Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 4 of 4

Full-Text Articles in Education

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 ...


A Guide To Schoolwide Planning For Paraeducator Supports, Michael F. Giangreco, Susan W. Edelman Edd, Stephen M. Broer Psyd Jun 2001

A Guide To Schoolwide Planning For Paraeducator Supports, Michael F. Giangreco, Susan W. Edelman Edd, Stephen M. Broer Psyd

College of Education and Social Services Faculty Publications

A Guide to Schoolwide Planning for Paraeducator Supports is a field-tested, schoolwide planning tool designed to improve the quality of paraprofessional supports offered in public schools to supports students with disabilities and other identified support needs. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education and Rehabilitative Services under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (H324M980229), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this paper reflect the ideas and positions ...


Guidelines For Making Decisions About I.E.P. Services, Michael F. Giangreco Jan 2001

Guidelines For Making Decisions About I.E.P. Services, Michael F. Giangreco

College of Education and Social Services Faculty Publications

The purpose of this booklet is to offer guidance for making decisions about IEP (Individualized Education Program) services for students with disabilities who are eligible for special education under the federal law called the Individuals with Disabilities Education Act, commonly referred to as IDEA. Included are special education and related services (e.g., occupational therapy, physical therapy, and psychological services). These guidelines are based on the IDEA, Vermont regulations, and research-based practices. They are designed to help IEP teams make thoughtful, comprehensive decisions supporting the education of students with disabilities, and enable them to consider important factors before, during, and ...


Education And The Economy, Kevin Hollenbeck Jan 2001

Education And The Economy, Kevin Hollenbeck

Employment Research Newsletter

No abstract provided.