Showing papers in "Focus on Autism and Other Developmental Disabilities in 2010"
TL;DR: In this article, the authors present guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research are provided, as well as a review of the literature on video instruction to determine its effects on the acquisition and generalization of social and communication skills.
Abstract: Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings. Video instruction, comprised of video modeling, video self-modeling, and point-ofview video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided.
222 citations
TL;DR: In this paper, the authors reviewed research conducted between the years 1997 and 2008 using computer-assisted instruction (CAI) to teach academic skills to students with autism and concluded that CAI was effective for teaching a limited set of academic skills.
Abstract: Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted instruction (CAI) to teach academic skills to students with autism. The author concluded that CAI was effective for teaching a limited set of academic skills to individuals with autism; however, functional relations were found in few of the single-case designs and none of the group designs included a control group. Future researchers should explore the use of CAI in various instructional arrangements, identify critical technology components, and evaluate commercially available software.
196 citations
TL;DR: The authors provide an overview of postsecondary education options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID) and provide implications and recommendations for future research, training and technical assistance.
Abstract: This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided.
142 citations
TL;DR: The educational transition process experienced by adolescents with disabilities and their parents was examined in this article, and the results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers.
Abstract: The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented.
132 citations
TL;DR: The authors found that families understood the task of raising a child with autism in religious terms, in keeping with the precepts of Islam, their overarching goal was to raise their children as normally as possible, incorporating them into ordinary social, linguistic, and religious practices at home and in the community.
Abstract: Three multilingual immigrant South Asian Muslim families who have children with autism were interviewed to ascertain their beliefs about autism. Data were drawn from interviews and conversations recorded during 17 months of ethnographic fieldwork in homes and community. Results indicate that families understood the task of raising a child with autism in religious terms. In keeping with the precepts of Islam, their overarching goal was to raise their children as normally as possible, incorporating them into ordinary social, linguistic, and religious practices at home and in the community. Parents strongly contested experts’ understandings of autism, which they believed undermined rather than promoted their children’s development. Findings have implications for multicultural teacher education and enhancing home, community, and school collaboration.
128 citations
TL;DR: The most common reasons for difficulty in establishing friendships included the desire not to be the one who initiated contact, the intention to avoid violating the social hierarchy of the school, and concerns related to being exploited or being a nuisance as discussed by the authors.
Abstract: Seven boys, 10 to 14 years old, with autism spectrum disorders and good verbal communication, were interviewed to determine how they establish and maintain friendships. Parents and the boys’ teachers were interviewed for supportive information. All of the boys had friends, and 6 described establishing friendships as the most difficult aspect. Reasons for difficulty in establishing friendships included the desire not to be the one who initiated contact, the intention to avoid violating the social hierarchy of the school, and concerns related to being exploited or being a nuisance. The 7th boy did not desire friendships beyond family friends. All participants described shared interests as critical to maintaining friendships. Four youth have maintained stable friendships across distances and transitions.
118 citations
TL;DR: It is concluded that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials.
Abstract: This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants...
112 citations
TL;DR: In this paper, the authors provide educators and transition support personnel with a range of topics to consider when working with students with ASD and their families to develop a comprehensive transition plan, including career exploration, academic goal setting and preparation, assessing and knowing learning styles, self-advocacy skills, reasonable accommodations, academic supports, interagency collaboration, technology, and time management skills.
Abstract: For many individuals with an autism spectrum disorder (ASD), attending and completing postsecondary education is a viable option. However, success in postsecondary education for these individuals may require more planning and ongoing support than students without an ASD. This article provides educators and transition support personnel with a range of topics to consider when working with students with ASD and their families to develop a comprehensive transition plan. These topic areas include career exploration, academic goal setting and preparation, assessing and knowing learning styles, self-advocacy skills, reasonable accommodations, academic supports, interagency collaboration, technology, and time management skills.
100 citations
TL;DR: It is interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD.
Abstract: Differences in sibling social, behavioral, and academic adjustment and maternal well-being in families with (n = 20) and without (n = 23) a preschooler with autism spectrum disorder (ASD) were explored Results are interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD There were no significant differences in parent and teacher reports of older siblings’ social, behavioral, and academic adjustment in families with and without a child with ASD Sibling behavioral adjustment was, however, significantly related to maternal well-being Because families with children with ASD often experience more parenting stress and depression, siblings may be more vulnerable to the cumulative risks over time
99 citations
TL;DR: In this paper, the authors investigated the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom.
Abstract: This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence.
99 citations
TL;DR: In this paper, sound sensitivity in individuals with and without autism spectrum disorders (ASD) is reviewed and empirically examined, and physiologic and psycho-emotional-behavioral perspectives are described.
Abstract: Literature on sound sensitivity in individuals with and without autism spectrum disorders (ASD) is reviewed in this article. Empirical evidence is examined, and physiologic and psychoemotional-behavioral perspectives are described.There is virtually no evidence of true physiological differences in auditory systems of individuals with ASD. It is evident, however, that many people with ASD (a) feel fearful and anxious about sound, and (b) may experience unpleasant physiological sensations because of autonomic and/or behavioral responses to nonpreferred sounds, but (c) can learn to react in less stigmatizing, more effectively self-regulating ways. Current assessment and intervention practices are discussed, and a case is presented. Heightened understanding of this issue among caregivers and interventionists may ultimately improve life participation for individuals with ASD.
TL;DR: In this article, video modeling was used to teach skills necessary to entertain customers and promote products in a retail setting while wearing a WalkAround® costume, and participants reported they enjoyed the work, and comments from supervisors were positive.
