Putting the Pieces Together:
A Resource Guide for a Series of Workshops
on Autism
Amanda Sanderson-McBride
Professional Project Approval Signature Page
We recommend that the professional project by Amanda McBride
prepared under our supervision be accepted in
partial fulfillment of the requirements for the degree of
MASTER of ARTS in TEACHING
Tanya Caron, Ph.D., Professional Project Advisor
Committee Member
Committee Member
July 2013
Table of Contents
Introduction
 What Research Shows Parents Need
 Abstract
 Note to Teachers
5-7
8-9
10
11
How to Use This Handbook
12
Glossary of Terms
13-16
PECS/What is PECS
17-23
Lesson Plans and Activities
24






Toileting
Bathing/Showering
Dental Care
Medication Management
Shopping
Cooking
1. Cooking Vocabulary Words
2. Recipe Review
25-28
29-32
33-36
37-41
42-45
46-50
51-52
53
Standards Matrix
54
Strategies for Success
55-57
References
58-59
Appendices Index





Community Resources
Print Resources
Electronic Resources
Reproducible Activities Index
Reproducible Activities
Annotated Bibliography
60
61-64
65-71
72-74
75
76-89
90-121
Introduction
5
The increasing number of Autism Spectrum Disorder (ASD) students within the United
States’ school population continues to rise and present challenges to teachers and caregivers.
Researchers show that available community resources are abundantly undiscovered and
unused. Caregivers of children with ASD often experience difficulty accessing support services
and reported a lack of collaboration between agencies working with their child, a lack of
information about services and community resources, and a lack of continuity between
supports (Haney, 2012).
The Council for Exceptional Children (2013) stated that one in every 88 children have
Autism Spectrum Disorder (ASD). Autism spectrum disorder or ASD is a disorder of neural
development characterized by impaired social interaction and communication, emotional
detachment, and repetitive behaviors. Children with ASD are likely not to form normal social
relationships. Key characteristics of ASD may include a lack of eye contact, a lack of verbal
communication, the inability to comprehend social cues or repetitive fixated behaviors as well
as severe tantrums; all of which I have observed in my professional experience
As an experienced special education teacher of students with ASD, I have often been
asked by caregivers for contact information on local community resources and how to either
toilet train their child or take them shopping at a grocery store. This guide for a series of
workshops is intended to assist teachers and caregivers of children with ASD with activities that
promote self advocacy and academic supports such as transitional choices.
6
Lesson plans for group and individual activities, as well as the use of a portfolio that will contain
homework assignments are included. The portfolio assignments are directed towards the child
with ASD and their caregiver, and will allow for future insight on personal growth. The
caregivers that attend the series of workshops will also gain insight on strategies such as
programs that are geared towards children with ASD that will assist them in ensuring their
child’s educational strides are met.
7
What Research Shows Parents Need:
As the number of children with autism spectrum disorder continues to increase
in the United States, so does the necessity for resources for their families. Caregivers and
families involved with the extraordinary caretaking demands of a developmentally delayed
child are at risk for added stress, social isolation, and reduced feelings of a family unit (Slater &
Wikler, 2001). Researchers shows that “Parents of children with autism and families may need
help with assessing their situations, reaching out for help in their communities, and using
appropriate coping strategies to decrease excessive stress (Hall, 2011).
Knowledge of community resources and local support systems can provide caregivers
and teachers with current tools to assist students with ASD. Caregivers often rely on their
child’s Special Education teacher for information about educational supports within the
community, the majority of the caregivers stated that their child’s teacher knew little about
availability of outside resources (Haney, 2012).Modifications can be examined and
implemented within the school setting as well as the recognition of individual techniques
crucial to students and their caregivers gaining success. Collaboration between school staff and
outside resources can provide improvements for support systems. Researchers indicated that
regular participation in support systems led to more socialization for the child and their families
within the community (Truesdale, McConkey, Ferguson, & Roberts, 2006). Researchers further
indicated that caregivers that attended support systems and were content with the support
received had better coping skills than those caregivers who had little or no support systems set
in place (Clifford & Minnes, 2013). Community resources and support systems put in place for
8
children with ASD, their caregivers and families lead to healthier and happier functioning for all
involved.
Accurate up to date community resources and support systems being put in place are
imperative for children with ASD and their families. However, not all support systems are
deemed effective. It is imperative that children with ASD and their caregivers determine what
models are more effective for their individual needs.
9
Abstract
McBride, A. (2013). Putting the pieces together: A resource guide for a series of workshops on
autism. (Unpublished master’s professional project). Sierra Nevada College, Incline
Village, Nevada.
The Council for Exceptional Children (2013) stated that one in every 88 children have
Autism Spectrum Disorder (ASD). Researchers indicate that caregivers of children with
autism have a high risk of stress, as well as little knowledge of community resources. I
created this series of workshops and handbook to ensure that caregivers of children with
ASD receive accurate community resources to help alleviate stress. This handbook provides
lesson plans that caregivers can use with step by step picture schedules and checklists, as
well as a list of community resources, websites and books. The handbook also provides a
glimpse of the STAR program designed specifically for children with ASD. All of the elements
included target strategies for success and techniques for teaching self advocacy.
10
Note to Teachers
Educators strive to meet all of our students’ educational needs. Unfortunately, educators are
faced with many difficult challenges when it comes to ensuring proper differentiated
instructional strategies. After working closely with fellow colleagues and parents of children
with Autism Spectrum Disorder (ASD), I deemed it necessary to provide research on necessary
means of support systems within local communities. I designed this guide for workshops to
provide both teachers and caregivers of children with ASD with the proper educational
strategies and available community resources. I believe that discovering the current local
community resources allows everyone involved to live a healthier and happier life both at
school and at home. Also, in the Special Education field there is a lot of terminology that
sometimes tends to get confusing. The glossary of terms is included to help those of you who
may not be familiar with some terminology used throughout this handbook. I hope that
teachers and caregivers find this guide useful in educating/rearing a child with ASD.
Sincerely and Best Wishes,
Amanda McBride
11
How to Use This Handbook
A big part of working closely with autistic children is learning strategies that are
suitable for each and every one of them. However, the picture exchange communication
system (PECS) is a no fail strategy for all autistic students. I have included a PECS handout
with each lesson in this handbook, as well as examples of many others that can be used at
your discretion. PECS allows the child to know the appropriate steps of simple tasks such as
brushing teeth or using the restroom and sets forth expectations. The table of contents will
help you discover different strategies such as PECS, strategies for success, different types of
resources such as community, print and/or electronic, and several lessons for everyday use. If
you are unsure of terminology used throughout, simply refer to the glossary of terms section.
The following is included in every lesson for everyday use:







Objectives
Materials
Procedures
Independent Practice Activities
Strategies for Success
Common Core Standards
PECS schedules/checklists
Autistic children have so much to offer so I invite you to enjoy and use this handbook for
what serves you and your family or students. Provide an autistic child an outlet through one
of the many different strategies.
12
Glossary Of Terms
13
ACCOMMODATIONS: Techniques and materials that allow individuals with LD to complete
school or work tasks with greater ease and effectiveness. Examples include spellcheckers, tape
recorders, and expanded time for completing assignments.
ASSISTIVE TECHNOLOGY: Equipment that enhances the ability of students and employees to be
more efficient and successful. For individuals with LD, computer grammar checkers, an
overhead projector used by a teacher, or the audio/visual information delivered through a CDROM would be typical examples.
BRAIN INJURY: The physical damage to brain tissue or structure that occurs before, during, or
after birth that is verified by EEG, MRI, CAT, or a similar examination, rather than by
observation of performance. When caused by an accident, the damage may be called Traumatic
Brain Injury (TBI).
COLLABORATION: A program model in which the LD teacher demonstrates for or team teaches
with the general classroom teacher to help a student with LD be successful in a regular
classroom.
DIRECT INSTRUCTION: An instructional approach to academic subjects that emphasizes the use
of carefully sequenced steps that include demonstration, modeling, guided practice, and
independent application.
DYSNOMIA: A marked difficulty in remembering names or recalling words needed for oral or
written language.
DYSPRAXIA: A severe difficulty in performing drawing, writing, buttoning, and other tasks
requiring fine motor skill, or in sequencing the necessary movements.
LEARNED HELPLESSNESS: A tendency to be a passive learner who depends on others for
decisions and guidance. In individuals with LD, continued struggle and failure can heighten this
lack of self-confidence.
LEARNING MODALITIES: Approaches to assessment or instruction stressing the auditory, visual,
or tactile avenues for learning that are dependent upon the individual.
LEARNING STRATEGY APPROACHES: Instructional approaches that focus on efficient ways to
learn, rather than on curriculum.
