial and Special Education, 19, 181–192

    Google Scholar 

  • Bauminger, N., & Shulman, C. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7(1), 81–97

    PubMed  Google Scholar 

  • Bauminger, N., Shulman, C., & Agam, G. (2004). The link between perceptions of self and of social relationships in high-functioning children with autism. Journal of Developmental and Physical Disabilities, 16, 193–214

    Google Scholar 

  • Bernheimer, L. P., & Keogh, B. K. (1995). Weaving interventions into the fabric of everyday life: An approach to family assessment. Topics in Early Childhood Special Education, 15, 415–433

    Google Scholar 

  • Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125–230

    Google Scholar 

  • Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2005). Success for all: First-year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27, 1–22

    Google Scholar 

  • Bricker, D. (2000). Inclusion: How the scene has changed. Topics of Early Childhood Special Education, 20, 14–19

    Google Scholar 

  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742

    Google Scholar 

  • Brookman-Frazee, L. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6, 195–213

    Google Scholar 

  • Brown, W. H., Odom, S. L., & Conroy, M. A. (2001). An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in Early Childhood Special Education, 21, 162–175

    Google Scholar 

  • Brown, W. H, Odom, S. L., Li, S., & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. Journal of Special Education, 33, 138–153

    Google Scholar 

  • Bryson, S.E., Koegel, L.K., Koegel, R.L., Openden, D., Smith, I.M., & Nefdt, N. (2007). Large scale dissemination and community implementation of pivotal response treatment: Program description and preliminary data. Research and Practice for Persons with Severe Disabilities, 32(2), 142–153

    Google Scholar 

  • Carr, E. G. (1997). Invited commentary: The evolution of applied behavior analysis into positive behavior support. Journal of the Association for Persons with Severe Handicaps, 22, 208–209

    Google Scholar 

  • Carr, E. G. (2007). The expanding vision of positive behavior support: Research perspectives on happiness, helpfulness, hopefulness. Journal of Positive Behavior Interventions, 9 3–14

    Google Scholar 

  • Carnine, D., & Engelmann, S. (1984). The direct instruction model. In S. C. Paine, G. T. Bellamy, & B. Wilcox (Eds.), Human services that work: From innovation to standard practice (pp. 133–148). Baltimore: Brookes Co

    Google Scholar 

  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104

    Google Scholar 

  • Cook, T. D., Murphy, R. F., & Hunt, H. D. (2000). Comer's school development program in Chicago: A theory-based evaluation. American Educational Research Journal, 37, 535–597

    Google Scholar 

  • Cross, A. F., Traub, E. K., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in Early Childhood Special Edition, 24, 169–183

    Google Scholar 

  • Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral intervention for young children with autism. Journal of Autism and Developmental Disorders, 31, 315–325

    PubMed  Google Scholar 

  • Detrich, R. (1999). Increasing treatment fidelity by matching interventions to contextual variables within the educational setting. School Psychology Review, 28, 608–620

    Google Scholar 

  • Dinnebeil, L. A., Hale, L., & Rule, S. (1999). Early intervention program practices that support collaboration. Topics in Early Childhood Special Education, 19, 225–235

    Google Scholar 

  • Downing, J. E., Ryndak, D. L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21, 171–181

    Google Scholar 

  • Duhaney, L. M., & Salend, S. J. (2000). Parental perceptions of inclusive educational placements. Remedial and Special Education, 21, 121–128

    Google Scholar 

  • Dunlap, G., & Fox, L. (1996). Early intervention and serious problem behaviors: A comprehensive approach. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 31–50). Baltimore: Brookes Co

    Google Scholar 

  • Eichinger, J., & Downing, J. (2000). Restructuring special education certification: What should be done? The Journal of the Association for Persons With Severe Handicaps, 25, 109–112

    Google Scholar 

  • Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303–319

    Google Scholar 

  • Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E., & Poling, A. (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30, 193–210

    Google Scholar 

  • Espin, C. A., Deno, S. L., & Albayrak-Kaymak, D. (1998). Individualized education programs in resource and inclusive settings: How “individualized” are they? Journal of Special Education, 32, 164–174

