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This issue of the quarterly publication focuses on Supporting Success in School and Beyond for Students with Autism Spectrum Disorders. Editorial introduction notes that Autism Spectrum Disorders (ASD) are reported as the sixth most commonly classified disability among young people receiving special education services in American schools, and it has been estimated that as many as 500,000 young people in the U.S have an Autism Spectrum Disorder. There remains much to learn about causes of ASD; the best ways to identify ASD in early childhood and begin early interventions; and the best ways to support the academic, social, and vocational success of students with ASD. Articles include: (1) This is Me: Ryan's Story (Ryan Birkemose); (2) Autism Spectrum Disorders: Definitions and Implications (Travis Thompson); (3) Identification and Assessment of Autism Spectrum Disorders (Karen Cadigan and Teri Estrem); (4) Ten Things Every Child with Autism Wishes You Knew (Ellen Notbohm); (5) Navigating the Maze of Special Education Law and Practice with Students with ASD (Dan Stewart); (6) Providing Culturally and Linguistically Appropriate Services for Students with ASD (Gregory A. Cheatham); (7) Critical Skill Sets for Special Education Teachers Working with Students with ASD (Lynn Stansberry-Brusnahan and Phil Sievers); (8) Early Intervention for Children with ASD (Ilene S. Schwartz and Carol A. Davis); (9) Effective Practices for Students with ASD (Richard L. Simpson); (10) Effective Transition Planning for Learners with ASD Approaching Adulthood (Peter F. Gerhardt); (11) Teaching Social Skills to Students on the Autism Spectrum (by William D. Frea); (12) Best Practices in Promoting Friendship Development for Students with ASD (Lesley Craig-Unkefer); (13) Beginning Communication Approaches with young Children Who Have ASD (Joe Reichle); (14) Supporting Children and Youth with ASD who Exhibit Challenging Behavior (Rob O'Neill); (15) Tips for Preparing Your Classroom; and (16) Resources for Educators, Families, and Individuals with ASD.

This issue of the quarterly publication focuses on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders. Editorial introduction notes that today's K-12 educators must effectively work with increasingly diverse populations in their classrooms, including educating students identified as having emotional/behavioral disorders (EBD) in the general education classrooms and ensuring their inclusion in all aspects of the school community. To effectively educate students with EBD there must be collaboration between all the instructional and administrative staff in the school to implement prevention and intervention efforts. Additionally, there must be a willingness on the part of teachers to explore new teaching methods that more actively engage students with EBD. Ongoing staff development and training are needed to update and maintain educator skills in working with students with EBD. Sufficient resources must be available at the school and district level to sustain programming. Articles include: (1) Choosing a Better Road: Ernie's Story (Jesse Gallegos); (2) Students with Emotional/Behavioral Disorders: Promoting Positive Outcomes (Camilla A. Lehr and Jennifer McComas); (3) School-wide Positive Behavior Support: Investing in Student Success (Robert Horner, George Sugai, and Claudia Vincent); (4) Fostering Student Success: Five Strategies You Can (and Should) Do Starting Next Week (Larry Kortering and Patricia Braziel); (5) Creating Caring Schools (Howard S. Adelman and Linda Taylor); (6) Ten Alternatives to Suspension (Reece L. Peterson); (7) Using Self-Monitoring Strategies to Address Behavior and Academic Issues (Rachel L. Loftin, Ashley C. Gibb, and Russell Skiba); (8) Teaching for Generalization in Support of Students with Emotional and Behavior Disorders (Trevor Stokes); (9) Functional Assessment of Classroom Behavior Problems (Robert A. Gable); (10) Supporting Social Skill Development in Students with Emotional/Behavioral Disorders (Kimberly C. Crawford and Howard Goldstein); (11) Project SUPPORT: A Transition Program for Incarcerated Youth with Disabilities in Oregon (Deanne Unruh); (12) Successful Living is Healing: Cleveland's Positive Education Program (Thomas G. Valore); (13) Turning around a Minnesota School At-Risk: Dayton's Bluff Elementary (Jennifer McComas); (14) Implementing School-wide Positive Behavior Supports (Timothy J. Lewis); (15) Improving Social Development School-Wide: The BASE Program (J. Ron Nelson); (16) The Impact of Explicit Reading Instruction on Student Achievement: Study Findings (Katherine B. Falk and Joseph H. Wehby); (17) Planning Behavior Improvement at Nebraska's Beatrice High School (Reece L. Peterson, Courtney Miller, and Russell Skiba); and (18) Implementing Problem-Solving in Colorado: Wellington Junior High (Suzanne E. Kemp) (References follow individual articles.

This issue of the quarterly publication focuses on Achieving Secondary Education and Transition Results for Students with Disabilities. Editorial introduction notes that today's educational systems are being called upon to re-examine how they prepare students with disabilities for adult life. The shift toward greater participation by students with disabilities in the general education curriculum is requiring exploration of new strategies for attending to the needs of diverse learners in the same classroom. Standards-based education is pushing schools to figure out how to meaningfully include students with disabilities in assessment and accountability systems. The need for early involvement by and continuity between school-based services and community services for individuals with disabilities is moving districts and schools to engage in integrated service planning and to link systems that may not have collaborated in the past. Increased involvement of families and students in individual planning, as well as in shaping educational policy and practice, continues to shift the locus of decision-making about education Articles include: (1) Assumptions in Transition Planning: Are They Culturally Sensitive? (David W. Leake, Rhonda S. Black, and Kelly Roberts); (2) Challenges of Secondary Education and Transition Services for Youth with Disabilities (David R. Johnson) (3) Universal Design in Education (Christine D. Bremer); (4) Improving Graduation Results: Strategies for Addressing Today's Needs (Camilla A. Lehr); (5) Improving Postsecondary Education Access and Results for Youth with Disabilities (Megan A. Conway); (7) Students with Disabilities Attending Alternative Schools: What Do We Know? (Camilla A. Lehr); (8) Providing Seamless Connections Between High School and Adult Services in Seattle (Shepherd Siegel); (9) A Comprehensive Approach to Promoting School Completion in Minneapolis (Colleen Kaibel); (10) Skills for Success: A Three-Tiered Approach to Positive Behavior Supports (Jeffrey Sprague and Vicki Nishioka); (11) Disabilities, Opportunities, Internetworking, and Technology: Seattle's DO-IT Program (Weol Soon Kim-Rupnow and Sheryl Burgstahler); (12) Alternative Education Accountability: Kentucky's Approach (Leon Swarts); (13) Supporting Students with Disabilities at California's El Camino Community College (Teresa Whelley and Lucinda Aborn); (14) Providing Intensive Educational Supports at Virginia Commonwealth University (Shannon McManus, Elizabeth Evans Getzel, and Lori W. Briel); and (15) Supporting Youth Development: UCSB's Center for School-Based Youth Development (Gale M. Morrison, Merith Cosden, Shane Jimerson, and Michael J. Furlong.)