LEARNING STYLES: Approaches to assessment or instruction emphasizing the variations in
temperament, attitude, and preferred manner of tackling a task. Typically considered are styles
along the active/passive, reflective/impulsive, or verbal/spatial dimensions.
14
LOCUS OF CONTROL: The tendency to attribute success and difficulties either to internal factors
such as effort or to external factors such as chance. Individuals with learning disabilities tend to
blame failure on themselves and achievement on luck, leading to frustration and passivity.
METACOGNITIVE LEARNING: Instructional approaches emphasizing awareness of the cognitive
processes that facilitate one's own learning and its application to academic and work
assignments. Typical metacognitive techniques include systematic rehearsal of steps or
conscious selection among strategies for completing a task.
MULTISENSORY LEARNING: An instructional approach that combines auditory, visual, and
tactile elements into a learning task. Tracing sandpaper numbers while saying a number fact
aloud would be a multisensory learning activity.
NEUROPSYCHOLOGICAL EXAMINATION: A series of tasks that allow observation of
performance that is presumed to be related to the intactness of brain function.
PERCEPTUAL HANDICAP: Difficulty in accurately processing, organizing, and discriminating
among visual, auditory, or tactile information. A person with a perceptual handicap may say
that "cap/cup" sound the same or that "b" and "d" look the same. However, glasses or hearing
aids do not necessarily indicate a perceptual handicap.
PICTURE SCHEDULE: pictures displaying what will happen in a sequence from first to last.
PREREFERRAL PROCESS: Procedures in which special and regular teachers develop trial
strategies to help a student showing difficulty in learning remain in the regular classroom.
RESOURCE PROGRAM: A program model in which a student with LD is in a regular classroom
for most of each day, but also receives regularly scheduled individual services in a specialized
LD resource classroom.
SELF-ADVOCACY: The development of specific skills and understandings that enable children
and adults to explain their specific learning disabilities to others and cope positively with the
attitudes of peers, parents, teachers, and employers.
SPECIFIC LANGUAGE DISABILITY (SLD): A severe difficulty in some aspect of listening, speaking,
reading, writing, or spelling, while skills in the other areas are age-appropriate.
SPECIFIC LEARNING DISABILITY (SLD): The official term used in federal legislation to refer to
difficulty in certain areas of learning, rather than in all areas of learning.
15
SUBTYPE RESEARCH: A recently developed research method that seeks to identify
characteristics that are common to specific groups within the larger population of individuals
identified as having learning disabilities.
TRANSITION: Commonly used to refer to the change from secondary school to postsecondary
programs, work, and independent living typical of young adults.
16
PECS
(Picture Exchange Communication System)
17
What is PECS (Picture Exchange Communication System)…
The following is adapted from: http://www.pecsusa.com/pecs.php
According to Andrew S. Bondy, PECS was developed in 1985 as a
unique augmentative/alternative communication intervention package
for individuals with autism spectrum disorder and related
developmental disabilities. PECS does not require complex or
expensive materials. It was created with families, educators, and
resident care providers in mind, so is readily used in a range of
settings.
PECS begins by teaching an individual to give a picture of
a desired item to a “communicative partner", who
immediately honors the exchange as a request. The
system goes on to teach discrimination of pictures and
how to put them together in sentences. In the more
advanced phases, individuals are taught to answer
questions and to comment.
There are six phases when teaching and learning the PECS program.
They are:
1. PHASE I: How to Communicate; Students learn to exchange
single pictures for items or activities they really want.
2. PHASE II: Distance and Persistence; Still using single pictures,
students learn to generalize this new skill by using it in different
places, with different people and across distances. They are also
taught to be more persistent communicators.
3. PHASE III: Picture Discrimination; Students learn to select from
two or more pictures to ask for their favorite things. These are
placed in a communication book—a ring binder with Velcro®
strips where pictures are stored and easily removed for
communication.
18
4. PHASE IV: Sentence Structure; Students learn to construct
simple sentences on a detachable sentence strip using an “I
want” picture followed by a picture of the item being requested.
5. PHASE V: Answering Questions; Students learn to use PECS to
answer the question, “What do you want?”.
6. PHASE VI: Commenting; Now students are taught to comment in
response to questions such as, “What do you see?”, “What do you
hear?” and “What is it?”. They learn to make up sentences
starting with “I see”, “I hear”, “I feel”, “It is a”, etc.
19
These are a few examples of how a picture schedule could
be posted and used:
20
Bus Ride
Greeting
21
There are numerous types of PECS: As you can see
there are PECS for almost anything ranging from body
parts to feelings. You can find just about anything for
PECS. More examples can also be found behind every
lesson plan/activity in this guide book.
22
PECS examples continued…
23
Lesson Plans and Activities
24
Lesson Plans
Topic:
•Toileting
Purpose:
•Proper toileting
procedures and
participation
1.
2.
3.
Daily Living Skills:
Toileting
Materials:
•Picture schedule of proper
toileting techniques
•Toilet paper/wipes
•Gloves
•Sink
•Soap
•Weekly Chart
Procedure:
Show parents the picture schedule that should be
posted in the bathroom and have them encourage
their child to view it:
•
Enter the stall & close the door
•
Pull pants and underwear down
•
Sit on the toilet
•
Use the “restroom” (urination and/or void)
•
Wipe
•
Flush
•
Pull up underwear and then pants
•
Wash hands with soap
•
Exit the restroom
Discuss with parents and children in attendance
each step above and the importance of all steps in
order.
Explain the importance of parents giving all
children regular bathroom breaks.
25
Lesson Plans continued…
Independent Practice:
•Send a copy of the picture
schedule home with parents
and/or child.
•Have parents or children journal
child’s independent toilet usage
and steps completed on
provided chart.
Strategies for Success:
•Praise and encouragement
for every step child
follows and completes
correctly.
•Allow for extra time
during toileting procedure.
•Have a reward or token
system set in place.
Standards:
SL.K.5
SL.5.5
CCRA.SL.2
26
Bathroom Use
Enter Restroom
Pull Pants Down
Pants up &Zip
Wash Hands
Sit and Go
Dry Hands
Wipe
Flush
Exit Restroom
27
Bathroom Usage Chart
Enter Restroom
Pull Pants Down
Pants up &Zip
Sit and Go
Wash Hands
Wipe
Dry Hands
Flush
Exit Restroom
28
Lesson Plans
Daily Living Skills
Bathing/Showering
Topic:
Proper techniques fro
bathing/showering
Purpose:
•Understanding key
body parts to wash
•Understanding the
importance of
cleanliness
•Understanding the
difference between
soap and shampoo
Materials:
•Picture Schedule of
bathing/showering
•Dolls
•Sink
•Shampoo
•Soap
•Wash Clothes
•Towels
•Checklist Chart
Procedure:
1. Discuss with parents the importance of bathing/showering
and the importance of cleanliness.
2. Discuss and identify the key body parts to wash.
3. Model the proper techniques of washing the body with
the doll for children in attendance.
29
Lesson Plans Continued…
Independent Practice:
•Give a picture schedule copy to each parent . Allow the child
to view the picture schedule for the proper steps.
•Have each child document daily bathing/showering steps on
the provided weekly chart.
Strategies for Success:
Allow the child to discuss how
they feel about being clean.
Use encouragement and
praise.
Keep the lesson simple, short
and fun.
Have a reward or token
system set in place.
Standards:
SL.K.5
SL.5.5
CCRA.SL.2
30
Bathing/Showering
Turn water on
Get in water
Turn water off
Shampoo hair
Exit &Dry off
Soap up body
Rinse body off
Get dressed
31
Bathing/Showering Chart
Turn water on
Get in water
Turn water off
Shampoo hair
Exit &Dry off
Soap up body
Rinse body off
Get dressed
32
Lesson Plans
Topic & Skill
Outcome:
•Hygiene
•Proper dental
techniques
Purpose of Lesson:
•Familiarize
children with
proper oral care
and dental
techniques
Daily Living
Skills
Dental Care
Materials:
•Dental care video found at:
www.mykidsdentistonline.com
•Toothbrush
•Toothpaste
•Dental floss
•Mirror
•Weekly Chart
•Picture Schedule
Procedure:
1. Show the video to the parents and other members
attending the workshop. Parents and audience members
will watch the Dental/Oral care video listed in the
materials section.
2. Parents discuss the dental care and flossing observed in
the video with the other members of the audience and
carry over to home with their child.
•
Have parents discuss amongst themselves some of
the trials they have experienced involving their
child’s dental care.
•
What techniques are successful or unsuccessful?
3. Parents discuss the importance of dental & oral care. Ask
the child why it is important that we take care of our
mouths.
4. Show children provided picture schedule.
33
Lesson Plans Continued…
Independent Practice:
•With parental assistance, have child floss and
brush their teeth while looking in the mirror.
