A Leader Guide to Supporting Students With Autism Spectrum Disorders

With a growing population of children diagnosed with autism, there is a critical need for teachers and administrators to have a solid understanding of the evidence-based practices necessary for positive academic, behavioral, and social outcomes for this population. Dr. Carnahan and Dr. Lowrey have created a framework that can be used to review and assess the current teaching environment to determine if the evidence-based practices are being implemented and offer strategies on how to improve the delivery of instruction to ensure that these students are being supported.

Christina R Carnahan, Ed.D.
Christina R Carnahan, Ed.D. is an associate professor of special education within the School of Education in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati, where she teaches undergraduate and graduate courses in the field of moderate to intense disabilities. She is also the director of Advancement and Transition Services (http://cech.uc.edu/educatiots.html) within the School of Education. Dr. Carnahan's research interests include building communication and literacy for individuals with autism spectrum disorders and developmental disabilities, and creating efficient and effective instruction and support practices across the lifespan. Dr. Carnahan has published in journals such as Exceptional Children, Journal of Special Education, and Focus on Autism and Developmental Disabilities. 

K. Alisa Lowrey
K. Alisa Lowrey, Ph.D. is an associate professor of special education within the Department of Curriculum, Instruction, and Special Education in the College of Education and Psychology at the University of Southern Mississippi, where she teaches undergraduate and graduate courses in the field of special education. Dr. Lowrey is the Program Coordinator for the Undergraduate Program at USM. She is also the co-editor for Focus on Autism and Other Developmental Disabilities. Her research interests include inclusive practices, universal design for learning, and quality teacher preparation and professional development, specifically focusing on those learners with the most significant support needs. Dr. Lowrey has published in journals such as Research and Practice for Persons with Severe Disabilities, Intellectual and Developmental Disabilities, and Education and Training in Autism and Developmental Disabilities.