Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors.

This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status.

Factors associated with age of diagnosis of autism spectrum disorder among children in Saudi Arabia: new insights from a cross-sectional study.

Objectives: Research examining the age of diagnosis of autism spectrum disorder (ASD) and its influencing factors mostly originate from developed Western countries, providing little to no systematic information about the understanding and management of ASD in the rest of the world. The present exploratory study examined the influence of child and family characteristics on the age of ASD diagnosis in Saudi Arabia.

Results: The median age at diagnosis was 3.

Independent Contingency and Token Economy at Recess to Reduce Aggression.

School-wide behavior problems can vary significantly from structured to unstructured settings. Often problem behaviors can spike during unstructured times such as lunch and recess and the use of Tier 1 positive behavior interventions and supports (PBIS) can be used to reduce student behavior problems in these settings. Using a token economy as an independent group contingency, this study aimed to reduce student aggression in an elementary school during lunch/recess periods of the day.

Meeting families where they are: Text-based support in parent to parent programs.

Background: Social support can be an important buffer to stress to parents when their child has a disability. Parent to parent (P2P) is an evidence-based peer support program for parents of children with disabilities, where support is provided over the telephone. However, younger parents may prefer electronic communication platforms.

Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD.

Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD.

Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development.

Background: It is known that children with disabilities, especially adolescents with autism spectrum disorder (ASD), are at increased risk for victimization. However, little is known about the impact of victimization over time.

Aims: Primary aims included identifying to what extent risk factors (i.

Fathers of children with or without ID: understanding long-term psychological symptoms.

Background: Researchers have primarily relied on mother report to understand the parenting contexts of rearing children with intellectual disabilities. Fathers are increasingly being considered as equally important reporters of their child's behaviours, as they have unique and independent relationships with their children. The purpose of this study was to understand how one source of stress - reports of child behaviour problems - along with spousal support related to parenting tasks, associated with fathers' reports of psychological symptoms over time.

Removing barriers to educating children in foster care through interagency collaboration: a seven county multiple-case study.

This multiple-case study examines interagency collaboration between child protective services (CPS), local education agencies (LEAs), and other public agencies in seven California counties. These agencies were provided technical assistance to remove barriers impeding the education of children in foster care and improve their educational outcomes. Results of this study suggest that making changes to remove educational barriers for foster children and improve their educational outcomes requires successful collaboration between CPS and LEAs and strong leadership within at least one of the agencies.

Helping social workers address the educational needs of foster children.

Objective: The main aim was to evaluate the effectiveness of the Education Initiative, an intervention program in one of the largest urban counties in the US seeking to increase the responsiveness of social workers to the educational needs of foster children.

Method: A pre-post test control group design was used. Data from case files and social workers were examined at the start of the project and 18 months later to determine changes in social workers' (a) knowledge and practices regarding school programs and services and (b) maintenance of educational records for children on their caseloads.

Young children with specific language impairment and their numerical cognition.

This study examined the enumeration and numerical reasoning levels of children with specific language impairment (SLI) compared to those of two groups of typically developing children: children matched for age (AM) and children matched for grammatical ability (GM). The children completed four numerical tasks: reproduction of sets, numerosity of sets, an addition/subtraction condition of the numerosity of sets, and transformation effects (conservation of number). Between-group analyses indicate that the children in the SLI group performed better than the children in the GM group for all set sizes of all tasks with one exception (set size 7 of the odd/subtract task) and performed more poorly than the children in the AM group for 7 of the 16 trials.