•Have parents assist their child in reporting and
documenting their dental care each day on the
provided weekly chart.
Strategies for Success:
•Make it fun to participate in.
•Reward and praise positive
participation.
•Build this lesson into the child’s daily
routines and layout expectations
allowing extra time for slower
children.
•Have a reward or token system set in
place.
Standards:
SL.K.5
SL.5.5
CCRA.SL.2
34
Brushing Teeth
Pick up Toothbrush
Spit
Put toothpaste on toothbrush
Into
Sink
Brush Teeth
Rinse Mouth
Dry face off
35
Adapted from Teachers Friend Publications
36
Lesson Plans
Topic:
Medication
Management
Purpose:
Safely using
medications
1.
2.
Daily Living Skills
Medication
Management
Materials:
•Medication Summary
Sheet
•Pencil/Pen
Procedure:
Keep a medication summary
•
Write down all medications being used
including all over the counter medications (i.e.,
Tylenol or Claritin).
•
Write down all dosages used.
•
Write down how all medications should be
used and for what they are being used for (i.e.,
should they be taken with/without food).
•
If at all possible, fill all of your prescriptions at
one pharmacy allowing the Pharmacist to
check for any drug interactions.
Tips for safe medication use:
•
Use and carry a medication summary sheet
with you at all times.
•
Try and record side effects if at all possible.
•
Take/Give medications as prescribed (never
more, never less).
•
Keep all medications including over the counter
medications in a safe place out of sight and out
of reach of children.
•
Understand how to prevent over dosage and
drug interactions.
37
Lesson Plan: Procedures Continued…
3. Ask the doctor the following:
•
Is the generic form of a medication ok to take?
•
When and how should the medication be taken?
•
Is the medication ok taken with other medications?
•
What are the known common side effects?
•
How long is acceptable to use this medication?
•
When should I notice a difference from this
medication?
4. What teachers/parents should expect from students
taking medications:
•
Know which children are taking which
medications.
•
Know how the side effects affect each
individual child.
1. Is the child drowsy?
2. Does the child have excessive hunger or
thirst?
3. Does the child’s behavior change at
certain times of the day?
4. Has the child gained weight?
5. Has the child’s behavior become more
aggressive?
38
Lesson Plans Continued…
•
•
Independent Practice:
Teachers: Contact your school’s administrator and
be sure to receive written guidelines that your
school follows for handling and distributing
medications. Keep them on file at all times. Make
sure to find out who will be giving the medications
(if at all during school hours)?
Parents: Contact the teacher and school nurse to
ensure that all involved in your child’s life have up
to date information on current medication usage, as
well as Physician’s authorizations. Contact the
school secretary to ensure that he/she has up to date
parent and emergency contact information in case
of emergencies during school hours. Does your
child’s school have authorization forms for
emergency personal to do their job?
Strategies for Success:
•Praise and use
encouragement
•Have a reward or
token system set in
place.
Standards:
SL.K.5
SL.5.5
CCRA.SL.2
SL.1
W.K.2
39
Adapted from: http://www.medicalhomeinfo.org/downloads/pdfs/Medication_Summary_Sheet-IL-ICRE.pdf
Lesson Plans
Daily Living Skills:
Shopping List
Topic:
•Shopping
•Organizing Lists
Purpose:
•Efficient grocery
shopping using a list
previously made
•Knowledge of
ingredients already
purchased
Materials:
•Paper
•Pencils/Pens
•Recipe Card
•Picture schedule
Procedure:
1. Have parent choose a recipe card.
2. Model proper techniques on how to take inventory of
already purchased ingredients.
3. Model how to create a list for necessary ingredients to
purchase at the store.
4. Include parents in a role-play in which they are
shopping with a recipe to ensure understanding of list
making techniques.
42
Lesson Plans Continued…
Independent Practice:
•Send a recipe card home and have the child create a
shopping list.
•Have the parents and/or child bring in chosen recipe card
and the list made.
Strategies for Success:
•Use a picture schedule
•Keep the shopping lists short, simple
and fun, as well as the recipes to choose
from.
•Give encouragement
•Have a reward or token system set in
place
Standards:
SL.K.5
SL.5.5
CCRA.SL.2
W.K.2
SL.1
43
Adapted fromwww.n2y.com
Adapted fromwww.n2y.com
Lesson Plans
Topic:
Cooking
Purpose:
•Learning to cook using a
recipe
•Measuring ingredients
•Using an oven
Daily Living Skills
Cooking:
Materials:
•Ingredients for a given recipe
•Measuring utensils
•Recipe Card
•Pot holder
•Pan
•Oven
•Picture Schedule
•Pretzel Smores recipe
•Ingredient Pictures
•Question worksheet
Procedure:
1. Share and discuss (with parents) the provided picture
schedule.
2. Model how to choose a short and simple recipe card.
3. Discuss how to identify ingredients and necessary over
temperatures.
4. Model techniques on oven settings safely.
5. Model how to gather proper ingredients
6. Model accurate measurements and discuss the importance
of then allowing children to measure the ingredients with
proper techniques.
7. Model mixing the ingredients and discuss the importance
of allowing the children to mix the ingredients.
8. Model proper techniques on placing combined ingredients
into a pan and baking safely.
46
Independent Practice:
•Give parents a recipe and ingredient picture for Pretzel
smores and have them share and discuss it with their child.
•Give parents and children a cooking picture schedule to
discuss and follow.
•With parental assistance, have the child make the recipe
and document on the question worksheet provided.
Strategies for Success:
•Use hand over hand modeling when
completing a cooking lesson.
•Allow for mistakes and mishaps without
frustration.
•Use a picture schedule for cooking.
•Keep the lesson simple, short and fun.
•Have a reward or token system set in
place.
Standards:
SL.K.5
SL.5.5
W.K.2
CCRA.SL.2
3MD.A.2
47
Cooking
Choose Recipe &
Gather Ingredients
Measure
Bake/Boil/Cook
Take food out
Stir or Mix
Eat
48
Cooking Check List
Choose Recipe &
Gather Ingredients
Bake/Boil/Cook
Measure
Take food out
Stir or Mix
Eat
49
Pretzel Smores Recipe
50
Adapted from www.n2y.com
51
Adapted from www.n2y.com
52
Pretzel Smores
Adapted from www.n2yom
Standards
Lesson1:
Toileting
Lesson 2:
Bathing
Lesson 3:
Dental Care
W.K.2
Lesson 4:
Medication
Management
Lesson 5:
Shopping
Lesson 6:
Cooking
√
√
√
SL.K.5
√
√
√
√
√
√
SL.5.5
√
√
√
√
√
√
CCRA.SL.2
√
√
√
√
√
√
√
3MD.A.2
SL.1
√
√
54
Strategies for Success
55
Strategies for Success:
1. Create a calm and warm environment that is not over stimulating.
2. Create a structured environment that relies on routines and visual cues.
3. When an autistic child is given choices, he or she can become overwhelmed. Give the
child limited choices and say, “Pick one.”
4. Always maintain a calm disposition and remain quiet limiting outside noises.
5. Always limit physical contact with an autistic child. When they are ready and willing,
they will come to you.
6. Allow autistic children to pace even during work times. They work at their own pace and
when forced to pick up the pace they typically will withdraw from the current activity.
7. Give opportunities for social interactions with fellow children.
8. Use picture scheduling for all activities allowing the child to be aware of expectations.
9. Set in place areas that are strictly for the autistic child so he or she has a safe haven to
regroup their thoughts and disposition.
10. Use assistive technology when needed for education and communication purposes.
11. Have an intervention plan set in place in the event of tantrums and follow through with
it every time a tantrum occurs.
12. Use sensory integration for a relaxing effect.
13. Remain consistent in all that the child does. Follow through with all instructions and
expectations set in place.
14. Know what the child’s interests are and build on that.
56
15. Maintain open and positive relationships with all involved in the child’s life. For
example, keep the communication open between you and the child’s teacher and/or
physician.
16. Know your local community resources.
57
References
58
References
Illinois Center for Rehabilitation and Education. (2006). Medication Summary Sheet.
Retrieved June 15, 2013, from http://www.medicalhomeinfo.org
Lockerson, J. (1992). Learning Disabilities: Glossary of terms. ERIC Digest, #E517. Retrieved from
http://www.teachervision.fen.com/learning-disabilities/vocabulary/5332.html
News for Special Learners. (2013). Recipe Names.
Retrieved June 18, 2013, from http://www.n2y.com/news2you/
PECS-USA. (2013). What is PECS: Picture Exchange Communication Systems.
Retrieved June 27, 2013, from http://www.pecsusa.com/pecs.php
Teachers Friend Publication. (2013). My Tooth Brushing Chart.
