Autism
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Travis Thompson, Ph.D.
author of
Individualized Autism Intervention for Young Children: Blending Discrete Trial and Naturalistic Strategies
• Do you have to pick sides when it comes to interventions for children with autism? |
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Debra Leach, Ed.D., BCBA
author of
Bringing ABA into Your Classroom: A Guide to Improving Outcomes for Students with Autism Spectrum Disorders
• What does ABA look like in the classroom? |
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Christina Whalen, Ph.D.
editor of
Real Life, Real Progress for Children with Autism Spectrum Disorders
• What does "generalizaton" mean ... and why is it so important for children with autism spectrum disorders?
• What approach is recommended for choosing the right intervention for a child with autism? |
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Carol Schall, Ph.D.
co-author of
Autism and the Transition to Adulthood
and contributor to
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, Fourth Edition
• What three areas of autism will see significant strides in the next several years? |
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Pat Mirenda, Ph.D.
co-editor of
Autism Spectrum Disorders and AAC
and
Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, Third Edition
• What are the advantages of using AAC in supporting individuals with Autism Spectrum Disorders?
• What is the importance of matching a child and family to a treatment? |
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Travis Thompson, Ph.D.
author of
Freedom from Meltdowns: Dr. Thompson's Solutions for Children with Autism
and
Dr. Thompson's Straight Talk on Autism
and
Making Sense of Autism
• How can support from administrative systems improve chances of success in clinical settings? |
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Barry Prizant, Ph.D.
co-author of
The SCERTS® Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders
and
Communication and Symbolic Behavior Scales™ (CSBS)
and co-editor of
Autism Spectrum Disorders: A Transactional Developmental Perspective
• What are four steps a parent can take who has just learned his or her child has autism? |
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Robert Koegel, Ph.D., and Lynn Koegel, Ph.D.
authors of
Pivotal Response Treatments for Autism: Communicaton, Social, and Academic Development
and editors of
Teaching Children with Autism: Strategies for Initiating Positive Interactions and Improving Learning Opportunities
and
Positive Behavioral Support: Including People with Difficult Behavior in the Community
• Where will the next breakthrough in autism come from? |
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Paula Kluth, Ph.D.
author of
"You're Going to Love this Kid!" Teaching Students with Autism in the Inclusive Classroom, Second Edition
and co-author of
A Is for "All Aboard!" (an alphabet book created with children with autism in mind)
"Just Give Him the Whale!" 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism
and
"A Land We Can Share": Teaching Literacy to Students with Autism
• How can a change in a teacher's thinking alter the learning trajectory for a child with disabilities?
• Top 10 Tips for Teachers: Supporting students with autism in the inclusive classroom
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Marion O' Brien, Ph.D.
co-author of
Beyond the Autism Diagnosis: A Professional's Guide to Helping Families
and author of
Inclusive Child Care for Infants and Todlers: Meeting Individual and Special Needs
• What can a professional say to a parent who has just found out his or her child has autism? |
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Robert A. Naseef, Ph.D.
author of
Special Children, Challenged Parents: The Struggles and Rewards of Raising a Child with a Disability, Revised Edition
• What are the unexpected effects of autism on the family of a child on the spectrum? |
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| Behavior |
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V. Mark Durand, Ph.D.
author of
Optimistic Parenting: Hope and Help for You and Your Challenging Child
and
Sleep Better!
A Guide to Improving Sleep for Children with Special Needs
• How can parents gain strength and confidence to deal positively with their child's challenging behavior?