    Google Scholar 

  • Etscheidt, S. (2003). An analysis of legal hearings and cases related to individualized education programs for children with autism. Research and Practice for Persons With Severe Disabilities, 28, 51–69

    Google Scholar 

  • Etscheidt, S. (2005). Paraprofessional services for students with disabilities: A legal analysis of issues. Research and Practice for Persons With Severe Disabilities, 30, 60–80

    Google Scholar 

  • Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons With Severe Disabilities, 27, 165–174

    Google Scholar 

  • Fisher-Polites, C. (2004). We all fit in: A program designed to promote understanding among typical children for children with disabilities. Journal of Positive Behavior Interventions, 6, 181–187

    Google Scholar 

  • Fox, J. (1999). Failing grade: The trouble with teacher's aide. New Republic, 16

    Google Scholar 

  • French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19, 357–368

    Google Scholar 

  • French, N. K. (2001). Supervising paraprofessionals: A survey of teacher practices. Journal of Special Education, 35, 41–53

    Google Scholar 

  • French, N. K. (2004). Introduction to the special series. Remedial and Special Education, 25, 203–204

    Google Scholar 

  • Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact on students' social relationships. Journal of the Association for Persons With Severe Handicaps, 20, 259–269

    Google Scholar 

  • Gelzheiser, L. M., McLane, M., Meyers, J., & Pruzek, R. M. (1998). IEP-specified peer interaction needs: Accurate but ignored. Exceptional Children, 65, 51–65

    Google Scholar 

  • Giangreco, M. F., Broer, S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons With Severe Handicaps, 24, 281–291

    Google Scholar 

  • Giangreco, M.F., Broer, S.F., & Edelman, S. (2001). Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models. Journal of the Association for the Severely Handicapped, 26(2), 75–86

    Google Scholar 

  • Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45–63

    Google Scholar 

  • Giangreco, M. F., Edelman, S., Cloninger, C., & Dennis, R. E. (1993). My child has a classmate with severe disabilities: What parents of nondisabled children think about full inclusion. Developmental Disabilities Bulletin, 21, 77–91

    Google Scholar 

  • Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & MacFarland, S. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18

    Google Scholar 

  • Gibb, G. S., Young, J. R., Allred, K. W., Dyches, T. T., Egan, & Ingram, C. F. (1997). A team-based junior high inclusion program: Parent perceptions and feedback. Remedial and Special Education, 18, 243–249, 256

    Google Scholar 

  • Gillum, H., Camarata, S., Nelson, K. E., & Camarata, M. N. (2003). A comparison of naturalistic and analog treatment effects in children with expressive language disorder and poor preintervention imitation. Journal of Positive Behavior Interventions, 5, 171–178

    Google Scholar 

  • Goldstein, H. (2002). Communication intervention for children with autism: A review of treatment efficiency. Journal of Autism and Developmental Disorders, 32, 373–396

    PubMed  Google Scholar 

  • Greenspan, S. I., & Wieder, S. (1999). A functional developmental approach to autism spectrum disorders. The Journal of the Association for Persons With Severe Handicaps, 24, 147–161

    Google Scholar 

  • Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326–343

    Google Scholar 

  • Guralnick, M. J., Gottman, J. M., & Hammond, M. (1996). Effects of social setting on the friendship formation of young children differing in developmental status. Journal of Applied Developmental Psychology, 17, 645–651

    Google Scholar 

  • Hanley, T. V. (2003). Commentary: Scaling up social-emotional and academic supports for all students, including students with disabilities. School Psychology Review, 32, 327–330

    Google Scholar 

  • Harper, L. V., & McCluskey, K. S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163–184

    Google Scholar 

  • Harris, S. L., Handleman, J. S., Arnold, M., & Gordon, R. (2001). The Douglass Developmental Disabilities Center: Two models of service delivery. In J. S. Handleman & S. L. Harris (Eds.), Preschool Education Programs for Children With Autism (2nd ed., pp. 233–260). Austin, Texas: Pro-ed