Retrieved June 27, 2013, from http://www.smilesandgigglesdentistry.com/fun
59
Appendices
Appendix A: Community Resources
61
Appendix B: Print Resources
65
Appendix C: Electronic Resources
72
Appendix D: Reproducible Index
75
Appendix E: Annotated Bibliography
90
60
Northern Nevada Area Community Resources:
Resource
Creative Possibilities
Services Provided:
Contact Information:
Medical Equipment/Supplies
Reno, NV
Special Needs & Mental
Health Services
(775)-424-2888
Able Abilities Group
Developmentally Disabled and Reno, NV
Special Needs
(775)-972-9191
Services/Products
Choices For All
Developmentally Disabled and Reno, NV
Special Needs
(775)-324-2322
Services/Products; Job
Training
Chrysalis
Developmentally Disabled and Reno, NV
Special Needs
(775)-322-6060
Services/Products
*Social Services Organization
Project Uplift
Developmentally Disabled and Reno, NV
Special Needs
(775)-800-1122 Or
Services/Products
(775)-737-4225
Advanced Child Behavior
Solutions
Developmentally Disabled and Reno, NV
Special Needs
61
Noble Horizon of NV.
Developmentally Disabled and
Special Needs
Services/Products
Sparks, NV
Applied Behavior
Technologies
Developmentally Disabled and
Special Needs
Services/Products
Sparks, NV
Ormsby Arc
Medical Equipment/Supplies
Carson City, NV
(775)-358-8290
(775)-354-1620
(775)-882-8520
Educare Carson
Medical Equipment/Supplies
Carson City, NV
(775)-884-2337 Or
(775)-882-6955
Eagle Valley Children’s Home
Medical Equipment/Supplies
Carson City, NV
Developmentally Disabled and
Special Needs
Services/Products
(775)-882-1188
Guy Yeaman Professional Dog
Training/Therapy
Dog traingin/therapy
Garnerville, NV
Teaching Autistic Children
INC.
Special Needs Educational
Services
Grass Valley, CA
Nevada Equine Assisted
Therapy (N.E.A.T)
Equestrian Therapy
Reno, NV
The Note-Ables
Medical Equipment/Supplies
(775)-265-4530
(530)-272-1594
(775)-473-5548
Reno, NV
(775)-324-5521
Hope Healthcare Services
Developmentally Disabled and Reno, NV
Special Needs
(775)-333-5222
Services/Products
62
Easter Seals of NV.
Early Intervention,
Occupational Therapy,
Speech Therapy, Physical
Therapy, and Providers
Reno, NV
ABA, Therapy Services,
Discrete Trial Services,
Academic and Behavioral
Assessments, and Verbal
behavior assistance
Carson City, NV
Nevada Office of Disability
Services
Disability Advocacy and
Support Organization
Carson City, NV.
Nevada Assistive Technology
Collaborative
Support Services
Carson City, NV
State Education Agency Rural
Representative
Support Services
Nevada Bureau of Early
Intervention Services
Early Intervention
Center for Advanced Learning
(775)-322-6555
(775)-841-5000
(775-687-4452
(775)-687-4452
Carson City, NV
(775)-687-5162
Reno, NV
(775)-688-1341
Carson City, NV
(775)-987-0101
Family Health Services
Family Counseling
Carson City, NV
(775)-684-4285
Nevada Department of Health
Services
Support Services
Sierra Regional Center
Supported living, Jobs/day
Training, Respite Care, Family
Preservation, & Clinical
Services
Carson City, NV
(775)-684-4400
Sparks, NV
(775)-688-1930
63
Crisis Line
24 hours, 7 days, 365 days
assistance
1-800-273-8255
Notes
64
Print Resources
Wrightslaw: Special Education Law
Author: Peter W.D. Wright & Pamela Darr Wright
50 Ways to Support Your Child’s Special Education
Author: Terri Mauro
Raising Sebastien
Author: Choo Kah Ying
Too Loud Too Bright Too Fast Too Tight
Author: Sharon Heller
65
Print Resources
A Treasure Chest of Behavioral
Strategies for Individuals with Autism
Author: Beth Fouse, Ph.D. & Maria Wheeler, M.Ed
Thinking in Pictures: My Life with Autism
Author: Temple Grandin
The Social Success Workbook for Teens
Author: Barbara Cooper, MPS & Nancy Widdows, MS
Preparing for Life:
Author: Dr. Jed Baker
66
Print Resources
Adolescents on the Autism Spectrum
Author: Chantal Sicile-Kira
The Best Book on Raising Autistic Children
Author: Colleen Moore
Autism- A practical Guide for Parents and Teachers
Author: Prithvi Perepa
1001 Great Ideas for Teaching & Raising
Children with Autism or Asperger’s
Author: Ellen Notbohm & Veronica Zysk
67
Print Resources
Ten Things Every child with Autism Wish You Knew
Author: Ellen Notbohm
Chicken Soup for the Soul: Raising Kids on the Spectrum
Author: Dr. Rebecca Landa, Mary Beth Marsden,
Nancy Burrows & Amy Newmark
101 Games and Activities for Children with
Autism Spectrum Disorder and Sensory Disorders
Author; Tara Delaney, MS, O.T.R
Engaging Autism
Author; Stanley I. Greenspan & Serena Wieder
68
Print Resources
Changing the Course of Autism
Author: Bryan Jepson, M.D.
Teaching Social Communication to Children with Autism
Author: Brooke Ingersoll & Anna Dvortcsak
Ready, Set, Potty!
Author: Brenda Batts
Keys to Presenting the Child with Autism
Author: Marlene Targ Brill
69
Print Resources
Steps to Independence
Author: Bruce L. Baker & Alan J. Brightman
Raising a Child with Autism
Author: Shira Richman
What You Can Do Right Now
to Help Your Child with Autism
Author: Jonathan Levy
ADHD & Autism Cookbook
Author: Pamela J. Compart & Dana Laake
70
Print Resources
Louder than Words
Author: Jenny McCarthy
Carly’s Voice
Author: Carly Fleischman
& Arthur Fleischman
Autism Encyclopedia
Author: Janice Janzen & Amanda Boutot
Autism Spectrum Disorders: Foundations,
Characteristics, and Effective Strategies
Author: Amanda Boutot & Brenda Smith
Myles
71
Electronic Resources
http://starautismsupport.com/social-communication
http://www.difflearn.com/product/458/verbal_behavior
http://www.autismawarenessonline.com/
http://www.helpguide.org/mental/autism_spectrum.htm
http://www.nichd.nih.gov/health/topics/autism/conditioninfo/Pages/default.aspx
http://www.autismhelp.info/
http://www.autismspeaks.org/family-services/resource-library/websites-families
http://www.autismsupportnetwork.com/
http://www.autism-society.org/
http://www.cdc.gov/ncbddd/autism/links.html
http://babybumblebee.com/Children-With-Autism/
72
Electronic Resources
http://www.autismweb.com/
http://www.autism.com/
http://nationalautismassociation.org/
http://scautismhelp.com/
http://facesforkids.org/
http://kidshealth.org/kid/health_problems/brain/autism.html
https://theautismsite.greatergood.com/store/aut/site
http://www.familiesforautism.org/
http://www.child-autism-parent-cafe.com/
http://www.theautspot.com/
http://mhds.state.nv.us/index.php?option=com_content&view=article&id=56&Itemid=64
73
Electronic Resources
http://www.aconv.org/
http://www.rainweb.org/
http://www.liliclairefoundation.org/Reno%20Center.html
http://www.unr.edu/psych/behavior/training_opportunities_autism.html
http://nnasa.org/
http://www.nevadaautism.org/
http://www.mdjunction.com/autism
http://www.autismsupportdaily.com/
http://voices.yahoo.com/online-support-groups-forums-parents-raising-2527849.html?cat=25
http://www.babble.com/baby/autism-guide-spectrum-disorders-pdd-asd/autism-guide-awarenessresources-support-group-services/
74
Appendix D: Reproducible Handouts
Toileting Picture Schedule
75
Toileting Checklist
76
Bathing Picture Schedule
77
Bathing Checklist
78
Brushing Teeth Picture Schedule
79
My Tooth Brushing Chart
80
Medication Summary Sheet
81
Shopping List in Pictures
82
Blank Shopping List
83
Cooking Picture Schedule
84
Cooking Checklist
85
Cooking Vocabulary Words
86-87
Recipe Review
88
75
Bathroom Use
Enter Restroom
Pull Pants Down
Pants up &Zip
Wash Hands
Sit and Go
Dry Hands
Wipe
Flush
Exit Restroom
76
Bathroom Use
Enter Restroom
Pull Pants Down
Pants up &Zip
Wash Hands
Sit and Go
Dry Hands
Wipe
Flush
Exit Restroom
77
Bathing/Showering
Turn water on
Get in water
Turn water off
Shampoo hair
Exit &Dry off
Soap up body
Rinse body off
Get dressed
78
Bathing/Showering
Turn water on
Get in water
Turn water off
Shampoo hair
Exit &Dry off
Soap up body
Rinse body off
Get dressed
79
Brushing Teeth
Pick up Toothbrush
Spit
Put toothpaste on toothbrush
Into
Sink
Brush Teeth
Rinse Mouth
Dry face off
80
81
Adapted from: http://www.medicalhomeinfo.org/downloads/pdfs/Medication_Summary_Sheet-IL-ICRE.pdf
82
Adapted from www.news2you.com
83
Adapted fromwww.news2you.com
84
Cooking
Choose Recipe &
Gather Ingredients
Measure
Bake/Boil/Cook
Take food out
Stir or Mix
Eat
85
Cooking Check List
Choose Recipe &
Gather Ingredients
Bake/Boil/Cook
Measure
Take food out
Stir or Mix
Eat
86
Adapted from www.news2you.com
87
Adapted from www.news2you.com
88
Recipe Review
Pretzel Smores
Adapted from www.new2you.com
89
Annotated Bibliography
Bowman, J., Butcher, R., & Dolby, S. (2011). Respite care needs for families of children
with life-limiting conditions. Nursing Children and Young People, 23, 14-19.
