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This study evaluated the impact of a multitiered behavior support model on preservice special education teachers’ implementation of behavior-specific praise (BSP) during a field-based practicum. Given the increasing prevalence of challenging behaviors in schools and documented gaps in classroom management training, innovative interventions are needed to better prepare educators. Employing a concurrent multiple baseline design across three participants, tiered behavior support was implemented. Tier 1 consisted of a universal training on BSP for all participants. In Tier 2, participants engaged in individualized goal setting and received daily brief prompts via text message. Tier 3 added visual performance feedback–presented as line graphs comparing actual BSP delivery rates with individualized goals. Data were collected through frequency recording during 10-minute observation sessions, and visual analysis revealed a functional relation between the tiered intervention and increased BSP use. Social validity measures indicated that the intervention was rated as highly acceptable, feasible, and understandable. These findings suggest that tiered behavior support, particularly when enhanced with technology-based visual performance feedback, may offer a practical and sustainable method for improving evidence-based classroom management practices. Although this study focused on preservice special education teachers in a graduate program, the implications extend to a variety of coaching and consultation settings involving both preservice and in-service educators, as well as other service providers. © 2025 Taylor & Francis Group, LLC.

This article explores the changing landscape of Assistive Technology (AT) in special education and introduces a paradigm of the Multi-Tiered System of Supports (MTSS) for AT implementation—that aims to clarify the roles and expectations for educators and specialists providing AT services. AT tools are critical resources to support students with disabilities but there are implementation challenges (OSEP, 2024). While the types and variety of AT available continue to grow there is a lack of clarity of the implementation expectations for educators. Using the Multi-Tiered System of Supports (MTSS) as an implementation framework for AT implementation is a potential means of defining these roles. This article defines an AT-MTSS framework that clarifies AT implementation. Defining an AT-MTSS framework has implications for teacher preparation programs, K-12 systems, general educators, special educators, and AT specialists who may be able to better understand their roles and responsibilities. With many schools providing one-to-one devices for students there is a need for all educators to be able to provide a level of universal supports based on Universal Design for Learning (UDL). There will always remain a need for some specialized interventions for students with disabilities. Some of these common AT tools should be implemented and supported by nearly any special education teacher. Other more specialized AT tools will need the support of educators with highly specialized knowledge to determine which tool to use and to provide ongoing AT services. The AT-MTSS framework is designed to be inclusive of the recent DOE AT guidance (2024), and, Individuals with Disabilities Education Act (IDEA, 2004), and the National Education Technology Plan (NETP, 2024). © The Author(s) 2025

Technology has become both a valuable learning tool and a significant source of distraction in higher education classrooms. As students increasingly engage with their phones, smartwatches, and laptops for nonacademic purposes during class, faculty members face challenges in maintaining student attention and participation. While some instructors attempt to combat these issues with technology bans or restrictive policies, such approaches can be difficult to enforce and may create resistance among students. Self-monitoring, an evidence-based behavioral strategy, offers an alternative solution by encouraging students to track and regulate their own behaviors. This article presents a faculty-implemented self-monitoring system designed to increase student awareness of their technology use and its impact on classroom engagement. The self-monitoring model described in this article provides a simple and cost-effective method for faculty members to reduce classroom distractions while fostering student self-regulation and accountability. This quick fix offers faculty structured recommendations to implement the same or similar procedures in their classroom. © 2025 Taylor & Francis Group, LLC.

The chapter “Considering Emerging Complementary and Alternative Treatments“delves into the diverse landscape of non-mainstream interventions for autism spectrum disorder (ASD). The discourse navigates through the historical evolution, current status, and future prospects of complementary and alternative medicine treatments. The narrative acknowledges the dichotomy between scientifically validated practices and those emerging from anecdotal and preliminary evidence. Key topics include vitamin and mineral supplementation, dietary interventions, secretin administration, chelation therapy, neurofeedback, sensory-based therapies, and facilitated communication. Each treatment is critically evaluated for its empirical support, safety, and clinical utility. The chapter emphasizes the necessity for rigorous research methodologies and balanced clinical perspectives in assessing these interventions. By providing a comprehensive overview, it aims to inform clinicians, researchers, and caregivers about the potential benefits and pitfalls of CAM treatments, fostering informed decision making in the therapeutic management of ASD. © Springer Nature Switzerland AG 2025.

Evidence-based practice guidelines use specific rubrics to first evaluate the quality of individual outcome research studies and then the overall strength of the evidence, ultimately generating recommendations for clinical and educational practice. This chapter reviews the methodologies used across three different types of guidelines spanning health and education, by comparing recommendations related to practices for addressing sleep problems. The review reveals that these guidelines share many features, with some differences suggesting areas of improvement. More fundamental differences between biomedical and psychosocial practices, as well as specific challenges of community-based practices, suggest other opportunities for improvement in the design of outcome research and in the development of practice guidelines. This chapter concludes by discussing how to close other gaps in guideline development by emphasizing focused practices instead of comprehensive treatment programs (CTPs), integrating research findings from related populations, developing recommendations for program and policy leaders, and imagining reviews that potentially offer more individualized recommendations. © Springer Nature Switzerland AG 2025.

