Autism: Teaching Does Make a Difference

By Brenda Scheuermann, Jo Webber. 2001

115 citations recorded by the source corpus.

How researchers see this paper

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Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review (2008, unknown): “In addition, these persons may display deﬁcits in life skills and/or exhibit problem behaviors including stereotypic behaviors, self-injurious behaviors, hyper-or hyposensitivity to sound, taste, smell, etc. (Scheuermann & Webber, 2002; Scott, Clark, & Brady, 2000).”
Problems With Personnel Preparation in Autism Spectrum Disorders (2003, background): “Sometimes this will require that school personnel, often teachers, train parents and siblings in functional curriculum development and many of the specialized instructional techniques we have described previously (Lovaas, 1996; Scheuermann & Webber, 2002).”
Social Integration of Students with Autism in Inclusive Settings (2005, unknown): “Having important, reciprocal relationships with peers is key to a child’s social, emotional, and even cognitive development (Scheuermann & Webber, 2002).”
Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders (2010, background): “Pictorial activity schedules are a promising educational strategy to support transitions for students with autism (Scheuermann & Webber, 2002; Wetherby & Prizant, 2000).”