The purpose of this study Was to investigate the efficacy of using the SCORE Skills Strategy (Vernon, Schumaker, & Deshler, 1996) to teach high-functioning adolescents With autism spectrum disorders five important social skills. Ten male participants ranging in age from 12 to 17 took part in a 10-Week program. Results obtained using a multiple-baseline-across-skills design and a multiple-probe design indicate that all of the boys made significant gains in performance of the five targeted social skills and that the SCORE Skills Strategy is a viable program to use With high-functioning adolescents With autism spectrum disorder. The results further indicate that consumer satisfaction Was high for both the participants and their parents.

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Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.

Families with children are the fastest growing group of homeless persons in the United States. Although children who are homeless may not consistently attend school, this topic is of concern to educators because these children have been reported to display academic and emotional problems and poor social skills. This article reviews the definition and demographics of the population of students who are homeless; effects of homelessness on developmental, psychological, behavioral, and academic growth; legal mandates regarding this group of students; and barriers to education. Recommendations are presented for fostering success in the classroom for students who are homeless.

Although there is ample literature concerning tive behavior assessment and instruction can be social skills of school-age learning disabled in-provided. For this paper, data from subtyping dividuals, research clarifying the adaptive be-research were compiled from an adaptive behavior characteristics of learning disabled chil-havior perspective, resulting in the identificadren, youth, and adults is in its infancy. The tion of five subtypes of individuals currently learning disabled population frequently has receiving service in learning disability probeen treated as a homogeneous group by re-grams. Adaptive characteristics of each subtype searchers and practitioners. Awareness of the are described and implications for assessment, differences among subtypes of the population programming, and intervention are provided. must be recognized before appropriate adapAdaptive behavior is the factor least often addressed in the assessment of learning disabled individuals (Kavale & Nye, 1981). When it is considered, differentiation is rarely made between adaptive skills peculiar to the learning disabled and those characterizing the mentally retarded or the behaviorally disordered. Since, for learning disabled individuals, success in educational environments can be viewed in terms of achievement and the behaviors required to interact appropriately in a school setting (Senf, 1981), the need for identification and assessment of adaptive behavior has become acute.Learning disabilities is one of the few exceptionalities that does not mandate the assessment of adaptive behavior in the classification process. Few assessment devices are available that specifically address adaptive behavior of learning disabled individuals and, of those that do, the majority are generic in nature. Although there is ample literature available concerning the social skills of schoolage learning disabled individuals, research concerning the overall adaptive characteristics of learning disabled children, youth, and adults is in its infancy. Crucial adaptive capabilities related to coping mechanisms, adaptive language skills, compensatory behaviors, and behaviors that affect transition from school to community and employability have received negligible attention.A major limitation in the development of theories of adaptive behavior and investigation of adaptive characteristics of learning disabled individuals has been the inclination of the field to consistently ignore the actuality of heterogeneity among individuals receiving services in programs for the learning disabled. Despite espousing that learning disabilities is not a. homogeneous population, researchers and practitioners often investigate and program for the population at RYERSON UNIV on June 16, 2015 sed.sagepub.com Downloaded from