The Center on Secondary Education for Students With Autism Spectrum Disorders (CSESA) and the Organization for Autism Research have published a multimedia guide that provides secondary school teachers with research-based strategies for adolescents with autism spectrum disorders.
“Understanding Autism: A Guide for Secondary School Teachers” aims not only to enhance learning opportunities for adolescents with autism spectrum disorders, but also to improve the classroom environment, according to a press release. The print and web instructional resource, which complements a series of training videos, is available online through the CSESA website.
For more information about this product, read the press release.
MCPER researchers Lisa McCulley and Farah El Zein will explore their synthesis of reading comprehension interventions for students with autism spectrum disorders (ASD) at a brown bag presentation on October 2. "Reading Comprehension Interventions for Students With Autism Spectrum Disorders: A Synthesis of Research" will be held from noon to 1 p.m. in the Pittenger Room (SZB 418). To RSVP, send an e-mail with "Autism" in the subject line to email@example.com.
The authors synthesized reading intervention studies conducted between 1980 and 2012 with K–12 students identified as having ASD. Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met criteria for inclusion. Findings indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD.
In an upcoming presentation, Devin Kearns, an assistant professor of special education at Boston University, will explore descriptive data to answer the question: Do third- and fourth-graders view long words as polysyllabic or polymorphemic? Kearns will present "De + ci + sions, Decide + sions, Decisions: How Do Elementary-Age Children Read Polysyllabic Words?" from 2 to 3 p.m. on September 26 in the Dean's Lounge (SZB 238). To RSVP, send an e-mail with "Kearns" in the subject line to firstname.lastname@example.org.
Kearns has provided professional development and designed curricula for the University of California, Los Angeles; Vanderbilt University, where he received his doctorate; and Teach for America. For his doctoral work, Kearns worked on a large-scale investigation of the Peer-Assisted Learning Strategies supplemental reading program and on a study of the cognitive causes of reading disability. He recently worked on a project to prevent reading difficulties in first-grade students, for which he and others designed phonics instruction.
Tags: Reading Institute