The perspectives and experiences of20 paraeducators working with inclusion students with disabilities who also present significant behavioral challenges were investigated in this research. The inclusion students were in Grades K through 8 and represented a range of disability categories (e.g., autism spectrum disorder, serious emotional disturbance [SED], learning disability, attention deficit/hyperactivity disorder [AD/HDJ). Findings from this study indicate that paraeducators tend to assume high levels ofresponsibilityfor managing the academic and behavioral needs for special education students in inclusive settings. This tendency appears to be due to the nature ofthe job, which can create conflicting roles in meeting both the needs ofinclusion students as well as those ofgeneral education teachers.

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This article presents three portraits of adolescent students with Asperger's syndrome. These portraits include descriptive details about these students as young children, their schooling experiences, their interests, and their social life experiences. To construct these portraits, we conducted a series of focus groups with professionals who provide direct services to these students. We also conducted interviews with the students and parents. The purpose of these three portraits is to serve as a starting point for those in the field to further examine possible solutions for better meeting the needs of these students. The role of these portraits (or personal stories) in helping to inform critical areas of need and important directions for meeting the needs of adolescent students with Asperger's syndrome conclude our article.

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Thirty-eight studies on the behavioral treatment of self-stimulation in the developmentally disabled were reviewed and evaluated across 17 methodological variables. Factors including the techniques employed, measurement of collateral behaviors, and generalization of treatment gains were examined for each study, and a summary of clinical knowledge to data is presented. Results indicated that while behavioral treatment of stereotypy appears to be an effective treatment modality, methodological shortcomings in the majority of studies prevents definitive conclusions. Guides for improving research in this area are provided.