Identification of Current Educational Practices Used with Students with ASD in CT Schools
The population of students with autism spectrum disorders (ASDs) continues to proliferate. Extending the professional skills required to effectively meet the needs of this growing population requires efforts specifically directed toward this purpose. Educating this diverse group of students within the public school setting remains a challenge, as many schools find they are inadequately equipped to address the presenting needs of this complex population. This project is designed to identify the current needs of Connecticut’s educational professionals working with students with ASD in the public schools with the intention of informing future professional development.
The current research aims to gain further detailed information regarding the barriers to successful education provisions for students with ASD in CT schools and to determine the level of evidence-based procedures being implemented. These outcomes will serve as guiding foundations for the development of informed professional development offerings within the CEASD to support schools in educating students with ASD.
- What educational practices are school professionals currently implementing with students with ASD in the state of Connecticut?
- How do school professionals rate their level of confidence in the implementation of educational practices with students with ASD?
- How does the level of experience and education of the school professional relate to the type of services provided?
- What do school professionals identify as barriers to educating students with ASD in their schools?
Link to complete survey and sign up for focus group attendance:
Synthesizing an explosion of recent research, this book presents dramatic advances in understanding and treating autism spectrum disorder (ASD) in very young children. Leading authorities describe the innovative tools and methods that are enabling clinicians to more effectively identify 0- to 5-year-olds with the disorder and those at risk for related problems. Chapters discuss the early core symptoms and co-occurring characteristics of ASD, the best diagnostic instruments, and lessons learned from large-scale screening and surveillance, including sibling studies. The book reviews evidence-based interventions and explores practical issues in treatment of young children and their families.
The Diagnosis of Autism: From Kanner to DSM‐III to DSM‐5 and Beyond
Nicole E. Rosen · Catherine Lord · Fred R. Volkmar
In this paper we review the impact of DSM-III and its successors on the field of autism—both in terms of clinical work and research. We summarize the events leading up to the inclusion of autism as a “new” official diagnostic category in DSM-III, the subsequent revisions of the DSM, and the impact of the official recognition of autism on research. We discuss the uses of categorical vs. dimensional approaches and the continuing tensions around broad vs. narrow views of autism. We also note some areas of current controversy and directions for the future.