Recent legislation has increased the emphasis on including students with disabilities in the general education classroom. However, students with autism spectrum disorders (ASD) exhibit a wide range of behaviors that make inclusion difficult. To date, there has been little research to identify best practices in reducing problem behavior and promoting inclusion for students with ASD. The authors conducted a systematic literature review of three major psychological and educational electronic research databases to identify empirical research articles in the past 10 years that included (a) students in kindergarten through 12th grade, (b) facilitated inclusion, and (c) reduced problem behavior. Results indicated a lack of evidence-based practices that use inclusion as an independent variable. This article highlights four themes demonstrated to be effective: functional behavior assessments, tiered models of service delivery, behavioral approaches, and social skills training. Implications for educators are discussed.

Participating in postsecondary activities such as education and employment can increase an individual's independence, contribution to society, and quality of life. However, researchers suggest that students with autism spectrum disorder (ASD) engage in these postsecondary activities less than their peers do. The extent to which academic and social skills predict postsecondary outcomes for students with ASD is not yet understood. Logistic regression analyses using the National Longitudinal Transition Study -2 (NLTS2;SRI, 2000) dataset were conducted to examine the extent to which academic skills and social skills predict postsecondary outcomes for students with ASD. Results suggested that academic achievement was significantly related to postsecondary education and overall success and that social skills significantly predicted all three postsecondary outcomes for students with ASD.

Objective The aim was to develop and test a novel screen of adult ADHD, with a focus on clinical use. We designed a series of three studies to accomplish this aim. Method Study One (n = 155) and Study Two (n = 591) collected data via surveys to conduct exploratory and confirmatory factor analyses respectively. Study Three analyzed the scale's psychometrics in a clinical sample (n = 151). Results Study One and Study Two identified a 10-item scale with a two-factor structure. Study Three found good discriminant validity, sensitivity = 80.0%, specificity = 80.2%, and convergent validity with the Brown Executive Function/Attention Scales, r (131) = .76, p < .001, and the Conner’s Adult ADHD Rating Scales r (131) = .71, p < .001. Conclusion The scale demonstrated effectiveness in screening for ADHD in a psychiatric outpatient population. Its results may be used to identify patients that may benefit from thorough ADHD diagnostic procedures. Keywords: adult ADHD, assessment, decision making