Abstract: The authors examined the benefits of video modeling to teach a unique vocational skill set to an adolescent and two young adults with Autism Spectrum Disorders. Video modeling was used to teach skills necessary to entertain customers and promote products in a retail setting while wearing a WalkAround® costume. The three participants were observed before and after watching a video model perform the skills in the costume in scripted and naturalistic scenes. Data can be interpreted to conclude that all participants learned to use the skills in combination or sequence after watching the video model. The skills generalized to an actual job opportunity. The participants reported they enjoyed the work, and comments from supervisors were positive. Implications are discussed.
TL;DR: In this article, an overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency.
Abstract: Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs.
TL;DR: The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this paper, where 15 participants completed a 16-week outpatient group-based intervention.
Abstract: Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen participants (14 boys and 1 girl; age M = 12.55 years ± 1 year) completed a 16-week outpatient group-based intervention. The structured treatment was acceptable to families based on session attendance (89%) and postgroup satisfaction ratings. Treatment integrity was acceptable. Nine participants demonstrated significant improvement based on reliable change indices. Gains were not, however, uniform across school and home, nor were they consistently maintained following treatment.
TL;DR: In this article, the effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in an investigation, and a multiple baseline design across employees and work tasks was used to evaluate the effect of the intervention on work performance.
Abstract: The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings.
TL;DR: The results showed no differentiation in engagement between conditions for any of the participants, and implications for practice and future research are provided.
Abstract: The use of weighted vests for children with autism spectrum disorders and developmental disabilities is a common practice as part of sensory integration therapy programs. The purpose of the current...
TL;DR: Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners.
Abstract: The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome.
TL;DR: In this article, a new paradigm for conceptualizing the participation of youth with autism spectrum disorders and other developmental disabilities in postsecondary education and employment settings has been proposed, where family members, youth, interested community agencies, and educators in secondary and/or postsecondary school settings have collaborated to experiment with and develop a range of post-secondary education models that lead to improved employment outcomes.
Abstract: Americans of every historical era and demographic group have recognized the role of education in improving the quality of life for the individual, as well as sustaining a democratic society. Transition to and completion of some type of postsecondary education and the attainment of gainful employment significantly improves one’s chances of participating as a member of a community (or, “contributing to their community”) and realizing a high quality of life. Advances in these areas on the part of persons with disabilities historically have followed the passage of and amendments to federal policy. The most groundbreaking of these federal policies include: (1) the Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446), which focuses on quality preparation in secondary school and transition to postsecondary education and employment; (2) the Americans with Disabilities Act (ADA) as amended in 2008 (Public Law 110-335), which focuses on providing reasonable accommodations to ensure equal access to learning and work environments; and (3) the Rehabilitation Act of 1973 (Public Law 93-112), which provides financial assistance and training support leading to quality employment. Recent reauthorization of the Higher Education Act as the Higher Education Opportunity Act (HEOA) of 2008 (Public Law 110-335) further delineates support for persons with autism and intellectual disabilities to participate in postsecondary education opportunities and thus experience improved employment outcomes as contributing adults within their communities. Over the past decade, family members of youth with autism and/or other developmental disabilities have expressed an active interest in seeing these young adults participate in a range of postsecondary educational activities and attain quality employment outcomes as experienced by others in society. Family members, youth, interested community agencies, and educators in secondary and/or postsecondary school settings have collaborated to experiment with and develop a range of postsecondary education models that lead to improved employment outcomes for these individuals. These models of support have evolved into a new paradigm for conceptualizing the participation of youth with Autism Spectrum Disorders (ASD) and other developmental disabilities in postsecondary education and employment settings. The New Paradigm: Legislative and Policy Changes
TL;DR: In this paper, an overview of antecedent-based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction is provided, and an analysis of these instructional methods as motivating operations is proposed.
Abstract: The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years.The increased interest is the result of refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, there is limited recognition of this important behavioral variable in autism treatment literature. An overview of antecedent-based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction is provided. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures.
TL;DR: Diagnostic criteria related to impaired social interactions, stereotyped or idiosyncratic language, poor conversational skills, lack of pretend and imitative play, and restricted or narrowed interests were related to ASD diagnoses.
Abstract: The diagnosis of autism spectrum disorders (ASDs) in older children with intellectual disabilities (IDs) is challenging because of overlap in symptomatology and the high comorbidity of these disorders. On the basis of a sample of 89 older children with IDs (aged 6—15 years) referred to an ASD clinic, semistructured parent interviews were used to investigate the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) diagnostic criteria that differentiated children with ASDs from those without ASDs. Diagnostic criteria related to impaired social interactions, stereotyped or idiosyncratic language, poor conversational skills, lack of pretend and imitative play, and restricted or narrowed interests were related to ASD diagnoses. The findings of this study have implications for improving ASD diagnostic evaluations in children with IDs.
TL;DR: In this paper, the preferences of students with autism for watching themselves, a familiar adult, or a familiar peer in video recordings were examined, using a multi-stimulus video preference assessment.
Abstract: The preferences of students with autism for watching themselves, a familiar adult, or a familiar peer in video recordings were examined. A multi-stimulus video preference assessment was used to eva...
TL;DR: In this article, the authors describe randomization tests, discuss the theoretical rationale for applying them to single-subject research, and provide an overview of the methodological research into the Type I error rates and statistical power of Randomization tests in single- subject designs.
Abstract: Some researchers have argued for the use of or have attempted to make use of randomization tests in single-subject research. To address this tide of interest, the authors of this article describe randomization tests, discuss the theoretical rationale for applying them to single-subject research, and provide an overview of the methodological research into the Type I error rates and statistical power of randomization tests in single-subject designs. It is found that randomization tests generally are an awkward fit to single-subject designs, and they are found to have low statistical power in single-subject contexts. It is therefore recommended that single-subject researchers make sparing, if any, use of randomization tests to analyze their data.