    Google Scholar 

  • Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1 215–230

    Google Scholar 

  • Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25, 762–784

    PubMed  Google Scholar 

  • Hart, B. M., & Risley, T. R. (1968). Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. Journal of Applied Behavioral Analysis, 1, 109–120

    Google Scholar 

  • Haynes, N. M., Comer, J. P., & Hamilton-Lee, M.(1988). The school development problem: A model for school improvement. Journal for Negro Education, 57, 11–21

    Google Scholar 

  • Hemmeter, M. L. (2000). Classroom-based interventions: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20, 56–61

    Google Scholar 

  • Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate service for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 71–76

    Google Scholar 

  • Ho, B. (2002). Application of participatory action research to family-school intervention. School Psychology Review, 31, 106–121

    Google Scholar 

  • Holahan, A., & Costenbader, V. (2000). A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms. Topics in Early Childhood Special Education, 20, 224–235

    Google Scholar 

  • Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208–223

    Google Scholar 

  • Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359–383

    PubMed  Google Scholar 

  • Hughes, J. N. (2003). Commentary: Participatory action research leads to sustainable school and community improvement. School Psychology Review, 32, 38–43

    Google Scholar 

  • Hurley-Geffner, C. M. (1995). Friendships between children with and without developmental disabilities. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 105–125). Baltimore: Brookes

    Google Scholar 

  • Janney, R. E., & Snell, M. E. (1997). How teachers include students with moderate and severe disabilities in elementary classes: The means and meaning of inclusion. Journal of the Association for Persons With Severe Handicaps, 22, 159–169

    Google Scholar 

  • Kamps, D. M., Kravits, T., Gonzalez-Lopez, A. (1998). What do the peers think? Social validity of peer-mediated programs. Education and Treatment of Children, 21 107–134

    Google Scholar 

  • Katsiyannis, A., Hodge, J., & Lanford, A. (2000). Paraeducators: Legal and practice considerations. Remedial and Special Education, 21, 297–304

    Google Scholar 

  • Kavale, K. A., & Forness, S. R. (2000). History, rhetoric, and reality: Analysis of the inclusion debate. Remedial and Special Education, 21, 279–292

    Google Scholar 

  • Kennedy, C. H., Cushing, L. S., & Itkonen, T. (1997). General education participation improves the social contacts and friendship networks of students with severe disabilities. Journal of Behavioral Education, 7, 167–189

    Google Scholar 

  • Kennedy, C. H., & Itkonen, T. (1994). Some effects of regular class participation on the social contacts and social networks of high school students with severe disabilities. Journal of the Association for Persons With Severe Handicaps, 19, 1–10

    Google Scholar 

  • King-Sears, M. E. (2001). Institutionalizing peer-mediated instruction and intervention in schools: Beyond “train and hope”. Remedial and Special Education, 22, 89–101

    Google Scholar 

  • Koegel, L. K. (2000). Communication in autism. Journal of Autism and Developmental Disorders, B30, 383–392

    Google Scholar 

  • Koegel, R.L., & Koegel, L.K. (1995) Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore, MD: Paul H. Brookes Publishing

    Google Scholar 

  • Koegel, R.L., & Koegel, L.K. (2006). Pivotal Response Treatments for autism: Communication, social, & academic development. Baltimore, MD: Paul H Brookes Publishing

    Google Scholar 

  • Koegel, L. K., Koegel, R. L., Frea, W. D., & Fredeen, R. M. (2001). Identifying early intervention targets for children with autism in inclusive school settings. Behavior Modification, 25 745–761

    PubMed  Google Scholar 

  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons With Severe Handicaps, 24 174–185

    Google Scholar 

  • Koegel, L. K., Koegel, R. L., & Smith, A. (1997). Variables related to differences in standardized test outcomes for children with autism. Journal of Autism and Developmental Disorders, 27, 233–243

    PubMed  Google Scholar 

  • Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26 347–359

    PubMed  Google Scholar 

  • Koegel, R. L., & Frea, W.D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis 26, 369–377

