Ms. Christa is a preschool teacher in an inclusive mixed-ability classroomand is leading a small group activity with four students. Kolby, a 4-year-old identified with a pervasive development disorder not otherwise specified (PDD-NOS), is sitting beside her as she introduces him to a new learning activity with the iPad. His peers wait for their turn on the iPad as she introduces Monkey Math, one of several science, technology, engineering, and mathematics (STEM) apps available on the classroom's iPad. Across the hall, Ms. Lena is introducing a new learning activity to her class by using the classroom iPad. In her class, students are learning about engineering through a BridgeBasher app. Students are strategically grouped so that each student has the opportunity to lead and learn from others. Ms. Lena is amazed by the students' engagement and success rate as all the students have a variety of abilities when navigating the BridgeBasher app. 34 COUNCIL FOR EXCEPTIONAL CHILDREN

This laboratory study assessed the effectiveness of warning messages intended to aid in the control of gambling. Participants were 120 undergraduate students from an urban state university who reported previous gambling activity. They were recruited to play a computerized roulette game with imaginary money. Money left at the end of play was exchanged for raffle tickets for a prize drawing. Participants were randomly assigned to 1 of 2 conditions. In the warning-message condition, participants received an educational component discussing common irrational beliefs expressed by gamblers and, while playing roulette, viewed brief messages that addressed irrational gambling beliefs. In the control condition, participants received an educational component on the history of roulette but no warning messages. Participants in the warning-message condition reported significantly fewer irrational beliefs and demonstrated less risky gambling behavior than those in the control condition.

No abstract

The purpose of this review was to examine the literature on parent training for parents of children with autism. Families with a child diagnosed with autism often face a discrepancy between their need for services and the availability of services either because they live in geographically distant areas or because they are on a long wait list for services. Researchers have found that parents, if trained, can serve as a facilitator of positive change for their child. There is a plethora of home- and facility-based parent training services. Noticeably absent, however, are studies that directly address the needs of families with limited access to parent training (e.g., families who live in rural areas). In this review, the researchers demonstrate a gap in providing parent training to those who do not have access to these services. The researchers provide implications for research and practice to bridge the gap.

Although the use of assistive technology for young children is increasing, the lack of awareness and the lack of training continue to act as major barriers to providers using assistive technology. This article describes an assistive technology toolkit designed for use with young children with disabilities that can be easily assembled and implemented by early childhood professionals. Specifically, we will describe assistive technology tools that support young children's participation in their daily activities that involve movement and sensory needs, communication, and interaction with materials and offer strategies on how to implement these devices. An assembled toolkit that allows young children with disabilities immediate access to experiences that lead to acquisition of skills they need to learn and grow is discussed.