The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.

No abstract

No abstract

The current study compared an abbreviated oral interview version of the Pleasant Events ScheduleAlzheimer's Disease (PES-AD) to a multimedia-supplemented version. Both measures identified multiple preferred items and their scores were moderately correlated (r ¼ .481). Direct observations were conducted to determine whether either of the two measures predicted subsequent engagement. For all nine individuals with dementia, items endorsed as preferred by both versions of the PES-AD resulted in high levels of engagement and items endorsed as non-preferred items on both measures resulted in low to moderate levels of engagement. Individuals with MMSE scores of 10 or higher had more stable and differentiated patterns of engagement than individuals with scores below 10. For individuals with higher MMSE scores, items endorsed only by the multimedia version resulted in high engagement levels (i.e., true positive) while items endorsed only on the verbal presentation resulted in low levels (i.e., false positive).

No abstract