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Evaluating the Ability of Learners with Autism to Work in Small Groups
Learners with autism do well with one on one instruction, and this is widely known. However, the provision of one-to-one instruction on a long-term basis is not efficient or realistic. Funding streams, particularly in adulthood, do not support this level of staffing. Furthermore, the ability to...
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Designing Databases That Drive Continuous Improvement for Clients and Organizations
Today’s classrooms are often filled with technology, some not even imagined just a decade ago. Tablet computers loaded with educational or communication software, PC stations, iPods, Augmentative and Alternative Communication (AAC) devices, and Wi-Fi internet service are...
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The Critical Importance of Advocacy and Government Relations
The term “advocacy” often elicits many different thoughts. The actual word “advocacy” is defined as “the act or process of supporting a cause or proposal.” We advocate all the time, and for many different things. Most are very worthwhile causes, and others are perhaps more trivial (have...
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The Transition into Adulthood: Guiding Families Toward Successful Outcomes
One of the favorite things in my role as Director of Admissions and Family Services at Melmark is talking with parents about their children and helping families maneuver the complicated web of supports available to them. One of the most challenging parts, however, is helping families understand how...
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An Overview of Strategies to Address Food Selectivity and Refusal in Individuals with Autism
Feeding difficulties are common in typically developing children (2-35%), and are even more common in children with developmental problems (33-80%; Babbitt, Hoch, & Coe, 1994; Burklow, Phelps, et al, 1998). Feeding difficulties in individuals with autism is one of the most challenging...