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| Communication & Language |
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Susan S. Johnston, Ph.D.
co-author of
AAC Strategies for Individuals with Moderate to Severe Disabilities
• How do you individualize interventions for learners with limited communication? |
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Johanne Paradis, Ph.D.
co-author of
Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, Second Edition
• What are some myths about dual language development? |
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A. Lynn Williams, Ph.D.
co-editor of
Interventions for Speech Sound Disorders in Children
• How do you pick the best interventions for a child with speech sound disorders? |
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| Early Childhood |
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Deborah A. Hwa-Froelich, Ph.D., CCC-SLP
author of
Supporting Development in Internationally Adopted Children
• What are some common misconceptions about the needs of internationally adopted children? |
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Edward Zigler, Ph.D.
co-editor of
The Pre-K Debates: Current Controversies and Issues
• What are the key issues to be examined in developing a high-quality pre-K program? |
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Dathan D. Rush, Ed.D.
co-author of
The Early Childhood Coaching Handbook
• How can practitioners ensure child learning is happening—even in their absence? |
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Kathleen Curry Sadao, Ed.D.
co-author of
Assistive Technology for Young Children: Creating Inclusive Learning Environments
• How are new technologies revolutionizing the use of AT in early childhood? |
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Stephen J. Bagnato, Ph.D., NCSP
co-author of
LINKing Authentic Assessment and Early Childhood Intervention
Best Measures for Best Practices, Second Edition
• What are the advantages of using authentic assessment for early childhood intervention? |
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Mary Jo Pollman, Ph.D.
author of
Blocks and Beyond:
Strengthening Early Math and Science Skills through Spatial Learning
• Why is it so critical for teachers to promote spatial literacy in the classroom? |
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Alice Sterling Honig, Ph.D.
author of
Little Kids, Big Worries:
Stress-Busting Tips for Early Childhood Classrooms
• How can you recognize the signs of stress in young children? |
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Rochel Gelman, Ph.D.
co-author of
Preschool Pathways to Science (PrePS™): Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding
• How can you cultivate young "scientists in waiting"? |
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Helen H. Raikes, Ph.D.
co-author of
Extending the Dance in Infant and Toddler Caregiving: Enhancing Attachment and Relationships
and
Beautiful Beginnings: A Developmental Curriculum for Infants and Toddlers
• What is different about a "relationship-based approach" to infant and toddler care? |
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Kenneth W. Merrell, Ph.D.
developer of the Strong Kids series:
Strong Start—Pre-K: A Social and Emotional Learning Curriculum
Strong Start—Grades K–2: A Social and Emotional Learning Curriculum
Strong Kids—Grades 3–5: A Social and Emotional Learning Curriculum
Strong Kids—Grades 6–8: A Social and Emotional Learning Curriculum
Strong Teens—Grades 9–12: A Social and Emotional Learning Curriculum
the co-author of
School Social Behavior Scales, Second Edition (SSBS2)
and the author of
Home & Community Social Behavior Scales, Second Edition (HCSBS)
• Why is social and emotional learning so important for preschool-aged kids?
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| K–12 Education |
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Cindy Golden, Ed.D.
author of
The Special Educator's Toolkit: Everything You Need to Organize, Manage, and Monitor Your Classroom
• How can teachers make classroom and paperwork organization more manageable?
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David W. Test, Ph.D.
author of
Evidence-Based Instructional Strategies for Transition
• What can you do to help students with disabilities make a successful transition to adulthood?
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Elizabeth A. Potts, Ph.D.
co-author of
How to Co-Teach: A Guide for General and Special Educators
• What do general education teachers and special educators bring to the co-teaching equation?
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Martin J.A. Ratcliffe, Ed.D.
co-author of
Schools that Make the Grade: What Successful Schools Do to Improve Student Achievement
• What are the 7 characteristics of effective schools?