    PubMed  Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (Eds.). (1995). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Brookes

    Google Scholar 

  • Koegel, R. L., Koegel, L. K., & Dunlap, G. (Eds.). (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Brookes

    Google Scholar 

  • Koegel, R.L., & Koegel, L.K. (2006). Pivotal Response Treatments for autism: Communication, social, & academic development. Baltimore, MD: Paul H Brookes Publishing

    Google Scholar 

  • Koegel, R.L., Koegel, L.K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22 (2), 141–153

    PubMed  Google Scholar 

  • Koegel, R. L., O'Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187–200

    PubMed  Google Scholar 

  • Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21, 93–103

    Google Scholar 

  • Kohler, F. W., Ezell, H. K., & Paluselli, M. (1999). Promoting changes in teachers' conduct of student pair activities: An examination of reciprocal peer coaching. Journal of Special Education, 33, 154–165

    Google Scholar 

  • Kohler, F. W., & Strain, P. S. (1999). Maximizing peer-mediated resources in integrated preschool classrooms. Topics in Early Childhood Special Education, 19, 92–102

    Google Scholar 

  • Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and child behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12, 196–206

    Google Scholar 

  • Kohler, F. W., Strain, P. S., & Shearer, D. D. (1996). Examining levels of social inclusion within an integrated preschool for children with autism. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 305–332). Baltimore: Brookes

    Google Scholar 

  • Kraemer, B. R., Blacher, J., & Marshal, M. P. (1997). Adolescents with severe disabilities: Family, school, and community integration. Journal of the Association for Persons With Severe Handicaps, 22, 224–234

    Google Scholar 

  • Lerman, D. C., Vorndarn, C. M., Addison, L., & Kohn, S. C. (2004). Preparing teachers in evidence-based practices for young children with autism. School Psychology Review, 33. 510–526

    Google Scholar 

  • Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of the schoolwide positive behavior supports. Psychology in the Schools, 39, 181–190

    Google Scholar 

  • Lovaas, I. O. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9

    PubMed  Google Scholar 

  • Lucyshyn, J. M., & Albin, R. W. (1993). Comprehensive support of families with children with disabilities and behavior problems: Keeping it “friendly.” In G. H. S. Singer & L. E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family interventions (pp. 365–407). Baltimore: Brookes

    Google Scholar 

  • Lucyshyn, J. M., Albin, R. W., & Nixon, C. D. (1997). Embedding comprehensive behavioral support in family ecology: An experimental, single case analysis. Journal of Consulting and Clinical Psychology, 65, 241–251

    PubMed  Google Scholar 

  • Lucyshyn, J.M., Dunlap, G.M., & Albin, R. (2002). Families and positive behavior support: Addressing problem behavior in family contexts. In J.M. Lucyshyn, G.M. Dunlap, & R.W. Albin (eds.), Family, Community, & Disability (pp.391–416). Baltimore, MD, US: Paul H Brookes Publishing

    Google Scholar 

  • Mamlin, N. (1999). Despite best intentions: When inclusion fails. Journal of Special Education, 33, 36–49

    Google Scholar 

  • Marks, S. U., Schrader, C., & Levine, M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65, 315–328

    Google Scholar 

  • McCurdy, B. L., Mannella, M. C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Interventions, 5, 158–170

    Google Scholar 

  • McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal of Mental Retardation, 97, 359–372

    PubMed  Google Scholar 

  • McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117–126

    PubMed  Google Scholar 

  • McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavioral Analysis, 18, 17–31

    Google Scholar 

  • McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons With Severe Handicaps, 24, 133–146

    Google Scholar 

  • McGee, G. G., Morrier, M. J., & Daly, T. (2001). The Walden Early Childhood Programs. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (2nd ed.). Austin, Texas: Pro-ed, 157–190

    Google Scholar 

  • Meline, T., & Paradiso, T. (2003). Evidence-based practice in schools: Evaluating research and reducing barriers. Language, Speech, and Hearing Services in Schools, 34, 273–283

