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This review examines how recommended practices for toddlers with autism spectrum disorders (ASD) are integrated into interventions in the first generation of research targeting toddlers with ASD. The purpose was not to review intervention effectiveness, which is addressed in other reviews; rather, it was to assess reported intervention methods in relation to principles distilled from early intervention policy and validated practice guidelines for toddlers and families. These principles include family-centered and family-supportive practice, natural environments, promotion of active child participation in learning, and functional and systematic practices that consider developmental readiness and unique variations in learning. A small minority of reported interventions (5 of 27) fully addressed each principle, revealing a substantial gap between principles and intervention research practices. The most pronounced gaps concerned natural/inclusive environments and family-centered/family-supportive practices. Recommendations for future research are presented.

Previous research has demonstrated that performance on the computerized Tower of Hanoi is lower than performance on the manual Tower of Hanoi. The present study was conducted to elucidate potential factors that contribute to performance differences across modalities. Personality characteristics related to psychopathy and impulsive response styles were hypothesized to be correlates of poor performance on the computerized version of the Tower of Hanoi, which is a problem-solving task that requires working memory, planning, and inhibition. Eighty-four college students from a mid-sized university participated. Participants were grouped as low, middle, or high psychopathy based on their total scores on the Psychopathic Personality Inventory. A 2 (Modality) × 3 (Psychopathy) analysis of covariance, controlling for visuospatial working memory, yielded a significant interaction, in which the high psychopathy group did not differ in performance across modality, whereas the low and middle psychopathy groups performed more poorly on the computerized version. Subsequent analyses on reaction time and accuracy for the computerized modality indicated that a reflective, methodical approach to the computerized task was more productively utilized in the low psychopathy group, whereas the fast and accurate approach was more productively utilized in the high psychopathy group. These results suggest that individuals with elevated psychopathic tendencies within a normal population are not necessarily deficient in problem-solving performance on the Tower of Hanoi. Impulsive responding is associated with poor performance in the computerized version of the Tower of Hanoi, irrespective of psychopathic tendencies. Caution should be exercised in interpreting scores on the computerized Tower of Hanoi because the psychometric properties required for comparability with the manual version have not been sufficiently demonstrated.

Background: College students majoring in psychology often report low interest and engagement in statistics and research methods courses. Objective: The purpose of the current study was to examine potential benefits of integrating movement with learning activities in Introduction to Statistics and Research Methods courses at the college level. Method: A quasi-experimental design examined movement-based learning activities compared to traditional learning activities during class periods. Students’ perceptions of the activities were assessed using an experience sampling method. Result: Hierarchical linear models revealed that students rated the movement-integrated activities higher compared to control activities for the following subscales: physical, affect, enjoyment, concentration, and social states. Conclusion: College students may benefit from integration of the movement learning activities into statistics and research methods classes. Teaching Implications: Movement-integrated learning activities offer the potential to increase physical activity, increase positive affect, enhance concentration, and provide opportunities to socialize with classmates. We offer specific techniques for incorporating movement into the college classroom.