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Position and Issue Papers of the Division on Autism and Developmental Disabilities

One of the responsibilities of the Board of Directors of the Division on Autism and Developmental Disabilities of CEC is to provide a forum for its members to discuss critical issues impacting the field and to take positions on such issues. DADD’s Critical Issues Committee is the vehicle within the Division for discussing and developing critical issue and position papers. The steps for participating in the critical issues process is as follows:

Any member of the Division may pose a critical issue or position statement to be considered by the committee – all topics should be sent to stodden@hawaii.edu in the form of a title and a brief paragraph describing the issue or position to be developed.
The topic will be reviewed by the committee and approval/disapproval will be provided to further develop the topic into an issue or position paper (five to ten pages describing background or rationale for the issue, the nature of the issue, why the issue is of importance to the membership or the field, and solutions or a position regarding the issue.
The full paper will be further reviewed by the committee and the board and approved or disapproved. With approval an abstract of the paper will be published to the membership in the DADD Express and the full paper will be posted on the DADD web site.
With publication on the web site the author further has the opportunity of expanding the paper for review and possible publication in the division journal, ETADD.

If you have an idea for a critical issue or position that you believe would be appropriate for consideration by DADD’s Critical Issues Committee, please contact Committee Chair Bob Stodden

Browse Position Papers

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.

2010 - Beyond Time Out and Table Time: Today’s Applied Behavior Analysis for Students with Autism

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term “applied behavior analysis” and its related concepts continues to generate debate and confusion for practitioners and family members in the autism field. A general lack of understanding, or misunderstanding, of the science and practice of ABA is pervasive in the field and has contributed to an often contentious dialogue among stakeholders, as well as limited implementation in many public school settings. A review of the history of ABA and its application to individuals with ASD is provided, in addition to a discussion about practices that are/are not based on the science of ABA. Common myths related to ABA and ASD, as well as challenges practitioners face when implementing practices based on the science of ABA in public school settings are also described.

2009 - Mission Critical Brief: Concerns About the Proliferation of One-to-One Paraprofessionals

Existing evidence strongly suggests that overreliance on one-to-one paraprofessionals is a critical issue in special education that requires attention. At the same time it is important to exercise caution so that the information in this issues brief is not inadvertently misused. Hopefully recognition of our field's overreliance on one-to-one paraprofessionals will spur creative and constructive alternatives that will ensure appropriate supports for students with disabilities in new ways that will allow them to more fully benefit from all the general education classes and other environments schools have to offer.

2008 - A Classroom Teacher’s Perspective on Efforts to Align Instruction with State Academic Standards for Children with Significant Disabilities

This paper will present a classroom teacher’s perspective on one of the important requirements of “No Child Left Behind” legislation and aligned language found in the Individuals with Disabilities Education Act (IDEA) of 2004 – that of aligning assessment and instructional practices with state academic content standard areas for those special educators teaching students with significant disabilities.

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2007 - Technologies for Self-Determination for Youth with Developmental Disabilities

This paper focuses on “technologies for voice” that are related to the self-determination of youth with developmental disabilities. The authors describe a self-determination model that values family-focused, community-referenced pedagogies employing “new media” to give voice to youth and their families.