    Google Scholar 

  • Minke, K. M., & Anderson, K. J. (2005). Family-school collaboration and positive behavior support. Journal of Positive Behavior Interventions, 7, 181–185

    Google Scholar 

  • Miranda-Linne, F., & Melin, L. (1992). Acquisition, generalization, and spontaneous use of color adjectives: A comparison of incidental teaching and traditional discrete-trial procedures for children with autism. Research in Developmental Disabilities, 13, 191–210

    PubMed  Google Scholar 

  • Moes, D. R., & Frea, W. D. (2000). Using family context to inform intervention planning for the treatment of a child with autism. Journal of Positive Behavior Interventions, 2, 40–46

    Google Scholar 

  • Morin, J. E. (2001). Winning over the resistant teacher. Journal of Positive Behavior Interventions, 3, 62–64

    Google Scholar 

  • National Research Council. (2001). Educating Children with Autism. Committee on educational interventions for children with autism. Division of behavioral and social sciences and education. Washington, DC: National Academy Press

    Google Scholar 

  • Netzel, D. M., & Eber, L. (2003). Shifting from reactive to proactive discipline in an urban school district: A change of focus through the PBIS implementation. Journal of Positive Behavior Interventions, 5, 71–79

    Google Scholar 

  • O'Conner, J., & French, R. (1998). Paraprofessionals' attitudes toward inclusion of students with disabilities in physical education. Perceptual and Motor Skills, 86, 98

    Google Scholar 

  • Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20–27

    Google Scholar 

  • Odom, S. L., Deklyen, M., & Jenkins, J. R. (1984). Integrating handicapped and non-handicapped preschoolers: Developmental impact on the nonhandicapped children. Exceptional Children, 51, 41–48

    PubMed  Google Scholar 

  • Odom, S. L., McConnell, S. R., & Chandler, L. K. (1994). Acceptability and feasibility of classroom-based social interactions interventions for young children with disabilities. Exceptional Children, 60, 226–236

    Google Scholar 

  • Odom, S. L., & Strain, P. S. (2002). Evidence-based practice in early intervention/early childhood special education: Single-subject design research. Journal of Early Intervention, 25, 151–160

    Google Scholar 

  • Osher, T. W., & Osher, D. M. (2002). The paradigm shift to true collaboration with families. Journal of Child and Family Studies, 11, 47–60

    Google Scholar 

  • Paine, S. C., Bellamy, G. T., & Wilcox, B. (Eds.). (1984). Human services that work: From innovation to standard practice. Baltimore: Brookes

    Google Scholar 

  • Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilities. Exceptional Children, 67, 467–484

    Google Scholar 

  • Peterson, S. M., Derby, K. M., Berg, W. K., & Horner, R. H. (2002). Collaboration with families in the functional behavior assessment of and intervention for severe behavior problems. Education and T reatment of Children, 25, 5–25

    Google Scholar 

  • Pianta, RC, & Stuhlman, MC. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444–458

    Google Scholar 

  • Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of parae-ducators: The state of the art. National Resource Center for Paraprofessionals. Utah State University, Logan, UT

    Google Scholar 

  • Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: A review. Journal of Applied Behavior Analysis, 28, 285–295

    PubMed  Google Scholar 

  • Praisner, C. L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69, 135–145

    Google Scholar 

  • Rainforth, B. (2000). Preparing teachers to educate students with severe disabilities in inclusive settings despite contextual constraints. Journal of the Association for Persons With Severe Handicaps, 25, 83–91

    Google Scholar 

  • Reinoehl, B. R., & Halle, J. W. (1994). Increasing the assessment probe performance of teacher aides through written prompts. Journal of the Association for Persons With Severe Handicaps, 19, 32–42

    Google Scholar 

  • Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140–149

    Google Scholar 

  • Reschly, D. (2004). Commentary: Paradigm shift, outcomes criteria, and behavioral interventions: Foundations for the future of school psychology. School Psychology Review, 33, 408–416