The authors of this empirical research study examined the tools necessary in
assisting families of children with life-limiting conditions. The authors also examined a
framework guide that would ensure proper allocations were in place for respite programs
and visits. The authors further examined if the families were more content with the
programs they identified as helpful over their healthcare provider’s choice.
The participants of this study consisted of 10 families that all had a child with a
life-limiting condition. They participants were asked to complete a questionnaire that
questioned whether or not they were content with their current program, whether or not
they felt their family could benefit from a comprehensive booklet on local resources,
whether or not they had chosen their program versus their healthcare provider doing such,
and whether or not the families felt involved in the decision making within their
programs. The results indicated that when the families chose their own programs based
on their perceived needs, they were more content than when a healthcare provider chose
for them. The results also indicated that respite programs were most beneficial when they
provided a standardized framework for each individual need of a patient and their family.
Teachers can utilize this research study by understanding the basic needs of
individual families of children with life-limiting conditions. Teachers need to have an
understanding of the families’ perceived outcome for their child. Teachers can further
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Annotated Bibliography
utilize this study by initiating relationships with their families of children with lifelimiting conditions as well as with local outside agencies.
Cappe, E., Wolff, M., Bobet, R., & Adrien, J. (2011). Quality of life: A key to consider in
the evaluation of adjustments in parents of children with autism spectrum
disorders and in the development of relevant support and assistance programs.
Quality of Life Research, 20, 1279-1294. doi: 10.1007/s11136-011-9861-3
The authors of this empirical research study examined the quality of life of
parents of autistic children. The authors further examined the wide variations in
symptoms of autistic children and the psychological impacts for the parents. The authors
of this empirical research study also explored the need for more psycho-educational
programs for parents of autistic children.
The participants consisted of 160 parents that were asked to complete a battery of
questionnaires. The questionnaires included questions about the family’s living
situations, social support systems, coping strategies, and overall perceived quality of life.
The results of this research study showed that the more emotional parents possessed
feelings of guilt and had self perceived lower quality of lives as well as higher levels of
stress. The results also indicated that the parents that demonstrated better coping
strategies had better relationships with their children with autism.
91
Annotated Bibliography
Teachers can utilize this research study to employ support systems for children
with autism. Teachers can assist families and children with autism by choosing psychoeducational programs and curricula that better fit individual needs. Teachers can be
utilized within the social circle as well.
Clifford, T., & Minnes, P. (2013). Who participates in support groups for parents of
children with autism spectrum disorder: The roles of beliefs and coping styles.
Journal of Autism and Developmental Disorders, 43, 179-187. doi:
10.1007/s10803-012-1561-5
The authors of this empirical research study explored the benefits of support
groups for parents of children with autism. The authors further explored the satisfaction
parents felt using their current versus former support groups. The authors also explored
the difficulties entailed in discovering satisfactory support groups for parents of children
with autism.
The participants consisted of 149 parents of children with autism. The participants
were asked to complete an online questionnaire regarding their beliefs about local support
groups that they had attended. The results indicated that the parents who were satisfied
with their local support groups had better coping skills than those parents who were
dissatisfied. The results also indicated that the current support groups were more
beneficial than former support groups.
92
Annotated Bibliography
Teachers can utilize this research study by attaining current information on local
support groups for parents of children with autism. Teachers can further attain current up
to date techniques that will be beneficial in aiding students with autism. Teachers and
parents can work closely together to provide a more successful outlook for children with
autism.
Cohen, S. (2011). Providing services to students with autism spectrum disorder. Journal
of Visual Impairments and Blindness, 105, 325-329
The author of this theoretical research article examined the increasing number of
children being diagnosed with Autism Spectrum Disorder (ASD) in the United States.
The author further examined the believed causes of ASD. The author also examined
benefits of early intervention of children with ASD.
The author discussed the increasing number of children being diagnosed with
ASD in the United States and the fact that it is becoming an epidemic. She discussed the
belief that there is a greater sense of ASD awareness, a wider use of diagnostic tools and
an increase in environmental factors leading to the increase in ASD diagnoses. The
author discussed the importance of early intervention in children with ASD and the
association with more positive outcomes for the child and his or her family.
Teachers can utilize this research to further understand the importance of early
intervention programs for students with ASD. Teachers can also assist parents of children
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Annotated Bibliography
with ASD in finding proper programs suitable for their individual needs. Teachers can
utilize this research within their classrooms to enhance overall awareness of ASD.
Coolican, J., Smith, I.M., & Bryson, S.E. (2010). Brief parent training in pivotal response
treatment for preschoolers with autism. Journal of Child Psychology and
Psychiatry, 51, 1321–1330. doi:10.1111/j.1469-7610.2010.02326.x
The authors of this empirical research study explored the importance of early
treatment of autism as a health priority. The authors further explored access to healthcare
providers and treatment programs for children with autism. The authors finally explored
parent training programs to determine if they sufficed as an interim while children with
autism waited to be seen by health care providers.
The participants were eight preschoolers and their parents. Parents received four
months of training in a basic behavioral treatment program and were assessed 2 weeks,
and 2 and 4 months into the program. During the first month of training, trainers modeled
appropriate techniques with each of the eight preschool participants. The remainder of the
training program consisted of the parents implementing techniques they had learned
previously. The results indicated that a delay to access of healthcare could be detrimental
to the communication development of children with autism. The results also indicated
that parent training programs can be an effective intervention while remaining on waiting
lists.
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Annotated Bibliography
Teachers can utilize this research study by assisting parents in choosing
educational training options. Training programs mentioned in this research study
implement techniques that assist children in communication skills. Teachers can further
utilize this research study to optimize their ability to familiarize themselves with outside
resources.
Fletcher, P.C., Markoulakis, R., & Bryden, P.J. (2012). The costs of caring for a child
with an autism spectrum disorder. Issues in Comprehensive Pediatric Nursing, 35,
45-69. doi: 10.3109/01460862.2012.645407
The authors of this empirical research study examined the experiences of female
caregivers of children with an autism spectrum disorder. The authors also examined the
costs of caring for children with an autism spectrum disorder. The authors further
examined the effects on female caregivers of children with an autism spectrum disorder.
The participants consisted of an undisclosed number of married females that were
caregivers of children with an autism spectrum disorder. The participants were all given
questionnaires that pertained to demographics and the well being of the female caregivers
prior and after the diagnosis of a child with an autism spectrum disorder. The results
indicated that the costs of caring for a child with an autism spectrum disorder placed a
strain on each family member leading to the lack of funds for vacation and educational
95
Annotated Bibliography
purposes. The results also indicated that female caregivers’ health was compromised due
to stress and financial factors.
Teachers can utilize this research study by becoming an advocate for families of
children with an autism spectrum disorder. Teachers can use this research study to
employ support systems for the families. Providing proper support systems can assist in
building relationships among all community members.
Gardner, E., & Iarocci, G. (2012). Unhappy (and happy) in their own way; A
developmental psychopathology perspective on quality of life for families living
with developmental disability with and without autism. Research in
Developmental Disabilities, 33, 2177-2192.
The authors of this theoretical research article examined the problems and risks of
living with a child with autism. The authors also examined the resiliency and adaptation
of families of children with autism. The authors further examined the similarities between
individuals with autism and family outcomes.
The authors discussed the importance of a family’s quality of life. They discussed
the need to develop a psychopathology perspective for families living with a child with
autism. The authors further suggested that perceptions on families of children with autism
share the same commonalities as those families of typical children; each individual within
a family influences family goals and dynamics despite disabilities.
