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Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for improving the word problem-solving performance of students with disabilities. This multiple-probe, multiple-baseline, single-case design study evaluated the effects of an intervention that included an integrated, concrete-representational-abstract teaching framework with an embedded problem-solving strategy (POD Check) on students’ rate-of-change word problem-solving performance. The intervention was delivered virtually via video conferencing technology. Four middle- and high-school students with or at risk of mathematics learning disabilities in the Intermountain West participated in the intervention. Results indicate evidence of a functional relation between the intervention and students’ word problem-solving performance, and effects were maintained 2–4 weeks after the intervention. The findings of this study provide implications for mathematics intervention research and practice for students with learning disabilities. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is the fastest growing neurodevelopmental disorder in the United States. Despite dramatic demographic changes in the United States, disparities in ASD diagnosis and educational identification persist, particularly among select culturally and linguistically diverse (CLD) groups and economically vulnerable populations. Limited research has been conducted regarding school-based ASD assessment practices, particularly with CLD populations. As school psychologists are an integral part of the ASD assessment process for educational identification, more research is needed to identify their current practices and experiences when conducting ASD evaluations in the school setting with CLD students. This mixed-methods study investigated the self-reported experiences of school psychologists when conducting ASD evaluations with CLD students. School psychologists (N = 148) in the United States were surveyed to identify their experiences and perceived barriers and facilitators to ASD identification with CLD populations. There were many perceived barriers that school psychologists endorsed regarding implementing culturally and linguistically responsive ASD assessment. Implications for practice and training are provided. Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence in recent decades, children from certain racial/ethnic groups and those from low socioeconomic status are more likely to received delayed ASD identification or misidentification. This study found that school psychologists face multiple perceived barriers when conducting ASD school-based assessment and the improvement of these barriers could impact more accurate and earlier identification of ASD in all populations. [ABSTRACT FROM AUTHOR]

Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD. [ABSTRACT FROM AUTHOR]

A correction to the article "Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses" is presented which papered in 21, December 2021 issue.