    Google Scholar 

  • Riggs, C. G., & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35, 54–62

    Google Scholar 

  • Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers' relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123–130

    PubMed  Google Scholar 

  • Rogers, S. J., Hall, T., Osaki, D., Reavon, J., & Herbison, J. (2001). The Denver Model: A comprehensive integrated educational approach to young children with autism and their families. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (pp. 95–133). Austin, TX: Pro-ed

    Google Scholar 

  • Rogers, E. S., & Palmer-Erbs, V. (1994). Participatory action research: Implications for research and evaluation in psychiatric rehabilitation. Psychosocial Rehabilitation Journal, 18, 3–12

    Google Scholar 

  • Romanczyk, R. G., Lockshin, S. B., & Matey, L. (2000). The children's unit for treatment and evaluation. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (2nd ed., pp. 49–94). Austin, TX: Pro-ed

    Google Scholar 

  • Ruble, L. A., & Dalrymple, N. J. (2002). COMPASS: A parent-teacher collaborative model for students with autism. Focus on Autism and Other Developmental Disabilities, 17, 76–83

    Google Scholar 

  • Sadler, J. (2005). Knowledge, attitudes, and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21, 147–163

    Google Scholar 

  • Salend, S. J., & Duhaney, L. M. G. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20, 114–126

    Google Scholar 

  • Santarelli, G., Koegel, R. L., Casas, M. J., & Koegel, L. K. (2001). Culturally diverse families participating in behavior therapy parent education programs for children with developmental disabilities. Journal of Positive Behavior Interventions, 3, 120–123

    Google Scholar 

  • Schepis, M. M., Ownbey, J. B., Parsons, M., & Reid, D. H. (2000). Training support staff for teaching young children with disabilities in an inclusive preschool setting. Journal of Positive Behavior Interventions, 2, 170–178

    Google Scholar 

  • Schepis, M. M., Reid, D. H., Ownbey, D. H., & Clary, J. (2003). Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. Research and Practice for Persons With Severe Disabilities, 28, 37–42

    Google Scholar 

  • Scholpler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Shopler & G. B. Mesibov (Eds.), Learning and cognition in autism (pp. 243–268). New York: Plenum Press

    Google Scholar 

  • Schwartz, I. S., Sandall, S. R., McBride, B. J., & Boulware, G. L. (2004). Project DATA (developmentally appropriate treatment for autism): An inclusive school-based approach to educating young children with autism. Topics in Early Childhood Special Education, 24, 156–168

    Google Scholar 

  • Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/ inclusion, 1958–1995: A research synthesis. Exceptional Children, 63, 59–74

    Google Scholar 

  • Seery, M. E., Davis, P. M., & Johnson, L. J. (2000). Seeing eye-to-eye: Are parents and professionals in agreement about the benefits of preschool inclusion? Remedial and Special Education, 21, 268–278

    Google Scholar 

  • Simpson, R. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140–149

    Google Scholar 

  • Sindelar, P. T., Daunic, A., & Rennells, M. S. (2004). Comparisons of traditionally and alternatively trained teachers. Exceptionality, 12, 209–223

    Google Scholar 

  • Smith, M. L., & Heflin, L. J. (2001). Supporting positive behavior in public schools: An intervention program in Georgia. Journal of Positive Behavior Interventions, 3, 39–47

    Google Scholar 

  • Snell, M. E. (2003). Applying research to practice: The more pervasive problem? Research and Practice for Persons With Severe Disabilities, 28, 143–147

    Google Scholar 

  • Snell, M. E., & Janney, R. E. (2000). Teachers' problem-solving about children with moderate and severe disabilities in elementary classrooms. Exceptional Children, 66, 472–490

    Google Scholar 

  • Snell, M. E., Voorhees, M. D., & Chen, L. (2005). Team involvement in assessment-based interventions with problem behavior: 1997–2002. Journal of Positive Behavior Interventions, 7, 140–152

