This study analyzed the effects of social stories in reducing precursors to tantrum behavior in two social environments, morning work time and lunchtime. The student was a 12-year-old boy diagnosed with autism, Fragile X syndrome, and intermittent explosive disorder. Using an ABAB design, two social stories were implemented and withdrawn as data were collected to determine the frequency of two behaviors, inappropriate vocalizations and dropping to the floor, which served as precursors to tantrum behavior. The data revealed a decrease in precursors to tantrum behavior when the social stories were available to the student and an increase in targeted behavior when the intervention was withdrawn.

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W e have moved into the second decade of a society living with Acquired Immune Deficiency Syndrome (AIDS). Research and education have focused our attention on this health crisis, but AIDS still remains a major epidemic with limited treatment options. Children and adolescents have not escaped the impact AIDS has had on our society. No longer is AIDS isolated to distant Hollywood figures or persons with alternative lifestyles. With greater frequency, today's youth are experiencing their personal heroes, their immediate families, and even their own peer groups infected with the Human Immunodeficiency Virus (HIV). Infants and teenagers represent two of the fastest growing populations at risk for contracting HIV (Simonds & Rogers, 1992).As educators, most of us will not have the opportunity to influence the direction of medical research and intervention; however, we can still have a significant impact on the spread of this disease. Through education we have the power not only to teach the facts about AIDS but also to influence behavioral change through a winning combination of knowledge and decision-making skills. Research has shown how educational efforts can influence attitudes and behavior with issues as diverse as cancer and sexually transmitted diseases (Ross, 1980). Education is our only effective inoculation against the spread of HIV disease, and educators are our key resource in meeting this challenge.The challenge increases in the provision of HIV/AIDS education for children and adolescents with special needs. Mild to moderate cognitive and behavioral disabilities can influence critical thinking skills needed to make safe and effective decisions. Without these skills, students with disabilities are at even greater risk for HTV infection. Although some materials have been developed to teach AIDS education, few current curricula address the diverse needs of special populations. Failure to plan for these individual differences can result in lifethreatening risks. This article will examine how special educators can impact the spread of AIDS through appropriate and effective teaching. Included will be a brief overview of HTV disease, a description of the role of education as a prevention tool, and a rationale for the inclusion of students with special needs in AIDS education. A scope and sequence of skills related to HIV/AIDS will be highlighted along with suggestions for implementing objectives across curricular areas. An extensive listing of multimedia resources includes hotlines, books, data banks, videos, and annotated bibliographies. The Facts about HIV/AIDSEducators cannot begin to adapt or teach an AIDS curriculum without first having a clear understanding of the facts regarding the history, prevalence, and transmission of this disease. Being committed to the importance of AIDS education as a prevention tool is only the first step. Teachers must make certain they do not communicate misinformation about AIDS or provide only limited information that could result in inadequate understanding. For this reason, ...

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