Your search

When elementary-aged children read unknown polysyllabic words, they must parse the orthographic input in order to decode it. Prior studies have not shown clearly whether syllables—as opposed to letters or morphemes—are perceptual units, particularly in children. Children in second, third, and fourth grade (N = 123) with and without reading difficulty (RD) were asked to read polysyllabic pseudowords (N = 98), and their accuracy, response time (onset latency), and response length (fluency) were recorded. In explanatory item-response analyses, the number of syllables in a word was negatively associated with pronunciation accuracy, latency, and fluency, even when accounting for the number of letters and morphemes. A syllable-by-grade interaction for onset latency showed that the syllable effect was smaller in higher grades, suggesting ongoing development of automaticity with syllabic features. A syllable-by-RD interaction for onset latency and fluency showed a smaller syllable effect for students with RD, suggesting that polysyllabic word processing is challenging for these students at all syllable lengths. The presence of negative syllable effects when accounting for the number of letters and presence of morphemes suggests that syllables are unique sublexical units that require reader attention when pronouncing unfamiliar written words. The mechanisms posited to explain these large negative effects include the need to parse printed words into orthographic syllables, inconsistency in the pronunciation of vowels in polysyllabic words, and the need to assign lexical stress. Overall, the results provide strong evidence that words’ syllabic features require processing that makes words with more syllables harder for elementary-age readers, regardless of the number of letters in the words, and that the degree to which syllabic features impact student performance depends on their age and reading ability.

Leisure, as the pursuit of activities we choose to engage in during our free time, holds immense potential for enriching our lives. However, individuals with disabilities often face barriers that hinder their ability to participate fully in leisure activities. The delivery of leisure education to students in Special Education is of paramount importance in promoting independence and quality of life. This exploratory study investigates the delivery of leisure education to students in transition programs, aiming to understand current practices. In addition, this paper makes an argument for the inclusion of recreational therapists in the transition setting and encourages guardians to request recreational therapy as a related service on their child’s Individual Education Plan (IEP). 

Leo Kanner’s classic description of autism appeared eight decades ago. Although the pace of research has increased dramatically, research specifically focused on adolescents and adults remains limited in many respects. Numerous outcome studies have been conducted and suggest potential for markedly improved outcome with intervention. Unfortunately, studies on adults after early adulthood are sparse and, for old age, almost nonexistent, reflecting a lack of support for research in this population. This is in stark contrast to other developmental disorders in which considerable information on adult life is often available. This book summarizes work across areas, focusing on what is known and not yet known, highlighting important areas for future research. While overall outcome has improved, a small group of individuals remain in need of high levels of adult care. For all individuals, the field requires new approaches to both research and clinical service.

Youth with ASD are more likely to experience bullying than their typically developing peers. This risk has not been studied in youth with ASD transitioning to college. We examined the occurrence of bullying in 35 high functioning youth with ASD who were preparing to attend college. We also examined youth anxiety and ASD symptoms. Fifty-one percent of the sample reported being recent victims of bullying; 31% of parents reported their child was a victim of bullying. Parent report of bullying correlated significantly with ratings of youth social anxiety symptoms. These findings suggest that bullying is an issue of concern for higher functioning, older adolescents with ASD, and that their own reports may be particularly important in identifying its occurrence.

This paper is a report of an examination of educational professionals’ perspectives on their decision processes to use a Twitter personal learning network (PLN). When investigating each of the participants’ decision-making processes to accept or reject the use of a Twitter PLN, the externally supported individualized learning experience was integral to the educational professionals’ active decision to adopt the new tool. The five major findings revealed external stimulus and support is (1) vital to address pre-existing attitudes and beliefs, (2) to target the acquisition of technical and implementation knowledge, and (3) to encourage continued exposure, interaction, and exploration. The final two findings focus on the (4) interaction with a social learning community supports decision making and informal learning, and (5) personal experimentation and exploration of a Twitter PLN allows educational professionals to build their professional network, quickly access high quality information, and read educational material. Educational professionals’ informal learning activities were also revealed while using their PLN. Educational professionals reported sharing information and resources with colleagues as having the most significant impact on professional practice. In addition to interviews, the nature of the Twitter platform provided valuable evidence of informal learning activities. These activities reflected in the educational professionals’ tweets included: reading educational subject matter, reflection and collaboration. Also, a new category: Resource Collection was created to reflect the second most popular activity on educational professionals’ Twitter PLN.

Alumni from an Assistive Technology (AT) graduate program were invited to complete a survey and participate in focus groups to share how they are using the knowledge gained from their graduate degree and its impact on their professional careers. The sample of 27 alumni spanned seven years and a variety of professional backgrounds. This qualitative single-case study revealed impacts on careers, professional skill development, and technology skills after graduation. Participants also connected this later skill development to their concrete learning experiences within the graduate program.

The rising prevalence of autism spectrum disorder (ASD) has led to increased efforts to support individuals with ASD across numerous aspects of life, including driving. While obtaining a driver’s license substantially impacts quality of life and independence, it also creates distinct challenges for those with ASD. Challenges surrounding social communication, executive functioning, and sensory sensitivities are particularly evident when considering interactions between drivers with ASD and law enforcement personnel. Connecticut’s Blue Envelope Program aims to improve interactions between drivers with and ASD law enforcement by providing instructions for officers and drivers to follow during routine traffic stops on a physical, blue colored, envelope. The instructional guidelines aim to assist officers in understanding and appropriately responding to common ASD-related behaviors which may be otherwise misinterpreted and includes accommodations officers could consider during a stop. Additionally, the envelope outlines clear steps for drivers with ASD to follow through the stop as to support predictability and expectations. The widespread acceptance, efficacy and popularity of the Blue Envelope program underscores the importance of increasing awareness and understanding of ASD among law enforcement and the need for more supports to aid in these increasing interactions. Discussion is offered on a broader implementation of this program to support individuals with ASD and officers, while improving the outcomes of interactions. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.