Data from S.M. Wilczynski and colleagues advance knowledge in autism
2007 NOV 19 -- "Children with Autism Spectrum Disorders (ASD) present with a broad array of deficits and excesses that require educational intervention. The Individualized Education Program (IEP) serves as the blueprint for educational intervention but it can sometimes be difficult to identify which goals and objectives should be addressed with this population," researchers in the United States report. "It is necessary to be familiar with the defining features of ASD and the associated characteristics that youth may demonstrate in order to develop appropriate educational goals and objectives. The purpose of this article is to review the broad range of characteristics often evidenced by youth with ASD and to associate these features with specific skills to consider when developing IEP goals and objectives. This article primarily concentrates on providing an extensive list of skills and subskills that should be considered whenever children have been diagnosed or verified with an ASD," wrote S.M. Wilczynski and colleagues. The researchers concluded: "Finally, resources that may aid educators in developing IEPs are provided." Wilczynski and colleagues published their study in Psychology in the Schools (Individualized education programs for youth with autism spectrum disorders. Psychology in the Schools, 2007;44(7):653-666). For additional information, contact S.M. Wilczynski, 41 Pacella Pk Dr., Randolph, MA 02368, USA. Publisher contact information for the journal Psychology in the Schools is: John Wiley & Sons Inc., 111 River St., Hoboken, NJ 07030, USA. Keywords: United States, Randolph, Autism, Developmental Disabilities, Neurology. This article was prepared by Mental Health Weekly Digest editors from staff and other reports. Copyright 2007, Mental Health Weekly Digest via NewsRx.com.
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