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*Shabani, D. B., Katz, R. C., Wilder, D. A., Beauchamp, K., Taylor, C. R., & Fischer, K. J. (2002). Increas<strong>in</strong>g social <strong>in</strong>itiations <strong>in</strong> children with autism: Effects of a tactile prompt. Journal of Applied Behavior Analysis, 35, 79-83. *Simpson, A., Langone, J., Ayres, K. M. (2004). Embedded video <strong>and</strong> computer based <strong>in</strong>struction to improve social skills for students with autism. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 39, 240-252. *Thiemann, K. S., & Goldste<strong>in</strong>, H. (2001). Social Stories, written text cues, <strong>and</strong> video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446. Vaughn, S., Kim, A. H., Sloan, C. V. M, Hughes, 342 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 M. T., Elbaum, B., & Sridhar, D. (2003). Social skills <strong>in</strong>terventions for young children with disabilities. Remedial <strong>and</strong> Special <strong>Education</strong>, 24, 2-15. Weiss, M. J., & Harris, S. L. (2001). Teach<strong>in</strong>g social skills to people with autism. Behavior Modification, 25, 785-802. *Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-model<strong>in</strong>g on spontaneous request<strong>in</strong>g <strong>in</strong> children with autism. Journal of Positive Behavior Interventions, 5, 30-34. White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development <strong>in</strong> children with autism spectrum disorders: A review of the <strong>in</strong>tervention research. Journal of Autism <strong>and</strong> <strong>Developmental</strong> Disorders, 37, 1858-1868.
Learn by Do<strong>in</strong>g: A Collaborative Model for <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Teacher-C<strong>and</strong>idate Students <strong>in</strong> Autism Michael B. Ruef California Polytechnic State University, San Luis Obispo Daniel Openden Southwest Autism Research & Resource Center & Arizona State University Kathleen C. Harris California Polytechnic State University, San Luis Obispo Nicolette Nefdt Support & Treatment for Autism & Related Disorders, Inc. Sharon Elmensdorp University of California, Santa Barbara Suzanne Rob<strong>in</strong>son California State University, Fullerton Abstract: With the large number of students with autism enter<strong>in</strong>g the educational system, the need for empirically supported treatment (EST) <strong>in</strong> the classroom <strong>and</strong> special education teachers with tra<strong>in</strong><strong>in</strong>g <strong>in</strong> autism <strong>and</strong> ESTs is necessary now more than ever. This paper describes a collaborative model between 2 universities aimed at provid<strong>in</strong>g teacher-c<strong>and</strong>idate graduate students tra<strong>in</strong><strong>in</strong>g <strong>and</strong> community-based practice <strong>in</strong> an EST, pivotal response treatment (PRT). Three components of the model are described: (1) the community-based service delivery system, (2) the Masters/special education credential program <strong>and</strong> (3) tra<strong>in</strong><strong>in</strong>g <strong>in</strong> PRT. Additionally, issues around student <strong>and</strong> family participation are discussed along with possible solutions <strong>and</strong> future directions. F<strong>in</strong>ally, model benefits are described with regard to graduate students, children with autism, families <strong>and</strong> the community. The prevalence of children <strong>and</strong> youth diagnosed with an autism spectrum disorder (ASD) has <strong>in</strong>creased at an alarm<strong>in</strong>g rate. Recent statistics from the Centers for Disease Control <strong>and</strong> Prevention <strong>in</strong>dicate that as many as one <strong>in</strong> every 150 children today may be affected. The number of cases of autism now surpasses that of all types of cancer, diabetes, <strong>and</strong> AIDS comb<strong>in</strong>ed. 560,000 <strong>in</strong>dividuals <strong>in</strong> the US birth–21 years of age are liv<strong>in</strong>g with ASD. Of the children born <strong>in</strong> the US <strong>in</strong> 2007, more than 26,000 will eventually be diagnosed with ASD (Centers for Disease Control <strong>and</strong> Prevention, 2007). Due to this <strong>in</strong>crease, along with an unfortunate longst<strong>and</strong><strong>in</strong>g tradition <strong>and</strong> legacy of accept<strong>in</strong>g, condon<strong>in</strong>g, <strong>and</strong> even promot<strong>in</strong>g Correspondence concern<strong>in</strong>g this article should be addressed to Michael B. Ruef, California Polytechnic State University, College of <strong>Education</strong>, Build<strong>in</strong>g 2, Room 106, San Luis Obispo, CA 93407. