Doris Adams Hill

The Apple iPad as Assistive Technology for Story-Based Interventions:

Literacy-based behavioral interventions expand the work of Gray (2004) to enhance social understanding and change the behavior of individuals with autism spectrum disorder and other developmental disabilities. In addition, visually based assistive technologies (e.g., Picture Exchange Communication System®/picture schedules) have been used to foster communication, provide structure, and change behavior for these same individuals. This study explores the use of the Apple iPad2 as an assistive technology device to deliver literacy-based behavioral interventions and Social Stories™ to students ages 3–11 with autism spectrum disorder enrolled in an extended school year program. Adaptations, strategies for making video Social Stories, and other suggestions for teachers who use this technology also are discussed.

Modeling Positive Behavior Interventions and Supports for Preservice Teachers.

The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was modeled at the organizational level to enhance learning and promote collaboration between teachers and staff. Data collection included use of single-subject reversal design as well as the use of preference assessments, surveys, and frequency recording.

Autism Spectrum Disorder, Individuals with Disabilities Education Act, and Case Law: Who Really Wins?.

The authors examined 62 court cases occurring in 2009 from the LexisNexis database regarding students, ages 3–21 years, with various forms of autism spectrum disorder and violations to the Individuals with Disabilities Education Act. They analyzed procedural and substantive violations to the Individuals with Disabilities Education Act and the provision of a Free Appropriate Public Education. In addition, they compared results with earlier studies that have indicated an increase in cases overall and a trend from parents prevailing in earlier studies to school districts prevailing overall in recent years.

Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities

The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on increasing functional communication. One intervention, the Picture Exchange Communication System (PECS™), was taught to three pre-service teachers and staff who implemented PECS™ with four students who lacked functional communication skills. The teachers were mentored as they implemented the appropriate level of PECS™ and developed communication books for the students to use in school, home, and other settings.

Examination of Case Law (2007–2008) Regarding Autism Spectrum Disorder and Violations of the Individuals with Disabilities Education Act

Using the LexisNexis database, the authors examined 99 court cases on students—who were 3–21 years of age and with various forms of autism spectrum disorder—between 2007 and 2008. The authors coded and analyzed procedural and substantive violations to the Individuals With Disabilities Education Act and the provision of a Free and Appropriate Public Education using chi-square analyses. They compared results with earlier studies conducted from 2002 to 2004, which yielded relatively evenly split decisions between parents and school districts. Results indicate that school districts currently prevail at a 2:1 ratio over parents and that more outcomes result in split decisions (ties) with regard to overall outcome between the two parties than were reported in previous studies.

Autism litigation: Outcomes for 2010, trends in decision making and changes in diagnostic criteria

The diagnosis of autism spectrum disorder has systematically risen since Kanners description in 1943 and Aspergers definition in 1944. An increase in numbers has met with an increase in litigation regarding autism spectrum disorder (ASD) and the Individuals with Disabilities Education Improvement Act (IDEIA). Outcomes that first favored parents (2002-2004) have moved to outcomes favoring school districts. The authors update the reader on case outcomes for 2010 and discuss how pending changes in legislation and diagnostic criteria may impact navigation through the education system as individuals seek a free appropriate public education (FAPE) and placement in the least restrictive environment (LRE).

Using Daily Behavior Report Cards during Extended School Year Services for Young Students with Intellectual and Developmental Disabilities

Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have been used for students with emotional/ behavioral disorder in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students with intellectual and developmental disabilities (IDD). Even fewer studies have examined the intersection of young (i.e., early childhood) students with IDD in extended school year settings (ESY). The authors examined the effectiveness of DBRCs for young students with IDD in ESY settings. Four elementary students (ages 6–7) with IDD and behavior challenges who were receiving ESY services as mandated by their respective Individualized Education Plan participated in the current study. Researchers used a changing criterion single case research design, with visual analyses and Tau-U statistical analyses indicating a positive impact for each student and 1.00 effect sizes with significance (p < .01). Teachers demonstrated fidelity of implementation, and competence in data collection and graphing student progress.