This concluding chapter summarizes how the field has advanced, the current state of evidence-based practices, unique insights derived from systematic reviews of practices and programs, and directions for the future. We note major gains since the first attempts in the early 1990s to provide information on evidence-based practices, including more sophisticated research methods for meta-analytic studies and systematic reviews. The emergence of very high-quality reviews of rigorous outcome research over the past 15 years has accelerated interest in evidence-based practices. At the same time, controversies surrounding questions of research design, study selection, the potential bias relative to cultural and racial factors, persistent gaps in research on adults and those with more significant levels of disability, and other areas remain to be addressed. We note some area of active discussion, e.g., relative to whether or not to screen and the need to help community-based professionals responsible for tailoring evidence-based practices to the many different individuals and settings they serve. If we are able to reconcile the researcher’s desire for experimental rigor with the flexibility required for outcome studies conducted in community-based settings, we might begin to demonstrate the kinds of population impacts needed to justify more substantial funding and policy changes. Several areas of additional research are outlined. © Springer Nature Switzerland AG 2025.

The handbook examines the empirical status of interventions and treatments for individuals with autism spectrum disorder (ASD). It offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of EBPs. The book reviews the conceptualization of evidence-based practices (EBPs) as well as considerations for implementing such practices across settings. In addition, it describes emerging treatments – though they cannot yet be considered evidence-based – that have produced limited but highly promising results. The book also describes treatments and therapies that have been proved ineffective. It explores ways in which EBPs can be applied in inclusive school settings, pedatric settings, in-patient treatment progams, and college-based programs for transition-aged youth. The volume describes outcomes from the development of EBP guidelines at the national level (in Scotland) and, more broadly, in the United States and outlines how such guidelines can be adapted to offer more individualized intervention. Key areas of coverage include: Comprehensive treatment models, including early intensive behavioral intervention, pivotal response treatment, Early Start Denver Model, and Naturalistic Developmental Behavioral Interventions. Focal treatments addressing the core deficits of ASD and its co-occuring conditions. Social skills, communication, and the use of applied behavior analysis (ABA) practices for teaching new skills and decreasing challenging behaviors. Sensory-based interventions, psychopharmacology, cognitive behavior therapy, and parent education programs (e. g., Project ImPACT). The Handbook of Evidence-Based Practices in Autism Spectrum Disorder is an invaluable resource for researchers, professors, and graduate students as well as clinicians, therapists, and all professionals working in the fields of developmental, clinical child, and school psychology, pediatrics, social work, behavior analysis, allied health sciences, public health, child and adolescent psychiatry, early childhood intervention, and general and special education. © Springer Nature Switzerland AG 2025.

When we published our first volume, the evidence-based practice (EBP) movement in the field of autism spectrum disorder (ASD) had already begun to gain strength around the world, and it has since shown no signs of abating. Multiple organizations and groups have now produced EBP guidelines concerning the treatment and/or identification of ASD. However, the resulting definitions continue to vary in important ways across professions and sometimes even within their subdivisions. A universal definition of EBP remains elusive. While these conclusions drawn from the previous edition of this book still hold true, we are nonetheless encouraged by the growth in interest in EBP and by the dramatic increase in the number of high-quality research studies over the past 15 years and so are excited to offer this updated and expanded handbook. This chapter serves as an introduction to the current state of affairs with respect to evidence-based practices in autism spectrum disorders. © Springer Nature Switzerland AG 2025.

Students identified with emotional and behavioral disorders (EBD) often display a variety of challenging behaviors that can significantly affect both their learning and the dynamics of the student–teacher relationship. Addressing these challenges necessitates the development of authentic, meaningful connections between teachers and students, achieved through applying strategies designed to support student behavior and solidify a trusting relationship. This article introduces the TRUST mnemonic framework, a comprehensive, trauma-informed approach to help teachers build rapport, foster trust, engage, and support students with EBD. The framework encapsulates five principal strategies: transforming perceptions of challenging student behaviors, rapport-building, utilizing restorative practices, supplying choices, and teaming with student caregivers. Together, these strategies provide a structured model for fostering positive relationships and educational experiences while supporting student behavior, ultimately contributing to improved outcomes for students with EBD.

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.

Meaningful student–teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can establish, maintain, and reinforce meaningful relationships with students. This article describes and provides school-based examples of recommendations for building and sustaining meaningful student–teacher relationships with students who exhibit challenging behaviors.

