Many universities have developed teacher preparation programs online. This study explores online learning in a graduate school course on behavior management that is included in the special education teacher credential program at a large private university in California. A total of 140 adult students took the course, half of these online and the other half on-campus. Students self-selected the format in which they took the course. Learning and follow-up teaching performances were evaluated and compared across these two settings by first, measurement of learning as recorded on three periodic standard multiple-choice quizzes taken during the course and secondly, on performance in a follow-up measure of behavior management in student teaching as recorded by a master teacher and university supervisor. No significant differences between these two groups were found in the measurement of initial learning or follow-up performance. The absence of significant difference is reviewed along with the value of actual differences available in each learning experience.

The following action research study is focused on the effectiveness of the transition to work programs for students with a diagnosis of autism. The research was conducted in a middle-sized school district in Southern California. The study identified graduates from high school who were part of the transition work programs before receiving their certificate of completion or high school diploma. The objective of the study was to establish if the students were employed and to determine the effectiveness of the transition to work program. This qualitative study used surveys and interviews of the graduate students, the students' parents or legal guardians, and the students' previous employers. The researcher obtained information about the effectiveness of the transition work program in relation to the specific training provided by the program in the areas of social skills, knowledge of expectations, sequencing steps of a task and carryout steps until completion, and the ability to ask question when needed.

The following action research study is focused on the effectiveness of the transition to work programs for students with a diagnosis of autism. The research was conducted in a middle-sized school district in Southern California. The study identified graduates from high school who were part of the transition work programs before receiving their certificate of completion or high school diploma. The objective of the study was to establish if the students were employed and to determine the effectiveness of the transition to work program. This qualitative study used surveys and interviews of the graduate students, the students' parents or legal guardians, and the students' previous employers. The researcher obtained information about the effectiveness of the transition work program in relation to the specific training provided by the program in the areas of social skills, knowledge of expectations, sequencing steps of a task and carryout steps until completion, and the ability to ask question when needed.