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Finding Effective Intervention And Personnel Preparation Practices For Students With Autism Spectrum Disorders

R. Simpson
Published 2004 · Psychology

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The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Richard Simpson was awarded the Research Award in 2002. This article by Simpson presents his motivations for entering the field and what he has learned from his work with children and youth with autism spectrum disorders; selected representative references are also provided.
This paper references
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Full Inclusion of Students with Autism in General Education Settings
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Children and Youth with Autism in an Age of Reform: A Perspective on Current Issues
R. Simpson (1995)
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R. Simpson (1995)
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Working with Parents and Families of Exceptional Children and Youth: Techniques for Successful Conferencing and Collaboration. Third Edition.
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B. Myles (1997)
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An Examination of Paraprofessional Involvement in Supporting Inclusion of Students with Autism
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Social skills for students with autism
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Aggression among Children and Youth Who Have Asperger's Syndrome: A Different Population Requiring Different Strategies.
R. Simpson (1998)
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Interventions for Children and Youth with Autism
L. Juane Heflin (1998)
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Behavior Modification for Children and Youth with Exceptionalities
R. Simpson (1998)
Educating children and youth with autism: Strategies for effective practice
R L Simpson (1998)
10.1177/108835769901400403
Educators' Assessment Accommodation Preferences for Students with Autism
R. Simpson (1999)
Early intervention with children and youth with autism: The search for best practices
R L Simpson (1999)
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The Drama and Trauma of Creating Policies on Autism
E. Feinberg (2000)
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The Use of Visual Supports to Facilitate Transitions of Students with Autism
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Autism: Information and resources for parents and professionals
R Simpson (2000)
The drama and trauma of creating public policies on autism: Critical issues to consider in the new millennium
E Feinberg (2000)
Tailoring our response: Asperger syndrome and problems of aggression and violence. Reaching Today's Youth
R Simpson (2000)
Collaboration with parents and families of children and youth with exceptionalities
(2000)
A Synthesis of Studies on the Intellectual, Academic, Social/ Emotional and Sensory Characteristics of Children and Youth with Asperger Syndrome
B. Smith (2001)
10.1177/019874290102600307
Usefulness of Different Types of Assessment Data in Diagnosing and Planning for a Student with High-Functioning Autism
R. Spears (2001)
10.1177/108835760101600202
ABA and Students with Autism Spectrum Disorders
R. Simpson (2001)
10.1177/108835760201700104
Analysis of Reading Skills in Individuals with Asperger Syndrome
Brenda Smith Myles (2002)
10.1177/10883576020170020401
Asperger Syndrome and Academic Achievement
D. E. Griswold (2002)
10.1177/109830070200400109
The Use of Social Stories as a Preventative Behavioral Intervention in a Home Setting with a Child with Autism
Peggy A. Lorimer (2002)
The Complexities of Asperger Syndrome: What We Know and What We Have Yet To Learn.
B. Myles (2002)
Asperger syndrome: An overview of characteristics
B Myles (2002)
Students with Asperger syndrome: Implications for counselors. Counseling and Human Development
B Myles (2002)
10.1177/108835760301800204
Using the Power Card Strategy to Teach Sportsmanship Skills to a Child with Autism
Katharine Keeling (2003)
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Inclusion of Learners with Autism Spectrum Disorders in General Education Settings
R. Simpson (2003)
Students with Asperger syndrome: A guide for educators and parents
B S Myles (2003)
Correspondence concerning this article should be directed to Richard L. Simpson, Professor of Special Education
Richard L Simpson



This paper is referenced by
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EL DESARROLLO DE LA CONCIENCIA PRÁGMÁTICA EN NIÑOS CON SÍNDROME DE ASPERGER
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A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder
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