This chapter aimed at exploring how technology-mediated project-based language learning (PBLL) could be leveraged to foster 24 language learners’ awareness of social justice issues. Specifically, the study examined students’ perceptions regarding the potential benefits and challenges of technology-mediated PBLL for promoting social justice in a Spanish course. We used a grounded, iterative design and Teacher Action Research to analyze the data that comprised student-generated products (i.e., memes and written descriptions) and students’ perceptions of the benefits and challenges of using social justice projects in a Spanish course. In addition to revealing an array of perceived benefits and challenges of social justice projects for learning Spanish, the findings suggested the importance of using short, authentic multimodal texts and providing micro-scaffolding.

This article addresses advances in the definition, diagnosis, and clinical features of ASD particularly as they affect adolescents. While advances in early diagnosis and treatment of autism have led to substantial improvements in outcomes (e.g., significantly higher levels of personal self-sufficiency and independence), challenges for adolescents with autism spectrum disorders (ASD) remain. Persistent social-communication abilities and intellectual disabilities can hamper prospects of future employment and increase risk for psychopathology including depression and mood disorder and issues surrounding gender identity. Biological issues emerge, as well, for many adolescents with ASD such as increased risk for seizure disorder. In comparison to the literature on preschool and school age children, the research base is much more limited for adolescents, and studies are needed to identify effective, evidence-based, intervention strategies for this population. © 2024 Elsevier Inc. All rights are reserved.

This chapter provides information about the changing definition and views of intellectual disabilities that impact both classroom placement and education programs. It describes learning characteristics of student with intellectual disabilities that are quite "normal" and predictable for them, and task analysis, a most effective special education teaching approach that demonstrates how to address those learning characteristics. © 2025 National Art Education Association. All rights reserved.

Troubleshooting is a process designed to help teachers choose lessons, analyze their language and procedures, and organize classroom space and time. When an art lesson is planned, a logical expectation is that the lesson will go pretty much as written. Troubleshooting takes the opposite approach. It expects that things will go wrong and tries to prevent or minimize potential problems. "Murphy's Law" leads us to expect that whatever can go wrong will go wrong. The troubleshooting expectation that things will go wrong is the "Murphy's Law" of lesson planning. © 2025 National Art Education Association. All rights reserved.

It is important to remember that autism spectrum disorder is a spectrum disorder that represents many individuals who have a wide and disparate range of challenges and strengths. There is an old adage that says, "If you have met one person with autism, then you have met one person with autism," for no two individuals on the spectrum will be exactly alike and present with the same strengths and challenges. This wide spectrum, or great variability within individuals on the spectrum, can be seen when we look at the wide range of outcomes for adults with ASD. Some individuals on the spectrum will be quite challenged throughout their lives and require supportive settings and many services, whereas others on the spectrum will require moderate supports during their lifetime. © 2025 National Art Education Association. All rights reserved.

This chapter brings the perspectives of three of SNAE's founding members who are also past presidents of both SNAE and DARTS. Beverly Levett Gerber, who combines the fields of special education and art education, begins our journey and describes our need to bridge professional differences in training and languages. She closes the chapter with a story of art educators and special educators learning together. Juliann B. Dorff describes our travels-the efforts, barriers, accomplishments, and the persistence needed to overcome roadblocks. Lynne J. Horoschak takes our journey in a new direction and describes a Saturday morning program that grew into a master's program focused on students with disabilities. © 2025 National Art Education Association. All rights reserved.

This second edition of Reaching and Teaching Students with Special Needs Through Art is written for art educators, special educators, and those who value the arts for students with special needs. It builds on teachers' positive responses to the first edition, and now combines over 700 years of the educational experience of arts and special educators who share their art lessons, behavior management strategies, and classroom stories. The revised second edition provides updated chapters addressing students with emotional/behavioral disabilities, learning disabilities, intellectual disabilities, physical disabilities, and visual and hearing impairments. The newly revised second edition includes chapters on students with autism spectrum disorder, preschool students, and students experiencing trauma. All chapters have been updated to include current definitions and language, recommended teaching strategies, art lesson adaptations, behavior management strategies, and references to related chapters. Follow-up activities are provided for further insights into each group of students. A new summary chapter connects how the authors' collaborations resulted in changes to two professional organizations. Since the first edition, many of the featured authors established the new Division of Visual and Performing Arts Education (DARTS) at the Council for Exceptional Children (CEC) and earlier, formed a new National Art Education Association (NAEA) Interest Group-Special Needs in Art Education (SNAE), now Arts in Special Education (ASE). This edition is ideal for preservice arts methods courses and education courses on accessibility and inclusion at the undergraduate and graduate levels. It continues to offer current yet proven best practices for reaching and teaching this ever-important population of students through the arts. © 2025 National Art Education Association. All rights reserved.