This article examines problems With the preparation of school personnel Who serve children With autism spectrum disorders (ASD). Several areas of concern are discussed, including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training and the impact of each on teacher preparedness, lack of scope and depth of most autism training models, clashes in theoretical orientation that may negatively affect teacher training, and issues that may arise When undertrained teachers interact With parents. Recommendations are made for the improvement of personnel preparation for teachers of children With ASD, including specialized skills training, multiple approaches training, training personnel from various disciplines, training paraprofessionals and in-home trainers, training parents, providing technical assistance and support to teachers, and providing leadership and funding to promote and enhance personnel preparation in ASD.

Twenty-seven studies pertaining to the use of selfmonitoring for behavior management purposes in special education classrooms were examined. The studies were described in detail questions regarding the reactivity of self-monitoring were posited, and implications for classroom instruction were delineated. It was found that self-monitoring can be successfully used with special education students of various ages in various settings to increase (a) attention to task, (b) positive classroom behaviors, and (c) some social skills. It can also be successfully used to decrease inappropriate classroom behavior. Self-monitoring apparently has the additional benefit of enhancing the likelihood that positive classroom behaviors will generalize to other settings. Self-monitoring techniques are easy to teach and have great promise as a behavior management strategy. However, new information regarding whether selfmonitoring is true self-management or self-regulation was not found in this review. It is recommended that further research be conducted to examine whether selfmonitoring works better than teacher-monitoring to control student behavior and to determine whether internal or external contingencies account for the reactivity effects.

The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes.

This review assessed the efficacy of interpersonal problemsolving training in educational settings with children and youth with learning and behavior problems. Only studies with a clear metacognitive component were included. For each of the nine studies meeting selection criteria, descriptive summaries of the training were given. Findings indicate that although researchers were successful in demonstrating cognitive gains as a result of interpersonal problem-solving training, they were much less successful in demonstrating that cognitive gains were (a) subsequently applied to actual behavior or (b) generalized to other social behavior. Such findings call into question the basic premise of this literature-that interpersonal problem-solving training mediates social behavior and generalizes to other behaviors and settings. Based on the literature to date, recommendations for researchers and practitioners are offered.