    Google Scholar 

  • Soodak, L. C., & Erwin, E. J. (2000). Valued member or tolerated participant: Parents' experiences in inclusive early childhood settings. Journal of the Association for Persons With Severe Handicaps, 25, 29–41

    Google Scholar 

  • Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. Journal of Special Education, 31, 480–497

    Article  Google Scholar 

  • Stahmer, A. C., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20, 66–79

    PubMed  Google Scholar 

  • Stiebel, D. (1999). Promoting augmentative communication during daily routines: A parent problem-solving intervention. Journal of Positive Behavior Interventions, 1, 159–169

    Google Scholar 

  • Stormont, M., Lewis, T. J., Smith, S. C. (2005). Behavior support strategies in early childhood settings: Teachers' importance and feasibility ratings. Journal of Positive Behavior Interventions, 7, 131–139

    Google Scholar 

  • Strain, P. S. (1987). Parent training with young autistic children: A report on the LEAP model. Zero to Three, 7, 7–12

    Google Scholar 

  • Strain, P. S. (2001). Empirically based social skill intervention: A case for quality-of-life improvement. Behavioral Disorders, 27, 30–36

    Google Scholar 

  • Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, 116–122

    Google Scholar 

  • Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, M. C., et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143

    Google Scholar 

  • Talmor, R., Reiter, S., & Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20 215–229

    Google Scholar 

  • Turnbull, A. P., Blue-Banning, M., Turbiville, V., & Park, J. (1999). From parent education to partnership education: A call for a transformed focus. Topics in Early Childhood Special Education, 19, 164–172

    Google Scholar 

  • Turnbull, A. P., & Turnbull, H. R. (1996). Group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 99–114). Baltimore: Brookes

    Google Scholar 

  • Turnbull, H. R., Wilcox, B. L., & Stowe, M. J. (2002). A brief overview of special education law with focus on autism. Journal of Autism and Developmental Disorders, 32, 479–493

    PubMed  Google Scholar 

  • Wacker, D. P., Peck, S., Derby, M. K., Berg, W., & Harding, J. (1996). Developing long-term reciprocal interactions between parents and their young children with problematic behavior. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 99–114). Baltimore: Brookes

    Google Scholar 

  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J., Bricker, D., et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209

    Google Scholar 

  • Ward, K., & Trigler, J. S. (2001). Reflections on participatory action research with people who have developmental disabilities. Mental Retardation, 39, 57–59

    PubMed  Google Scholar 

  • White, G. W. (2002). Consumer participation in disability research: The golden rule as a guide for ethical practice. Rehabilitation Psychology, 47, 438–446

    Google Scholar 

  • Wigle, S. E., & Wilcox, D. J. (1996). Inclusion: Criteria for the preparation of education personnel. Remedial and Special Education, 17, 323–328

    Google Scholar 

  • Wolery, M., & Gast, D. L. (2000). Classroom research for young children with disabilities: Assumptions that guided the conduct of research. Topics in Early Childhood Special Education, 20, 49–55

    Google Scholar 

  • Young, B., Simpson, R. L., Myles, B. S., & Kamps, D. M. (1997). An examination of para-professional involvement in supporting inclusion of students with autism. Focus on Autism and Other Developmental Disabilities, 12, 31–38

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of California, Santa Barbara

    Lynn Kern Koegel, Suzanne Robinson & Robert L. Koegel

Authors
  1. Lynn Kern Koegel
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Suzanne Robinson
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Robert L. Koegel
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Dept. Special Education, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS, 66045-7534, USA

    Wayne Sailor

  2. Florida Mental Health Institute Div. Applied Research, University of South Florida, 2778 Mayberry Drive, Reno, NV, 89509, USA

    Glen Dunlap

  3. Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269-2064, USA

    George Sugai

  4. Dept. Special Education, University of Oregon, 1235 University of Oregon, Eugene, OR, 97403-1235, USA

    Rob Horner

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science + Business Media B.V

About this chapter

Cite this chapter

Koegel, L.K., Robinson, S., Koegel, R.L. (2009). Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_7

Download citation

Publish with us

Policies and ethics

Search

Navigation