Stigmatizing Disability Using Ableist Language: Effects
Stigmatizing Disability Using Ableist Language: Effects Kathy Ryder, Graduate Student University of South Florida Abstract More than 10 percent of
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This issue of NASET’s Discipline in Special Education series focuses on new guidance released last month from the Department of
Issue #48 – “How To” Series
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Teaching Children with SMA 1 to Expressively Communicate Using Augmentative and Alternative Communication Systems: Extending Functional Communication Teaching Using a Model of Verbal Behavior
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Using Social Stories to Decrease Negative Behaviors in Students with Autism and Other Disabilities
By Vivian C. Williams, University of California Santa Barbara Issue: Fall 2021 DOI: 10.64546/jaasep.470 Several studies have been conducted that
Issue #47 – “How To” Series
Functional Behavioral Assessment and Behavior Intervention Plans: A Resource Collection This issue of NASET’s How To series comes from the
Angry Kids: Dealing With Explosive Behavior
When a child—even a small child—melts down and becomes aggressive, he can pose a serious risk to himself and others,
The Perceived Effectiveness of Using Mindfulness as a Strategy for Special Educators in Coping with the Stress of their Work Environment
By Lisa Ciraldo, Manhattanville College Issue: Fall 2020 DOI: 10.64546/jaasep.434 Presently, mindfulness is a mainstream phenomenon in education, being implemented
Use of Visual Performance Feedback to Increase Teacher Use of Behavior-Specific Praise among High School Students with Severe Disabilities
By Michelle L. Simmons, West Texas A&M University; Robin H. Lock, Texas Tech University; Janna Brendle, Texas Tech University; Laurie