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 2009, 44(3), 343–355 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> methods <strong>and</strong> strategies that lack efficacy <strong>and</strong> proven utility (Gresham, Beebe, Frankenberger, & MacMillan, 1999; Simpson, 2005), there is a need for widespread access to empirically supported treatments (EST’s) for these children <strong>and</strong> their families. Even with the body of research support<strong>in</strong>g behavioral analytic <strong>in</strong>tervention procedures as effective EST’s for <strong>in</strong>dividuals with autism (DeMyer, H<strong>in</strong>gtgen, & Jackson, 1981; National Research Council, 2001), effective dissem<strong>in</strong>ation of these EST’s has not grown along with the disorder, creat<strong>in</strong>g a large need for families often drawn to a myriad of highly promoted, non-efficacious treatments (Croen, Grether, Hoogstratge, & Selv<strong>in</strong>, 2002; Koegel, Koegel, Harrower, & Carter, 1999; Sperry, Whaley, Shaw, & Brame, 1999; Stahmer & Gist, 2001; Symon, 2001). Although the gap between research <strong>and</strong> practice <strong>in</strong> education has been well-documented (Brown, Odom, & Conroy, 2001; Iovannone, Dunlap, Huber, & K<strong>in</strong>caid, 2003; K<strong>in</strong>g-Sears, 2001; Lerman, Vorndran, Learn by Do<strong>in</strong>g / 343
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Education
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Education
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Education
Page 7 and 8: Best Practices in
Page 9 and 10: plication facts to middle school st
Page 11 and 12: Multiculturalism, Religion, <strong
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Page 15 and 16: the rest of society until acted upo
Page 17 and 18: abilities as an opportunity for spi
Page 19 and 20: ability and qualit
Page 21 and 22: TABLE 1 Dolly Gray Children’s Lit
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Page 25 and 26: TABLE 3 Juvenile Literature with Ma
Page 27 and 28: TABLE 5 Characterizations i
Page 29 and 30: drome in The Duche
Page 31 and 32: Special Olympics). Most of the recr
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Page 35 and 36: Gresham, Kern, Barreras, Thornton,
Page 37 and 38: number of cases of sin</str
Page 39 and 40: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57: *Hine, J. F., & Wo
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Page 63 and 64: concludes the program with an empha
Page 65 and 66: TABLE 2 Scholar Pretest Directions:
Page 67 and 68: dren with autism. If, through these
Page 69 and 70: classroom. This program not only ga
Page 71 and 72: tism and Other <st
Page 73 and 74: Typically students with low IQs, <s
Page 75 and 76: applied the vocabulary word to a gi
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Page 81 and 82: cannot provide this type of <strong
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Page 105 and 106: Figure 2. Percentage of correct res
Page 107 and 108: Figure 4. Percentage of correct res
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is not progressing
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care and domestic
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enced based on IEP goals, whereas r
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TABLE 1 Definition
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to the criteria in
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Figure 2. Percentage of occurrence
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intervention was s
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goal setting on ta
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Increasing Compreh
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plied systematic promptin</
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TABLE 2 Book Adaptations Book Dirty
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Intervention. Like baselin<
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Figure 2. Number of correct respons
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mined is that this
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Evaluating the Acc
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TABLE 1 Characteristics of children
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educators. These educators were enr
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TABLE 3 Mean ratin
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could help a teacher better underst
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