Autism
ASAT Direct Instruction
Developed by Bereiter and Engelmann (1966), Direct Instruction (DI) was designed to promote mastery of the material by promoting active responding in students and deploying systematic teaching procedu...
Queensland School Autism Reflection Tool – QsArt
The Queensland School Autism Tool (QsArt) is designed to support educational leaders including principals, heads of school or campus to reflect, plan, implement and review the school improvement proce...
Evidence-Based Practices for Children, Youth, and Young Adults with Autism
The National Clearinghouse on Autism Evidence & Practice (NCAEP) team at the Frank Porter Graham Child Development Institute, University of North Carolina, has completed a report, Evidence-Based Pract...
Autism: Stem cell clinics are offering treatments despite lack of evidence it works
Is stem cell therapy a possible treatment for people with Autism Spectrum Disorder? Dr Darius Widera, an Associate Professor in Stem Cell Biology and Regenerative Medicine at the University of Reading...
High-Leverage Practices in Special Education
In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children has developed and published a set of High Leverage Pr...
Position Statement on Facilitated Communication and Rapid Prompting Method
American Speech and Hearing Association ASHA position paper on the latest reincarnation of facilitated communication.
National Professional Development Center on Autism Spectrum Disorder – Evidence Based Practices
Many interventions exist for autism spectrum disorder (ASD). Yet, scientific research has found only some of these interventions to be effective.
Position Statement on Auditory Integration Training
American-Speech-Language-Hearing-Association ASHA position statement regarding the use of auditory integration training (AIT).
What is direct instruction?
International studies comparing performance across countries have led to concerns regarding the academic performance of children in our schools, especially of those from less privileged backgrounds.
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