96
Annotated Bibliography
Teachers can utilize this research to better create relationships with all families of
students within their classrooms. Teachers can also utilize this research by understanding
the importance of all family units and the jobs that each individual play within their
household. Teachers can utilize this research also by being aware that all families are
similar.
Gosney, J.E., Stormna, D., Geving, M., & Hui Lui, Y. (2009). Operation housecall: A
family-centered pediatric residency experience. Clinical Pediatrics, 48, 780-783.
doi: 10.1177/0009922809332688
The authors of this empirical research study developed and explored a program
named, “Operation Housecall.” The authors examined challenges that families of children
with developmentally disabilities encounter within healthcare. The authors further
examined effective practices and available resources for families of children with
developmentally disabled children.
The participants of this study consisted of Pediatric residents at the University of
San Diego that were in their second year of training. The participants were instructed to
gain a better understanding of challenges families of developmentally disabled children
encounter. The participants were also taught how to effectively access community
resources and integrate them into educating families. The results indicated that 72% of
the participants felt as though they gained enough knowledge to pass the information on
to families of developmentally disabled children. The results also indicated that time
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Annotated Bibliography
restraints healthcare providers face hinder the full ability to gain an understanding of
individual needs for each patient.
Teachers can utilize this research to better gain an understanding of time restraints
healthcare providers face. Teachers can create an evaluation questionnaire to assist them
in better understanding families’ needs. Teachers can also implement ideas that focus on
individual needs of developmentally disabled children.
Grether, J., Rosen, N.J., Smith, K.S., & Croen, L.A. (2009). Investigation of shifts in
autism reporting in the California department of developmental services. Journal
of Autism and Developmental Disorders, 39, 1412-1419. doi: 10.1007/s10803009-0754-z
The authors of this empirical research study explored the increasing number of
children diagnosed with autism. They also explored the coding system that the
Department of Developmental services used in the state of California. The authors further
explored qualifying characteristics of autism.
The participants consisted of two sample groups; the first consisted of 700
children with autism and the second consisted of 480 typical children. The children’s
parents were interviewed and asked if researchers were allowed to examine their child’s
medical file. The researchers examined all 1180 medical files to determine if any
correlations existed in misclassifications of children with autism. The results indicated
that when the shift in developmental disorder coding was created in the state of
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Annotated Bibliography
California, the number of children with autism increased by 87%. The results also
indicated that 6% of files examined misclassified some children leading to a later
diagnosis of autism.
Teachers can utilize this research to understand the prevalence of autism in their
students. Teachers also can utilize this research study to better gain an understanding of
the classifications of autism. Once the classifications of autism are understood, teachers
and support staff can better build curricula that apply to each student’s individual needs.
Hall, H.R., & Graff, J.C. (2011). The relationships among adaptive behaviors of children
with autism, family support, parenting stress, and coping. Comprehensive
Pediatric Nursing, 34, 4-25. doi: 10.3109/01460862.2011.555270
The authors of this empirical research study explored the levels of stress of
families with children with autism. The authors further explored appropriate techniques
to decrease levels of stress in families of children with autism. The authors examined
inappropriate referrals from professionals for family support.
The participants consisted of 75 parents of children with autism. All of the
participants were asked to complete the Coping Health Inventory for Parents, the Family
Support Scale, the Parenting Stress Index-Short Form, and the Vineland Adaptive
Behavior Scales; all of which assisted in explaining to the researchers the families’
abilities to cope and the child with autism’s ability to adapt his or her behavior in certain
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Annotated Bibliography
situations. The results of this research study showed that children that had low levels of
adaptive behavior in the areas of socialization and daily living skills with the inability to
adapt well lead highly to family stress levels and low coping skills of parents.
Teachers can utilize this research study to better understand the crucial need for
family support in families of children with autism. Teachers can build socialization tools
and daily living skills into their daily curriculum to ensure advancement for autistic
students. Teachers can also ensure parents that provided up to date tools are being used to
enhance curriculum in the classroom.
Haney, M.R. (2012). After school care for children on the autism spectrum. Journal of
Child and Family Studies, 21, 466-473. doi: 10.1007/s.10826-011-9500-1
The author of this empirical research study explored the need for after school
programs for children with autism. The author further examined experiences by parents
of children with autism in current after school programs. The author explored the benefits
after school programs and the interactions with typically developed peers can have on
children with autism.
The participants of this study consisted of 55 parents of children with autism. The
participants were asked to anonymously complete surveys and return within one month.
The results indicated that 69% of the participants expressed interest in having their
autistic child attend a typical after school program. The results also indicated that only
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Annotated Bibliography
60% of teachers of the children with autism whose parents participated in the survey
study were knowledgeable about other after school programs in their communities.
Teachers can utilize this research study by equipping themselves with knowledge
of outside resources within their communities. Teachers can also utilize this research
study by providing parents with the proper support necessary to aid in educating children
with autism to their fullest potential. Relationships can be built among all community
members.
Krauss. M.W., Seltzer, M.M., & Jacobson, H.T. (2005). Adults with autism living at
home or in non-family settings: Positive and negative aspects of residential status.
Journal of Intellectual Disability Research, 49, 111-124. doi: 10.1111/j.13652788.2004.00599.x
The authors of this empirical research study explored the residential status of
adult children with autism living in residential facilities. The authors further explored the
impact of mothers of adult children with autism living at home. The authors examined
relationships between mothers and their adult children with autism in both residential
living facilities and those living at home.
The participants consisted of 133 mothers of adult children aged 22 or older.
Questionnaires were given to the participants regarding positive and negative perceptions
of their child’s living arrangements. Participants were also asked how often they
communicated with their adult child with autism and if they were satisfied with the
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Annotated Bibliography
current living arrangement choice. The results of this research study found that mothers
co-residing with the adult children with autism felt a greater benefit and satisfaction than
mothers of adult children with autism that resided in residential facilities. The results also
indicated that mothers of adult children with autism that resided in residential facilities
felt responsible for negativity in their child’s life.
Teachers can utilize this research study by providing parents with the proper tools
of choice making suitable for individual families. Teachers can equip families with
outside resources that may assist them is allowing adult children with autism to reside at
home longer. Teachers can utilize this research study by gaining knowledge of sensitivity
as well.
Kroeger, K., & Sorensen, R. (2010). A parent training model for toilet training children
with autism. Journal of Intellectual Disability Research, 54, 556-567. doi:
10.1111/j.1365-2788.2010.01286.x
The authors of this empirical research study explored the efficacy of the typical
toilet training protocols used for children with autism. They further explored present data
on training times and history of failed toilet training attempts. The authors examined the
use of the Azrin and Foxx method.
The participants were two small boys aged 4 and 6. One of which, the 4 year old,
had never been toilet trained; the other, the 6 year old, had several failed attempts at toilet
training after his parents had attempted the typical training protocols and still had yet to
gain continence. The results of the study found that the Azrin and Foxx method designed
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Annotated Bibliography
for children with autism successfully toilet trained the 4 year old that had never
experienced any other model of training prior within ten days. The 6 year old that had
prior training only took five days to successfully gain continence. The results showed that
social involvement and demonstration of parent satisfaction were deemed necessary in
valid models of toilet training despite the disabilities within children.
Teachers can utilize this research by helping parents to understand that their
patience and demonstration of satisfaction plays a key part in toilet training. This research
can help determine a necessary understanding that the sooner children with autism
become toilet trained, the sooner they can join the typical classrooms and general
populations without hesitations. Teachers can utilize this research study to recognize that
despite disabilities, children can be toilet trained with proper tools.
Ling Ling, T., Davenport, R., & Schmiege, C. (2012). Supporting siblings of children
with autism spectrum disorders. Early Childhood Education Journal, 40, 47-54.
doi: 10.1007/s10643-011-0488-3
The authors of this empirical research study examined the importance of early
intervention programs for children with autism. They further examined the lack of
support systems for the siblings of children with autism. The authors further examined
the relationships between children with autism and their siblings.
The participants consisted of 30 sets of siblings of children with autism. The
participants were interviewed and asked questions such as their perceptions on their
sibling relationships, their attitudes towards their autistic sibling, and their overall
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perceptions of their autistic sibling. The results indicated that a majority of the siblings
worried about their autistic sibling’s future. The results also indicated that siblings of
children with autism were found to be more socially and emotionally developed than
siblings of typical children.
Teachers can utilize this study to further understand the importance of early
intervention programs with their communities. Teachers can also utilize this study by
gaining a sense of understanding that each student has different needs. Teachers’
relationships with parents of children with autism are imperative in understanding
individual needs.
Meelard, D.F., & Lancaster, P.E. (2005). Incorporating adult community services in
students’ transition planning. Remedial and Special Education, 24, 359-368.