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Michael F. Giangreco, Ph.D.
co-author of
Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning for Students with Disabilities, Third Edition
• How do you build an educational plan that reflects family priorities and optimizes learning outcomes? |
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Mark L. Wolraich, M.D.
co-author of
ADHD Diagnosis and Management: A Practical Guide for the Clinic and the Classroom
• What is important for teachers to understand about diagnosing and treating ADHD? |
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Photo © William Heuberger
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Mary Farrell, Ph.D.
author of
Ready to Read: A Multisensory Approach to Language-Based Comprehension Instruction
• How can you help a student struggling with higher-level reading skills (like comprehension)? |
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Colleen A. Thoma, Ph.D.
author of
Getting the Most Out of IEPS: An Educator's Guide to the Student-Directed Approach
and
Universal Design for Transition: A Roadmap for Planning and Instruction
• What is a student-directed approach to IEPs? |
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Nicholas R.M. Martin, M.A.
author of
Supporting the IEP Process: A Facilitator's Guide
and
A Guide to Collaboration for IEP Teams
• What is an IEP facilitator? |
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Photo © Don Monteaux
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Louisa Cook Moats, Ed.D.
author of
Speech to Print: Language Essentials for Teachers, Second Edition
and
Speech to Print: Language Exercises for Teachers, Second Edition
• What is the key ingredient teachers need to ensure all kids can read? |
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Jack A. Naglieri, Ph.D.
co-author of
Helping Children Learn: Intervention Handouts for Use in School and at Home, Second Edition
• How do you spot (and correct) the weaknesses behind a child's academic struggles? |
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Susan M. Smartt, Ph.D.
co-author of
Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions
• How do you link reading assessment results with effective interventions? |
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Glen Dunlap, Ph.D.
co-author of
Prevent–Teach–Reinforce: The School-Based Model of Individualized Positive Behavior Support
• How can you reduce persistent problem behavior and improve the learning environment for everyone? |
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Cecile Cyrul Spector, Ph.D., CCC-SLP
author of
Sounds Like Fun: Activities for Developing Phonological Awareness, Revised Edition
and
As Far As Words Go: Activities for Understanding Ambiguous Language and Humor, Revised Edition
• How can you use humor to help students grasp language concepts? |
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Nancy Krasa, Ph.D.
co-author of
Number Sense and Number Nonsense: Understanding the Challenges of Learning Math
• Math difficulties: Where do they come from and what can you do to help? |
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Virginia W. Berninger, Ph.D.
co-author of
Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science
and
Helping Students with Dyslexia and Dysgraphia Make Connections: Differentiated Instruction Lesson Plans in Reading and Writing
• How can teachers help students who struggle with reading, writing, and comprehension? |
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| Developmental Disabilities |
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Robert L. Schalock, Ph.D.
co-author of
A Leadership Guide for Today's Disabilities Organizations: Overcoming Challenges and Making Change Happen
• What are the 6 characteristics of a well-functioning organization that supports people with intellectual and developmental disabilities?
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Pasquale J. Accardo, M.D.
co-editor of
Dictionary of Developmental Disabilities Terminology, Third Edition
• Take our quiz: How up to date are you on the latest disabilities terminology? |
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Harold L. Kleinert, Ed.D.
co-author of
Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator's Guide
• How do you promote progress for students with significant cognitive disabilities? |
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Cecily L. Betz, Ph.D., RN, FAAN
co-editor of
Nursing Care for Individuals with Intellectual and Developmental Disabilities
• What distinguishes nursing care for individuals with IDD? |
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Beth Marks, RN, Ph.D.
co-author of
Health Matters: The Exercise and Nutrition Health Education Curriculum for People with Developmental Disabilities
and
Health Matters for People with Developmental Disabilities: Creating a Sustainable Health Promotion Program
• How can you teach healthy approaches to living for community members with developmental disabilities? |
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Colleen Thoma, Ph.D.
co-author of
Universal Design for Transition: A Roadmap for Planning and Instruction
• Is it possible to combine planning for instruction to meet academic goals at the same time as transition goals? |
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| Screening & Assessment Tools |
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Gillian Hotz, Ph.D., CCC-SLP
co-author of
Pediatric Test of Brain Injury™ (PTBI™)
• For children with brain injury, how can you assess and monitor critical skills for learning? |
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