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TABLE 2 Summary Descriptors of Jim Across Years Early Years: Birth to 5 Years Normal pregnancy with numerous birth abnormalities – cleft palate, microcephaly, possible cortical blindness, gastrointestinal tube feeding Labeled as multiply impaired; Early intervention at 4 months with OT, PT, Speech intervention Self-contained pre-K in AM; day care with nondisabled peers in PM A few months growth per year Age 3 and 5 IQ scores of 40 Significant delay at age 4 assessment of coping skills (2.6 year level) Kind & El Yrs: 5–11 Years 1 st year in Kindergarten – no special ed support; 7 months growth in receptive language (most growth to date) 2 nd year in Kindergarten – coordinated OT, PT, Speech, special educator support; a 1.9 year increase in receptive and 1.1 years in expressive language; reduced anxiety Labeled with cognitive disability 2 nd grade – stopped services for anxiety IEP goals focused on participation in general education science, social studies, reading, and math to leave preschool services he was evaluated for disabilities and records indicate Mark had an intelligent quotient (IQ) score of 46. No specific reference, however, was made to the tests used to determine this score. Subsequently he was labeled as having a cognitive disability. <strong>The</strong> school district recommended a self-contained special education Kindergarten class that was directed by a regional special education cooperative and was located in a classroom rented in one of the surrounding school districts. His mother questioned the appropriateness of a self-contained class that was located 90 minutes away from his home. Middle School Years: 11–14 Years Described as flexible; exhibited few anxietyrelated behaviors Tolerated mild changes in routine without disruption; preferred set routines OT, PT, Speech in both general education and pull-out settings IEP goals focused on functional academics and keyboarding Participated in extracurricular activities, with support when needed High School & Transition Years: 15–21 Years Navigated school independently; attended to tasks in classes; demonstrated curiosity of new tasks and content “Hung-out” with classmates before, after, and during school; mirrored social cues; demonstrated flexible demeanor; comfortable interactions with numerous peers and adults IEP focused on functional academics and communication with peers Played drums in school band; participated on track & field team; played bells in church bell choir 9 th grade – dismissed from OT and PT Academic skills remained at K–2 nd grade level; IQ score of 46 Alternatively she requested that Mark attend Kindergarten in his one-building home school district, believing it would be more appropriate. Her request was denied by Mark’s school district and he was placed in the self-contained special education Kindergarten originally recommended. Jim birth through 5 years of age. Ten years later Jim was born after a normal and uneventful nine month pregnancy and was the fourth of five children. He was diagnosed with a cleft palate, failure to thrive, microcephaly, and possible cortical blindness. In addition, his records indicated early concerns regarding Sibling Outcomes / 43
possible signs of Pierre Robin syndrome. Medical appointments and therapy sessions became part of Jim’s daily life. He was labeled as having multiple impairments and began to receive early intervention services at home at four months of age, focusing on language and physical development. In addition, Jim was fed through a gastrointestinal tube prior to the repair of his cleft palate when he was two years old. When he was 3 years old, Jim was labeled as having multiple disabilities and placed in a self-contained preschool program run by the regional special education cooperative. During his second year of preschool services Jim attended two programs — mornings he attended a self-contained language-based preschool program through the special education cooperative; afternoons he attended a general education preschool in his home town. When he was three and five years old Jim was formally evaluated for disabilities, resulting in a reported overall IQ score of 40 for both evaluations. Similar to his brother Mark, no specific tests were referenced in the records to indicate the original source for this intellectual score. In addition, Jim was assessed for anxiety with his coping skills evaluated to be at a 2 year 6 month level. When he was exiting preschool services, Jim’s mother again requested that her son be placed in a general education Kindergarten in his one-building home school district. As 10 years earlier with Mark, this request was denied by the school district. At this time the district stated that (a) Jim’s intellectual abilities and coping skills were too low for him to demonstrate any benefit from being in an inclusive general education Kindergarten, and (b) his need for total communication strategies could not be met in a general education Kindergarten. Jim’s parents invoked their due process rights, and refused to sign the IEP developed by the district, ensuring that he would be placed in general education classes until the disagreement was settled through a due process hearing. <strong>The</strong> Kindergarten and Elementary Years Mark 5–11 years of age. Throughout his Kindergarten and elementary school years Mark received special education services in self-contained special education classes administered by the regional special education cooperative. His psychologists, therapists, and special educators reported that Mark was an anxious child, especially in new situations. Because of this he performed best during set routines. Mark was known to cry easily, seek adult reinforcement continuously, and become frustrated easily during demanding tasks. Records also indicated that Mark needed an adjustment period at the beginning of each school year before he spoke at school. By 7 years of age (i.e., 2 nd grade) he was evaluated in relation to his anxiety and each year he received either one-to-one or small group counseling to facilitate the development of coping skills. In addition to addressing anxiety and coping skills, Mark’s early IEPs focused on the development of academic and social interaction skills within his special education classes. Although some IEP