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This paper presents an overview of infantile autism which includes theories of aetiology, definition of the condition, overlapping conditions, assessment procedures and prognosis. A model treatment that can be implemented by school psychologists is also presented.

Currently, there is considerable interest among professionals in the field of mental retardation in developing and expanding community programs as alternatives to institutional placement for individuals with mental retardation. This paper describes the development of a second of a series of three criterion-referenced instruments designed to facilitate community integration of persons with moderate-profound mental retardation. Empirical data demonstrating reliability and validity of the instrument are presented. The results are discussed in terms of a number of assessment-related applications which are of immediate relevance to individuals undergoing training for community integration.

Twenty students with teacher identified deficits in math or reading skillswere selected to receive teaching packages for up to ten minutes each day for four weeks. Results indicate that peer teachers using one of thirty teaching packages were effective in increasing the performance rates on skills being tutored with minimal time commitment on the part of the teacher. These skillgains are also consistent with controlledstudies showing similiar skillIncreases by parents as teachers using the teaching packages. This offers teachers other effective time and teaching strategies for meeting student Instructional objectives for proficiency In basic tool skills.