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Disability and Equity in Education

Autism

John J. Wheeler

Publication Year

Articles 1 - 3 of 3

Full-Text Articles in Education

Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler May 2017

Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler

John J. Wheeler

In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler, 2007; Zhang & Wheeler, 2011). This research synthesis evaluated adherence to EBP standards and analyzed the effectiveness of gluten-free and casein-free (GFCF) diets for individuals with ASD. Four hundred and seventy articles were screened among peer-reviewed journals in English language published through 2010 using the Academic Search Complete search database. …

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Designing Effective School-Based Interventions For Children With Autism In Underserved Regions, John J. Wheeler May 2017

Designing Effective School-Based Interventions For Children With Autism In Underserved Regions, John J. Wheeler

John J. Wheeler

No abstract provided.

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Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler Aug 2001

Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler

John J. Wheeler

Efficacy of individualized activity schedules with a 4-year old child diagnosed with autism who attended an integrated public pre-school classroom was examined. Graduated physical guidance and a system of most-to-least prompts were used during skill acquisition stages with teacher proximity and level of prompts being eventually faded. A multiple baseline across activities (work and leisure) assessed performance across baseline, treatment, and maintenance conditions with stimulus generalization being assessed during a third activity (lunch). Results support the findings from MacDuff, Krantz, and McClannahan (1993) in that a child with autism can successfully acquire the skills necessary to independently follow activity schedules …

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