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Be sure to check out the latest publications from DADD, below.
Latest Book

By Emily C. Bouck, Teresa Taber Doughty and Melissa Savage

The ninth volume of the CEC Division on Autism and Developmental Disabilities' Prism series, Footsteps Toward the Future provides an overview of and strategies when implementing a real-world curriculum with students with autism spectrum disorder and other developmental disabilities. "Real-world" curricula incorporate instruction in functional or life skills-skills that support students in living independently and functioning successfully in an inclusive society: living, working, and having fun. Chapters in the book delve into the components of such instruction, discuss how to incorporate real-world skill training within academic settings, and explore effective community-based instruction and collaboration. Full of strategies, tools, and advice, Footsteps Toward the Future is both a valuable resource on life skills curricula and a "must-have" addition to every educator's transition planning toolkit.

2015, 156 pages
ISBN 978-0-86586-497-9. P6147.

Discounted member price: 25.95
Your price: 30.95

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Latest Position Paper or Critical Issue
2012 - Inclusion at the Postsecondary Level for Students with Autism Spectrum Disorders

Historically, students with autism have not had access to supports within universities that would enable them to succeed academically or socially.  In response to the heightened recent attention to inclusion at the postsecondary level for students with disabilities, the Division on Autism and Developmental Disabilities (DADD) has taken the initiative to develop a paper on this critical topic.  The goal of DADD in developing this paper is to illuminate and promote effective practices to support students with autism spectrum disorders in postsecondary education.  Toward this end, this manuscript addresses the need for institutions of higher education to educate students with autism spectrum disorders (ASD) among their peers in college programs.  The intent of the authors is to voice a call to action to expand the inclusion momentum that has become firmly rooted in our nation’s high schools so that it reaches universities and leads to improved adult living outcomes.  Through discussion of the history of postsecondary education (PSE), a review of relevant legislation, and consideration of current PSE options for students with autism, a clear picture of the current state of affairs emerges.  Connections among legislative initiatives and current practices substantiate the need for increased program options and supports through which academic, social and career development may be provided to students with ASD. The role of legislation in supporting the establishment of infrastructure and building capacity to sustain programs is examined to foster recognition of the need for institutions of higher education to provide inclusive postsecondary programs. Components of effective postsecondary education for students with ASD are described in relation to legal mandates leading to the development of PSE opportunities for these students.

Last Article from Latest ETADD Issue

Comparison of Schematic and Taxonomic Speech Generating Devices for Children with ASD

Cindy Gevarter, Mark F. O’Reilly, Nicolette Sammarco, Raechal Ferguson, Laci Watkins, Michelle Kuhn, and Jeff Sigafoos

 

Abstract: The purpose of this study was to evaluate the effects of different speech-generating device displays and vocabulary organizations on the acquisition of multi-step requesting responses in children with autism spectrum disorder (ASD). Four young children with ASD were taught to use an iPad® application to make requests using both a taxonomically-organized grid display and a schematically organized visual scene display or hybrid. The conditions were compared using a multielement design. Time delay and least-to-most prompting were used to teach responses in both conditions. Three participants met mastery criterion for acquiring requests with the schematic display but did not meet criterion requesting with the taxonomic display. A fourth participant learned to make requests with both displays but showed generalization only with the schematic display. Error analyses indicated there were different types of errors made across conditions, which may suggest the need to tailor intervention methods to specific displays. Implications for the design of AAC displays, assessment, and interventions are discussed. 

Latest DADDExpress (Newsletter)
DADD Express - Fall 2018 Vol 29 Number 3
• Teacher's Corner
• President's Message
• Executive Director's Corner
• Evidence-based Practices
• Students' Corner
• DADD Award Nominations
• Editor's Note
 
What's New
In the News

The DADD Board of Directors supports the American Academy of Pediatrics Recommended Immunization Schedule for Persons Aged 0 through 18 years of age. Over two dozen epidemiological studies failed to identify a causal relationship between vaccinations and autism. The initial research that suggested such a relationship has been discredited. We recommend all families discuss vaccinations with their family health care provider on how best to maintain the health and safety of their child and those who cannot be immunized due to medical reasons. 

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Events
Download the 2010 DADD Showcase Sessions. Presenters included Robert A. Stodden, Dianne Zager, and Debra Hart speaking about "Preparing Youth with Autism Spectrum Disorder and Intellectual Disabilities for Postsecondary Education and Employment"
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