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This case study describes the journey of a kindergartner with Down Syndrome in an inclusive classroom. Characteristics of the participant are discussed in comparison to characteristics of children with Down Syndrome and the impact of those characteristics for the child's overall development. Various strategies that were effectively used to facilitate the child's participation, transitioning, academics, and social skills are addressed. The child's improvements in various areas of development as a result of inclusion in the kindergarten classroom are discussed. Finally, investigating the efficacy of inclusion for children with moderate to severe intellectual disabilities is recommended for further research.

The purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant's paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four

This study investigated the efficacy of Video Self-Modeling (VSM) with video feedback using iPads to improve independent transitioning of two young children, a first grader and a preschooler, with Autism Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that participants would transition independently through play activities and daily routines after watching their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-

Social initiation skills are considered among the most challenging skills to acquire by children with Autism Spectrum Disorder (ASD). Generalization of social initiations is another related challenging area. Research indicates that when provided with appropriate interventions, children with ASD may enhance social initiation skills and generalize them across settings, people, and materials. This study implemented a multiple probe single subject design across three children with ASD to examine whether a video self-modeling intervention is effective in establishing a mand repertoire and other types of peer social initiations. Generalization and maintenance effects were measured in addition to the social validity of the video self-modeling intervention. While video self-modeling led to substantial improvements in almost all of the target behaviors for one participant, additional strategies were implemented for two other participants. Discussion of findings, study limitations, and future recommendations are addressed as well.