The authors of this theoretical research study explored past outcomes of postschool activities for students with learning disabilities. The authors also explored past
linkages between school personnel and outside agencies. The authors further explored
ways that school personnel and outside agencies could work together to enhance
successful transitions for students with disabilities.
The authors discussed policies, procedures, and practices set in place in school
settings. They discussed the need for alternate services available to students and school
personnel to assist in successful transition planning. The authors further discussed the
importance of vocational rehabilitation services for students that may not fall under the
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safe zone of the Individuals with Disabilities Education Act which provides related
services to children with special needs. They also discussed the importance of equipping
school personnel with proper tools and models of transition plans already in place.
Teachers and school personnel can utilize this research to further their awareness
of local outside agencies for transition planning purposes. School personnel can also
become more aware of trainings offered to ease students in their post-school outcomes.
Teachers can further utilize this research to build students curricula towards post-school
activities.
Memari, A.H., Ziaee, V., Beygi, S., Moshayedi, P., & Mirfazeli, F.S. (2012). Overuse of
psychotropic medications among children and adolescents with autism spectrum
disorders: Perspective from a developing country. Research in Developmental
Disabilities, 33, 563-569.
The authors of the empirical research studied the current use of psychotropic
drugs among children with autism. The authors further studied the benefits from the use
of psychotropic drugs. The authors examined the overuse of psychotropic drugs.
The participants consisted of 345 Iranians aged seven to fourteen that had
currently used psychotropic drugs for their autism. The participants and their families
were then interviewed to determine if there were benefits from the use of psychotropic
drugs. Past clinical and medicinal histories were retrieved from physicians for all of the
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participants. The results indicated that there were significant changes in the participants
aged nine thru twelve years of age that used psychotropic drugs. The results also
indicated that the older the child, the more severe the child’s intellectual disability would
appear after use of psychotropic drug use.
Teachers can utilize this research study by gaining a better understanding of their
students’ abilities during use of psychotropic drug use. Teachers can assist families in
providing an understanding environment for students with autism. Teachers can further
utilize this research study by building educational curriculum based on individual needs
of students.
Mulligan, J., Steel, L., Macculloch, R., & Nicholas, D. (2010). Evaluation of an
information resource for parents of children with autism spectrum disorder. The
National Autistic Society, 14, 113-126. doi: 342570.1362-3613
The authors of this empirical research study evaluated information based on
accessibility, usefulness, and accuracy gained from thirteen participants to develop a
parent resource handbook for parents with Autism Spectrum Disorder. They further
examined supportive correspondences already set in place in the participants’ local
communities. The authors further requested resources for future developments.
The participants were nine mothers and four doctors of Autism Spectrum
Disorder children. The mothers all were selected from a broad range of socioeconomic
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statuses and community settings, and half of them were single parents. All of the
participants were asked to review a draft of the handbook within one month and then
provide their feedback. They were all brought together to discuss whether or not their
overall impressions of the book were helpful, if the content was accurate, if they felt it
was easy to navigate through, and if it elicited feelings of hope or not. The results of the
study found that a majority of parents and doctors preferred having a colorful hard copy
of the handbook, but also liked the idea of having online accessibility. All participants
deemed the handbook accurate and highly necessary to distribute widely across the
United States for educational purposes.
Teachers can utilize this research to further understand their students with autism.
By providing hands-on real life data collected, teachers can utilize this handbook as a
tool for answers. Teachers can utilize this research study by developing relationships with
outside resources such as providers in the community.
Murphy, C.M., & Verden, C.E. (2012). Supporting families of individuals with autism
spectrum disorders: Developing a university-based respite care program. Journal
of Positive Behavior Interventions, 15, 16-25. doi: 10.1177/1098300712436845
The authors of this empirical research study explored the need for a community
resource program referred to as a university-based respite care program. The authors
further explored the characteristics needed for implementation and planning of a
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university-based respite care program. The authors examined the outcome of a respite
care program for families of children with autism.
The participants consisted of 215 families that requested respite care services. The
participants were asked to apply for a discrete trial of a respite care program within their
community and commit to 20 months. Individuals from the families of participants that
portrayed aggressive behavior or self-injurious behaviors were ultimately asked to resign
from the program. The results indicated that by the end of the 20 month discrete trial of
the respite care program, only 189 families remained successfully. The results also
indicated that the need for respite care programs in every community would be beneficial
for families as a means of proper support and relief.
Teachers can utilize this research by gaining awareness of local respite care
programs. Teachers can also utilize this research by equipping themselves with the proper
tools and volunteering as respite care workers. Teachers and families both can utilize this
research study by gaining knowledge of sensitivity for all participants involved.
Palmer, R.F., Blanchard, S., Jean, Carlos. R. & Mandell, D.S. (2005). School district
resources and identification of children with autistic disorder. American Journal
of Public Health, 95, 125-130. doi: 10.2105-AJPH.2003.023077
The authors of this empirical research study explored the effects that communities
and school district resources played in identifying children with autism disorder in Texas.
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They further explored if costs played a role in identifying children with autism and if
community revenues were affected. The authors discussed implications in the lack of
identification of children with autism disorder.
Data were collected from all 1,040 school districts within the state of Texas,
which contained nearly four million students enrolled in grades Kindergarten through
twelfth. Data were also collected on teacher salaries, as well as budgeted revenues from
capital project funds. The results determined that the higher the district and community
revenues, the higher the identification of children with autism disorder.
Teachers can utilize this study by implementing successful behavioral
intervention programs to ensure that children with autism disorder do not qualify for
behavioral disorders other than autism disorder. This research can assist teachers in
educating parents that negative behaviors are not always appropriate and necessary
testing is imperative. Teachers can also utilize this study by advocating for their students.
Rice, M.L., Warren, S.F., & Betz, S.K. (2005). Language of symptoms of developmental
language disorders. Applied Psycholinguistics, 26, 7-27.
doi: 10.1017.S0142716405050034
The authors of this theoretical research article explored past studies on syntactic
abilities and comparisons/deficits between cognitive delays amongst disabilities to
determine whether or not there were correlations. The authors further discussed the lack
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of genetic investigations within each disability further leading to an incomplete
comparison.
The authors discussed the importance of a required need in the field of early
language development primarily before the age of one. They discussed the need for a
precise description of clinical diagnosis to better understand the commonalities that
occurred across genetic conditions because of the fact that many children were placed in
the autism spectrum disorder due to a lack of nonverbal communication. The authors
further suggested that it is highly necessary to determine the underlying cause to better
understand these neurocognitive and genetic factors.
Teachers can utilize this research to further understand comparisons/contrasts
among their special education students. Students with cognitive delays may have
language delays as well and teachers can utilize this research study by including
visual/audio aids in all areas of curriculum planned.
Schultz, T.R., Schmidt, C.T., & Stichter, J.P. (2011). A review of parent education
programs for parents of children with autism spectrum disorders. Focus on Autism
and Other Developmental Disabilities, 26(2), 96-104.
doi: 10.1177/1088357610397346
The authors of this empirical research studied the current educational programs
available for parents with Autism Spectrum Disorder. They further examined the lack of
formal evaluation of those programs already set in place and set out to determine key
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characteristics that parents deemed necessary and valid. The authors wanted to discover
proper procedures to educate parents.
The participants consisted of three authors that reviewed 30 different Autism
Spectrum Disorder journals that spanned out from 20 years ago. These participants, who
were the three authors, were given guided questions to think of as they read the 30
journal articles, such as what models of teaching were found in many parent educational
programs, were the programs connected in any way to child intervention programs, and
who and how are the current programs evaluated? The results indicated that 30 out of 30
of the current programs were not evaluated in an effective manner nor did they provide
evidence of validity in educating parents about Autism Spectrum Disorder.
Teachers can utilize this research by assisting parents in choosing educational
programs wisely. Teachers can assist parents with knowledge of proper evaluating
questions for those programs chosen. While utilizing provided tools, parents and teachers
understand key characteristics of current implementation and evaluation of current
programs.
Slater, M.A., & Wikler, L. (2001). Normalized family resources for families with a
developmentally disabled child. Social Work, 9, 385-391.
The authors of this theoretical research article discussed the number of
developmentally disabled children placed in institutions and foster homes. The authors
also discussed the lessening of support systems for alternate out-of-home placements
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available to developmentally disabled children. The authors further discussed the
importance of support systems being put in place.
The authors suggested that individual and family support systems lead to more
positive participation within the mainstream population. They suggested that family
support systems lead to healthier and happier family relationships in which all members
involved feel a sense of autonomy. The authors further suggested that without positive
support systems put in place developmentally disabled children tend to be placed in outof-home settings which lead to a lessened number of available out-of-home facilities.
Teachers can utilize this research to further equip themselves with local support
systems that will assist developmentally disabled children and their families. Recognizing
the need for support systems for students is crucial in helping them gain success.
Teachers can utilize ideas presented in this research to better focus on the needs of each
individual student.
