The first purpose of this article is to review the literature related to the use of computers with autistic individuals. Although only a limited number of applications have been reported, the potential of the computer to facilitate the progress of autistic persons is promising. The second purpose is to identify specific learning problems or styles associated with autism from the research literature and link these with the unique aspects of computer-based instruction. For example, the computer's role in improving the motivation of autistic individuals is related to its capacity to analyze the reinforcing qualities of a particular event interactively and immediately for each user. Finally, recommendations that may enable computers to be maximally beneficial in assessing the learning process and remediating learning problems are offered. Two such recommendations are selecting appropriate software and integrating computer instruction within the classroom environment.

This study reports evaluation data from the statewide School-Wide Positive Behavior Supports (SWPBS) initiative in Iowa. The study shows initial positive results over a 3-year period. The School-Wide Evaluation Tool, Team Implementation Checklist, and office discipline referral data were monitored to assess progress. Suggestions for connecting these implementation efforts to intensive individual supports are proposed.T he purpose of this article is to share results from Iowa of our work to date and to offer a framework for how these outcomes guide our work. This study will present the integrity of school-wide implementation data and office discipline referral data as well as how this work connects to intensive individual supports.In the past two decades, Iowa has had several initiatives aimed at providing behavioral supports for students with emotional or behavioral disorders. Since the early 1990s, the Iowa Department of Education has been involved in several statewide systems change initiatives. The Iowa Behavioral Initiative (IBI) was the first initiative. IBI was created to assist educators who worked with students with significant behavioral needs. This developed into Success4, an approach for students, schools, families, and communities to work in the social, emotional, behavioral, and intellectual domains to support student success in schools. In 2003, Success4 was replaced by the current statewide systems change approach, called Learning Supports. Learning Supports is based on the premise that to have an effective and efficient system of learning supports, five components must be present: (a) efforts that are based on long-term results, using quality data; (b) well-coordinated interventions that address the range of learning needs; (c) an infrastructure that ensures that coordination and planning are integrated with other school improvement efforts; (d) policies that are student and family friendly; and (e) sustained school capacity to focus on supports for learning.School-Wide Positive Behavioral Supports (SWPBS) was established in the fall of 2002 to provide the universal, secondary, and tertiary assistance needed for the social, emotional, and behavioral success of all Iowa students. Iowa's PBS model is a collaborative effort

In this article, we discuss focus groups as a tool for evaluating and revising teacher education programs. Focus groups provide opportunities for qualitative feedback and elaboration rarely received through other evaluation methods. Four focus group interviews were conducted for graduates of and students in a Collaborative Teaching Master's Program. Their responses included not only what they liked and disliked about the program, but also why that was the case and bow it could be changed. The major program strengths related to individualizing instruction, collaboration, reflective teaching, applying bebaviorally based interventions, the teaching/learning environment, understanding and communicating effectively with families, and using progress monitoring for instructional decisions. The participants perceived the major program weaknesses to be the research courses, time constraints, IEP development, and practical relevance. The use of focus groups to complement the use of questionnaires in the revision and improvement of programs is discussed.

This article describes a 3-year research project to develop an applications model to successfully integrate technology in the instruction of elementary school learners with mild and moderate handicaps. The model is based on decision theory and focuses specifically on the decisions of in-school agents (i.e., students, regular classroom teachers, instructional support personnel, and administrators). Decisions of these agents are considered with respect to four decision areas ( i.e., identification of content, instructional methods and arrangements, organization of instruction, and outcome assessment). Twenty research questions have been identified and clustered into five elements that represent the beginnings of an applications model. These five elements are: (1) software reference to the curriculum and IEP objectives, (2) integrated instructional activities, (3) collaborative planning, (4) student self-management, and (5) teacher training and support. Finally, this article provides a framework for understanding future project efforts as well as an orientation to the theoretical underpinnings of the research plan.

No abstract