Children initiate social interactions to greet, ask questions, invite peers to play, and for many other purposes. However, failure to initiate social interactions is one of the social communication criteria that are required to diagnose autism spectrum disorder (ASD) and may limit social opportunities for children with ASD. Several researchers examined different interventions to teach social initiations to elementary‐aged children with ASD. The purpose of this systematic review was to examine the interventions that were used to teach social initiations to elementary‐aged children with ASD and their outcomes in social initiations, maintenance, generalization, and social validity. The reviewed interventions were generally helpful in teaching, generalizing, and maintaining social initiations for elementary‐aged children with ASD. Although limited, social validity evaluations support the interventions, target behaviors, and/or outcomes. Gaps and implications for professionals and researchers were discussed.
Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.
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