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This study aims to use a sequentially implemented intervention package to reduce the occurrence of perseverative requesting and other problem behavior in a young girl with autism spectrum disorder (ASD).

In this single-case study, subsequent to a functional analysis and a preference assessment, an intervention package consisting of three components (i.e. a tolerance for delay to reinforcement, choice-making and visual schedule) was implemented sequentially to address perseverative requesting and other problem behavior maintained by access to preferred items/activities in a young girl with ASD.

Via the intervention package, the girl demonstrated higher self-control skills (i.e. delaying access to preferred items/activities, choosing more preferred items/activities with delayed access over less preferred ones with immediate access, completing tasks before having access to preferred items/activities) with a reduction of perseverative requesting or other problem behavior.

The current case study presents concrete steps that could be applied to address tangible-maintained perseverative requesting using more natural and educationally relevant signals while improving the child’s appropriate skills (e.g. delay to reinforcement, self-control and task engagement).

This chapter provides evidence-based supports for special education transition services for students with autism. Visual supports, video modeling, and other related strategies used in the transition from school to adult living are included. Discussion includes using evidence-based transition strategies with students who have autism, fostering self-determination in students with autism during the transition process, and clear examples of how technology can support the transition process. Practitioners may combine the transition supports presented in this chapter because each support addresses more than one characteristic or need.

In 2018, the Centers for Disease Control and Prevention (CDC) released the statistic that 1 out of every 59 children had a diagnosis of autism spectrum disorder (ASD). Young children with ASD have unique needs specifically related to the characteristics that impact their communication and social emotional and behavioral development. These unique needs require early and intensive intervention to minimize their lifelong impact. It is important to identify and use evidence-based interventions to help parents support their children at home, and as a continuation of the skills they are being taught in other settings. This chapter will address the prevalence of young children with ASD, the impact and need for family involvement in intervention, and service provision and potential interventions.

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.

The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes.

Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

This chapter provides evidence-based supports for communication, social skills, and for using restricted patterns of interests and activities educationally for students with autism. Supports for receptive language, expressive language, Picture Exchange Communication System (PECS), visual supports, social narratives, and augmentative and alternative communication are included. Discussion on evidence-based social supports include using peer-mediated instruction and intervention, video modeling, and support for inclusive education. Supports for restricted patterns of behavior, interests, and activities cover how to include special interests, rituals, and routines in educational planning and how to recognize when restricted patterns of behavior are detrimental to education. Repetitive behaviors associated with anxiety and self-injury are also discussed. All supports can be combined and address more than one characteristic or need.

The spatial conflicts and congestion of construction resources are challenges that lead to the reduction in efficiency. The purpose of this paper is to enable users to detect and resolve workspace conflicts by implementing four resolution strategies in a five-dimensional (5D) CAD model. In addition to resolving conflicts, the model should be able to optimize time and cost of the projects. In other words, three variables of spatial conflicts, time and cost of project are considered simultaneously in the proposed model to find the optimum solution.

In the first step, a 5D simulation model is developed that includes time, cost and geometrical information of a project. Then, time-cost trade-off analysis was carried out to distinguish optimum schedule. The schedule was imported to the 5D CAD model to detect spatial conflicts. Finally, a novel algorithm was implemented to solve identified conflicts while imposing minimum project’s time and cost. Several iterations are performed to resolve all clashes using conflict resolution algorithm and visual simulation model.

The proposed methodology in this research was applied to a real case. Results showed that in comparison to the normal and initial schedule with 19 conflicts, the finalized schedule has no conflict, while time and cost of the project are both reduced.

Implementing the proposed methodology in construction projects requires proper technical basis in this field. In this regard, the executive user should have a proper understanding of the principles, concepts and tools of building information modeling and have project management knowledge. Also, the implementation conditions of the basic model requires the determination of the construction methods, estimated volumes of working items, scheduling and technical specification. The designed methodology also has two limitations regarding to its implementation. The first is the fact that strategies should be applied manually to the schedule. The other one pertains to the number of strategies used in the research. Four strategies have been used in the conflict resolution algorithm directly and the two others (spatial divisibility and activities breakdown strategies) have been used as default strategies in the visual simulation model. Since the unused strategies including the changing of construction method and the activity resources are subjective and depend upon the planner and project manager’s personal opinion, the authors have avoided using them in this research.

The method proposed in this research contributes the coordination of the working teams at the planning and execution phases of the project. In fact, the best location and work direction for each working team is presented as a schedule, so that the space conflict may not come about and the cost can be minimized. This visual simulation not only deepens the planners’ views about the executive barriers and the spatial conditions of the worksite, it also makes the construction engineers familiar on a daily basis with their executive scope. Therefore, it considerably improves the interactions and communication of the planning and construction teams. Another advantage and application of this methodology is the use of initial and available projects’ documents including the schedule and two-dimensional drawings. The integration of these basic documents in this methodology helps identify the spatial conflicts efficiently. To achieve this, the use of the existing and widely-used construction tools has facilitated the implementation of the methodology. Using this system, planners have applied the strategies in an order of priority and can observe the results of each strategy visually and numerically in terms of time, cost and conflicts. This methodology by providing the effective resolution strategies guides the practitioner to remove conflicts while optimum time and cost are imposed to project.

Contrary to the previous models that ignore cost, the proposed model is a 5D visual simulation model, which considers the variable of cost as a main factor for conflict identification and resolution. Moreover, a forward-pass approach is introduced to implement resolution strategies that are novel compared to other investigations.

The transition from elementary to secondary school involves major changes for students that are reflected socially, academically, and environmentally. Increased emphasis on social interactions, school procedures, and academics make high school potentially stressful. For students with autism spectrum disorders (ASD), these new academic and social challenges may be particularly anxiety-producing as they reluctantly leave familiar surroundings and friends and transition to high school.

Many of the characteristics of students with ASD may be incompatible with the demands of life in high school. This paper examines the skills that are required for students to be successful in high school and compares them to the skills of many adolescents with ASD. Following a description of individuals with autism spectrum disorder, the paper presents an overview of curriculum analysis and possible curricular changes to assist these students in high school. To enhance the support of the curriculum, subsequent information in this chapter includes the use of visual supports and the implementation of technology. Additional strategies are then presented including information on peer tutoring, and the use of social scripts and social stories. The final section discusses components of high school that may prove challenging, such as block scheduling and the use unstructured time. It concludes with a description of the effective secondary teacher and a look at future directions for this topic.