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Volume 25, Issue 1

January 2022

ISSN 2159-4341

eISSN 2331-4001

Introduction

Exploring the Perceived Causes and Management of Challenging Behavior in Namibian and Ghanaian Schools

Morgan Chitiyo, Ph.D; Felix K. Kumedzro, Ph.D; Simon G. Taukeni, Ph.D; Argnue Chitiyo, Ph.D; Siddiq Ahmed, Ph.D; Lubna Alzayyat, M.S.Ed.; Bridget Green, Ph.D

Perceived Self-Determination Growth During an International Expedition for Adolescents With and Without Disabilities

Kaitlyn Millen, Ph.D; Paula Wenner Conroy, Ed.D.

Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations

Marie Tejero Hughes, PhD; Sandra Magaña, PhD; Wendy Gonzales, PhD; Giselle Núñez, PhD; Marisol Moreno-Angarita, PhD

The Italian Translation of the Supports Intensity Scale-Children (SIS-C Italian): Measurement Invariance and Differences

Leslie A Shaw; James R Thompson; Marco Lombardi; Luigi Croce; Roberta Speziale; Tiziano Gomiero; Karrie A Shogren

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The Italian Translation of the Supports Intensity Scale-Children (SIS-C Italian): Measurement Invariance and Differences

Leslie A Shaw, James R Thompson, Marco Lombardi, Luigi Croce, Roberta Speziale, Tiziano Gomiero, Karrie A Shogren

Introduction

Perspectives of Service Providers on Supports for Students with Autism Spectrum Disorders in Iran

Kristie Asaro-Saddler, Ph.D, Hedayat Ghazali, M.S, Haley Muir-Knox, M.S Ed.

Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms

Irene Looi, Cammarie Johnson

Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices

Rebekka J. Jez, EdD, Clara M. Hauth, PhD, Lauren H. Ramers, M.A

Division of International Special Needs Education
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eISSN 2331-4001
ISSN 2159-4341

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