objectives were repeated over 5 consecutive years, the most consistent concern over time appeared to be Mark’s level of anxiety, especially with males. He also remained nervous, cried frequently, and obsessed about changes in his routine. Most of his service providers, however, reported they were pleased with his incremental progress and repeatedly recommended that he continue in self-contained classes. Jim 5–11 years of age. Ten years later, when Jim was in Kindergarten and Mark was in middle school, Jim’s parents filed two due process complaints against the school district requesting that both Mark and Jim receive services in their one-building home school district alongside their neighborhood peers who did not have disabilities. While the impartial hearing for Jim was underway, the school district moved him from preschool to a general education half-day Kindergarten. His time in the Kindergarten was limited, however, because he was removed from the class for occupational, physical, and speech/language therapy, as well as resource room support. Records and interview transcripts verified an overall lack of coordinated support for Jim and no integration of related services in the Kindergarten class or activities. Jim’s parents won their impartial hearing and he attended general education Kindergarten for a second year, but for both the morning and afternoon 44 / Education and Training in Autism and Developmental Disabilities-March 2010
Page 1 and 2: Education and Training in Autism an
Page 5 and 6: Manuscripts Accepted for Future Pub
Page 7 and 8: only on isolated subskills of readi
Page 9 and 10: (Mathes & Torgesen, 2005a), was (a)
Page 11 and 12: The following meas
Page 13 and 14: ery few days and followed by daily
Page 15 and 16: TABLE 3 Growth on Pretest to Postte
Page 17 and 18: TABLE 4 Model Fit Estimates for Ini
Page 19 and 20: was no statistical difference betwe
Page 21 and 22: with moderate ID. Students with mod
Page 23 and 24: needed to ensure success. Teachers
Page 25 and 26: Valdez-Menchaca, M. C., & Whitehurs
Page 27 and 28: y students with and without disabil
Page 29 and 30: (Nasrabadi, Parsayekta, & Emami, 20
Page 31 and 32: TABLE 2 Student Beliefs about Educa
Page 33 and 34: TABLE 5 Student Perceptions of How
Page 35 and 36: quently than Iranian students. Comp
Page 37 and 38: should initiate the friendships, an
Page 39 and 40: Analysis of person-centered plannin
Page 43 and 44: his years in preschool he spent par
Page 45: TABLE 1 Summary Descriptors of Mark
Page 49 and 50: living skills. When evaluated for v
Page 51 and 52: There was, however
Page 53 and 54: were evident at Jim’s birth (i.e.
Page 55 and 56: References Alper, S. (2003). <stron
Page 59 and 60: cognitively impaired, intellectuall
Page 61 and 62: TABLE 1 Percentage of the Populatio
Page 63 and 64: TABLE 2 Percentage of Students Ages
Page 65 and 66: that has been accorded to other are
Page 67 and 68: TABLE 5 Summary of NLTS-2 Findings:
Page 69 and 70: education and training, especially
Page 71 and 72: the National Longitudinal Transitio
Page 73 and 74: lack the underlying categorical and
Page 75 and 76: Computer, but these classes were lo
Page 77 and 78: themes used in the baseline session
Page 79 and 80: Figure 1. Mean Percentage of Interv
Page 81 and 82: that these changes may also be obse
Page 83 and 84: children with autism: The</
Page 85 and 86: sessment involves direct observatio
Page 87 and 88: ehavior plans submitted to the comm
Page 89 and 90: TABLE 2 Functional Assessment Compo
Page 91 and 92: TABLE 4 Frequency of Behavior in Ea
Page 93 and 94: Figure 1. Hypothesized functions of
Page 95 and 96: who may not have access to trained
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Education and Training in Autism an
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sand, and independently engages for
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that was prescribed for the target
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TABLE 5 Alp’s Positive Behavior S
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Figure 1. Mothers’ percent of cor
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TABLE 7 Means and Ranges for Partic
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analysis of acquisition, generaliza
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egressive form of autism represents
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Mercury Exposure during Pregnancy E
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the Institute of Medicine (IOM) sta
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tors as we seek to become more well
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TABLE 1 Overview of Response Card S
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effect, students responded to a gre
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group instructional sequence has be
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TABLE 1 Stages of The</stro
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ternative for instructing individua
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Figure 1. Percentage of correct res
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TABLE 3 Instructional Data for Each
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Hall, M. G., Schuster, J. W., Woler
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serve him or herself performing a b
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ically turn on the device and to se
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Figure 1. Adam’s percentage of ta
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ing intervention was reimplemented,
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implemented, all students demonstra
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Hagiwara, T., & Myles, B. S. (1999)
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Method Participants Participants we
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TABLE 1 Summary of Director Respons
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number of recommended hours. Taken
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increasing number of children ident
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Look! I'm in College! DVD Look, I
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