Solomon, A., & Chung, B. (2012). Understanding autism: How family therapists can
support parents of children with autism spectrum disorders. Family Process, 51,
250-264. doi: 10.1111/j.1545-5300.2012.01399.x.
The authors of this theoretical research article examined the increasing numbers
of children diagnosed with autism. The authors further examined causing factors of
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chronic and acute stressors of parenting children with autism. The authors also examined
the need for family therapists to have updated information on autism.
The authors suggested that one in every 91 children in the United States have
been diagnosed with autism and that number continues to increase. The authors further
suggested that with the increasing number of children with autism being diagnosed the
need for family therapy is pertinent, and that in many case families have been turned
away because therapists are unable to follow through with comprehensive treatment
plans. Finally, the authors suggested that having a child with autism creates stress factors
and challenges in families and family therapists should play an important role in
advocacy.
Teachers can utilize this research by equipping themselves with knowledge on
autism and appropriate family therapists within the community. Teachers can also utilize
this research by building relationships with families of students with autism to enhance a
school support system. Emotional and academic support can be taken from this research
and utilized within the school community.
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Stahmer, A.C. (2007). The basic structure of community early intervention programs for
children with autism: Provider descriptions. Journal of Autism and Developmental
Disorders, 37, 1344-1354. doi: 10.1007/s10803-006-0284The author of this empirical research study explored the effective elements of
early intervention programs for children with autism. The author further explored
therapies included in early intervention programs. The author examined some programs
already structured to determine necessary areas of improvements.
The participants consisted of 80 early intervention providers and 10 experts that
designed intervention programs. Qualitative methods via telephone interviews were used
to investigate the techniques used by early intervention providers working with children
with autism. The results indicated that only 47% of providers collaborated with
surrounding preschools to provide assistance and training. The results also indicated that
the earliest possible start to treatment was paramount.
Teachers can utilize this research study to assist in creating strategies that are
useful to children with autism. System improvements for the future can be done through
training seminars which will assist teachers and their paraprofessionals in the field of
autism. Teachers can utilize this research study by taking the initiative to collaborate with
outside resources such as providers.
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Stock, S.E., Davies, D.K., Wehmeyer, M.L., & Lachapelle, Y. (2011). Emerging new
practices in technology to support independent community access for people with
intellectual and cognitive disabilities. Neuro Rehabilitation, 28, 261-269. doi:
10.3233/NRE-2011-0654
The authors of this empirical research study explored emerging practices related
to community access for individuals with intellectual and cognitive disabilities. They
further examined attitudes and actions by families of individuals with intellectual and
cognitive disabilities. The authors explored future technological prospects for community
access for all individuals.
The participants of this study consisted of 26 individuals with cognitive
disabilities. All of the participants were given a software prototype operating as a global
positioning system that acted as a personal assistant. Without prior knowledge of the
intended destinations, participants used the systems to travel routes on a city bus and
were instructed to exit the bus at specific locations. The results indicated that 24 out of
the 26 participants exited the bus at the correct locations.
Teachers can utilize this study within their classrooms to aid in developing a
curriculum that enhances technology. The use of visual and audio aids can support
students of all levels including those with cognitive disabilities. Incorporating technology
during community outings enhances future independence for students.
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Suppo, J., & Floyd. K. (2012). Parent training for families who have children with
autism. Rural Special Education Quarterly, 31(2), 12-26.
The authors of this theoretical research article examined the literature on parent
training for parents of children autism. The authors further examined the discrepancy
between the need for services and the availability of services. The authors also examined
the need for parents to receive proper training for the purpose of acting as family
facilitators.
The authors suggested that one in every 110 children in the United States have
been diagnosed with autism. The authors further suggested that families that participated
in training programs have more satisfaction in their overall relationships as a family unit.
Finally, the authors suggested that access to parent training programs provides a more
positive and consistent outcome for the entire family and parent training programs that
also create social groups for other families of children with autism leading to overall
satisfaction in life.
Teachers can utilize this research by equipping themselves with current and local
community resources. Teachers can also utilize this research by assisting families with
proper resources within their communities. Academic support can then be taken to
enhance educational goals for children with autism.
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Truesdale-Kennedy, M., McConkey, R., Ferguson, P., & Roberts, P. (2006). An
evaluation of a family-centered support service for children with a significant
learning disability. Child Care in Practice, 12, 377-390.
doi: 10.1080/13575270600863291.
The authors of this empirical research study evaluated newly developed family
centers to identify the impact that children with significant learning disabilities have on
their families. The authors also evaluated the effectiveness of family centers and specific
tools used. The authors further evaluated the health of families that used family centers.
The participants consisted of 19 families, all of which had a child with a
significant learning disability. Demographic information was collected from all of the
participants as well as health stressors and family functioning. The participants also were
questioned on recent support systems they partook in. The results indicated that the more
support the families had the healthier that family was. The families that received more
support had healthier and happier functioning. The results also indicated that regular
participation in support systems led to more socialization for both the child and their
families within the community.
Teachers can utilize this research study to examine modifications made for
children with significant learning disabilities. Teachers can also utilize this research study
to assist families with support systems within the school setting. Teachers can implement
different ideas to assist both students and their families that focus strictly on their
individual needs.
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Watson, R., Parr, J.R., Joyce, C., May, C., & LeCouteut, A.S. (2011). Models of
transitional care for young people with complex health needs. Child: Care, Health
and Development, 37, 780-791. doi: 10.1111/j.1365-2214.2011.01293.x
The authors of this empirical research article explored the complex health needs
for individuals with autism. The authors further explored the need for transitional
services for individuals with autism. The authors examined the evaluation of transitional
services from childhood to adult health services and the implementation of the programs.
The data were collected from 350 articles regarding transitional service providers.
Interviews were conducted as well as reviews of policies for implementation of
transitional services. The authors investigated whether the transitional services had been
evaluated. The results of this research found that publications were either descriptions of
new service provisions or that little evaluation services had been implemented. The
results further indicated a lack of evidence of best practices and evaluations in place for
transitional services to be effective. The lack of effective transitional services and
effective evaluations of them lead to families and patients straying from proper care
according to the authors.
Teachers can utilize this research study by assisting families and students in
selecting proper transitional services within the school community. Starting at the age of
14 a teacher can create a plan for the future for students based on their strengths and
likes. Teachers can utilize this research study also but providing tools to parents and
students to better plan out future choices such as transitional services.
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Wentz, E., Nyden, A., & Krevers, B. (2012). Development of an internet-based support
and coaching model for adolescents and young adults with ADHD and autism
spectrum disorder. European Child & Adolescent Psychiatry, 21, 611-622. doi:
10.1007/s00787-012-0297-2
The authors of this empirical research study examined support systems for
adolescents with Autism Spectrum Disorder (ASD). They examined the models and
techniques deemed necessary to benefit the support systems. The authors further
discovered proper procedures to assist adolescents with coping skills.
The participants consisted of 10 adolescents with autism. The participants were
asked to complete questionnaires before and after participating in an eight week support
program online. The results indicated higher self esteem and self fulfillment were
established after the eight week program was complete. The results also indicated that the
program was even more beneficial when complemented with other self help skills. The
results further indicated the importance of support systems set in place for adolescents
with autism.
Teachers can utilize this research study by examining what support systems are
set in place within their school communities, as well as within their own classrooms.
Teachers can also utilize this research by assisting adolescent students with individual
goals and objectives that are tangible for their needs.
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Wilkinson, D. A., Best, C. A., Minshew, N. J. & Strauss, M.S. (2010). Memory
awareness for faces in individuals with autism. Journal of Autism and
Developmental Disorders, 40, 1371- 1377. doi: 10.1007/s10803-010-0995-x
The authors of this empirical research study explored memory awareness during a
facial recognition task assessment. They further explored the differences between
children with autism and typical children during the facial recognition task assessment to
determine memory awareness between the two groups. The authors examined
metacognitive deficits in children with autism.
The participants were 18 high-functioning children with autism and 13 typically
developed children all aged 9-17 years old, as well as 16 high-functioning autistic adults
and 15 typically developed adults aged 18-45 years old. Testing occurred in a quiet room
in which the face recognition task assessment consisted of a presentation of faces and a
test afterwards of the participants’ memory. The results showed that certainty levels
reflected performances for all participants in this study. The results also determined that
individuals with autism had deficits in metacognition monitoring leading to significantly
lower awareness in accuracy in face recognition task assessments.
Teachers can utilize this study to further explore strategies in implementing
metacognitive monitoring within their classrooms. By providing examples of appropriate
social interactions, teachers enable autistic students to better gain an understanding of self
awareness and appropriate social behaviors. Teachers can also utilize this study within
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their classrooms to enhance overall performance levels to eliminate overcompensations
of impairments.
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