The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Richard Simpson was awarded the Research Award in 2002. This article by Simpson presents his motivations for entering the field and what he has learned from his work with children and youth with autism spectrum disorders; selected representative references are also provided.
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References
1.
DettmerS.SimpsonR. L.MylesB. S.GanzJ. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15 (3), 163–169.
2.
HeflinJ.SimpsonR. L. (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part I: Intervention and treatment option review. Focus on Autism and Other Developmental Disabilities, 13 (4), 194–211.
3.
HeflinJ.SimpsonR. L. (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part II: Legal/policy analysis and recommendations for selecting interventions and treatments. Focus on Autism and Other Developmental Disabilities, 13 (4), 212–220.
4.
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5.
LorimerM.SimpsonR.MylesB.GanzJ. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavioral Interventions, 4 (1), 53–60.
6.
MylesB.SimpsonR. (2001). Effective practices for students with Asperger syndrome. Focus on Exceptional Children, 34 (3), 1–14.
7.
MylesB. S.SimpsonR. L. (2003). Students with Asperger syndrome: A guide for educators and parents. Austin, TX: PRO-ED.
8.
MylesB. S.SimpsonR. L.HirschN. C. (1997). A review of literature on interventions to reduce pica in individuals with developmental disabilities. Autism, 1 (1), 77–95.
9.
MylesB. S.SimpsonR. L.SmithS. (1996). Collateral behavioral and social effects of using facilitated communication with individuals with autism. Focus on Autism and Other Developmental Disabilities, 11 (3), 163–169, 190.
10.
MylesB. S.SimpsonR. L.SmithS. (1996). Impact of facilitated communication combined with direct instruction on academic performance of individuals with autism. Focus on Autism and Other Developmental Disabilities, 11 (1), 37–44.
11.
NewmanR.WhortonD.SimpsonR. (1977). The modification of self-stimulatory verbalizations in an autistic child. AAESPH Review, 2 (3), 157–163.
12.
SassoG. M.SimpsonR. L.NovakC. G. (1985). Procedures for facilitating integration of autistic children in public school settings. Analysis and Intervention in Development Disabilities, 5, 233–246.
13.
SimpsonR. (1977). The effects of an anti-psychotic medication on the classroom behavior of four schizophrenic male children. Journal of Autism and Childhood Schizophrenia, 7 (9), 349–358.
14.
SimpsonR.de Boer-OttS.MylesB. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Learning Disorders, 23 (2), 116–133.
15.
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16.
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17.
SimpsonR.MylesB. (1995). Effectiveness of facilitated communication with children and youth with autism. Journal of Special Education, 28 (4), 424–439.
18.
SimpsonR.MylesB. (1995). Facilitated communication and children and youth with disabilities: An enigma in search of a perspective. Focus on Exceptional Children, 27 (9), 1–16.
19.
SimpsonR.MylesB. (1998). Aggression among children and youth who have Asperger's syndrome: A different population requiring different strategies. Preventing School Failure, 42 (4), 149–153.
20.
SimpsonR.MylesB.GanzJ. (2000). Tailoring our response: Asperger syndrome and problems of aggression and violence. Reaching Today's Youth, 5 (1), 12–17.
21.
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22.
SimpsonR.SassoG. (1978). Modification of rumination in a severely emotionally disturbed child in a public school setting through the use of an overcorrection procedure. AAESPH Review, 3 (3), 145–150.
23.
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24.
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25.
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26.
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27.
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28.
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29.
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30.
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31.
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34.
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35.
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36.
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37.
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38.
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40.
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41.
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42.
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