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Preschool Special Educators’ Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-03-04 Maria L. Hugh, LeAnne Johnson, Angel Fettig
Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity,
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Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-03-01 Gospel Y. Kim, Lee SoHyun, Kathleen N. Tuck, Jose R. Martinez
The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement
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Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-29 Virginia L. Walker, Christan Coogle, Ann Mickelson, Andy B. Masud
The number of students with autism spectrum disorder (ASD) in PreK–12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of paraeducator responses across three open-ended survey items focused on their skills, training, and challenges
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The Effect of a Family Member–Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-27 Huan Li, Ning An, Li Deng, Jing Yu, Shuo Zeng
Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students’ reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study
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The Utility of the R-ABC in Assessing Risk for Autism Compared With the M-CHAT: An Exploratory Study Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-27 Sidni A. Justus, Jenny L. Singleton, Agata Rozga
Over the past 20+ years, researchers have worked toward identifying early behavioral predictors of autism spectrum disorder (ASD) and developing observation-based screeners to supplement existing parent-report methods. This study is a follow-up, 3 to 8 years later, with parents/caregivers of 57 children previously enrolled in a university-based study evaluating early ASD-risk. The original study evaluated
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Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-26 Emily C. Bouck, Holly Long, Carrielynn O’Reilly
Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three high school students with IDD learning to solve making change
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Facilitating Text Comprehension in Adults With Intellectual and/or Developmental Disability Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-19 Meredith Saletta Fitzgibbons, Amy Buros Stein, Omar M. Khan
Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 adults with
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Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-16 Lisa M. Tereshko, Mary Jane Weiss, Justin B. Leaf, Thomas Marsh, George McClure
Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent–behavior–consequence (ABC) data collection strategies
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Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-02-07 Teba Hamodat, Helen Flanagan, Dorothy Chitty, Isabel M. Smith
The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children’s first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after
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Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-01-19 Erica B. McClure, Robert C. Pennington, Stacy Crawford Bewley
Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not
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Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students’ Intentions to Participate Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-01-06 McKenna M. Halverson, Sara E. Lowmaster
Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to college. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to
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Mixed Friendships in the Classroom: Perspectives of Neurotypical Children on Their Friends With ASD Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-01-05 Anat Kali, Esther Y. Scheiner
This case study of an inclusive classroom examined neurotypical (NT) children’s perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships
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Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2024-01-01 Sara K. Snyder, Jessica L. Herrod, Erinn E. Whiteside, Kevin M. Ayres
Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one
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Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2023-04-08 Carla B. Kalvin, Rebecca Jordan, Sonia Rowley, Anna L. Weis, Karim Ibrahim, Denis G. Sukhodolsky
Social adaptive functioning is notably compromised and may be further impaired by aggressive behavior in children with autism spectrum disorder (ASD). This study examined the association between ag...
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Matrix Training With and Without Instructive Feedback Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2023-04-07 Bryan Rickoski, Jason C. Vladescu, Samantha L. Breeman, Sharon A. Reeve, Danielle L. Gureghian
The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters ...
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Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-12-29 Jordan M. Lukins, Harriet Able, Kara Hume
Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, an...
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Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-12-13 Melina Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer
Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challe...
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A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-12-02 Heewon L. Gray, Acadia W. Buro, Chantell Robinson, Nicole Slye, Wei Wang, Sweta Sinha, Russell S. Kirby, Karen Berkman, Heather Agazzi, Emily Shaffer-Hudkins, Jennifer Marshall
This study aimed to examine dietary nutrient intake and parental perspectives on nutrition in a diverse sample (e.g., age, ethnicity) of children with autism spectrum disorder (ASD) in Florida. For...
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The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-28 Yun-Ching Chung, Karen H. Douglas
Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown pr...
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Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-28 Carlin Conner, Jill H. Allor, Stephanie Al Otaiba, Paul Yovanoff, Lauren LeJeune
This study examined the response of two students with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Fri...
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Evaluating the Prevent–Teach–Reinforce Model for High School Students With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-22 Deanna Deenihan, Kwang-Sun Cho Blair, Rose Iovannone
This study evaluated the use of the Prevent–Teach–Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum dis...
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Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-20 Kristina A. Bewley, Kimberly Crosland, Asha Fuller
Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academi...
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The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-17 Allison S. Nahmias, Samantha Crabbe, Steven C. Marcus, David S. Mandell
This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education s...
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Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-08 Nicolette Ogden, Virginia L. Walker, Melissa C. Tapp, Megan E. Carpenter
Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few s...
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Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-07 Ayse Torres, Kelly B. Kearney, Angelica Downey, Candice Tedesco
Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, socia...
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A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-07 Aubyn C. Stahmer, Jessica Suhrheinrich, Sarah R. Rieth, Scott Roesch, Sarah Vejnoska, Janice Chan, Allison Nahmias, Tiffany Wang
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children...
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Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-11-07 Natalie C. Ridgely, Ashley A. Pallathra, C. Teal Raffaele, Caitlin Rothwell, Brendan A. Rich
Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identifie...
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Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-10-25 Holly N. Whittenburg, Yaoying Xu, Colleen A. Thoma, Carol Schall, Whitney Ham
This study investigated the effects of behavioral skills training (BST) with video modeling and in situ training on workplace conversational skills of four transition-aged students with autism enro...
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Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-22 Courtney A. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny
Teachers’ training in and knowledge of autism spectrum disorder (ASD)-specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based inte...
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Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-20 Melody García-Moya, Irene Polo-Blanco, Rocío Blanco, Juncal Goñi-Cervera
Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cart...
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Impact of an IEP Goal Builder on Social Goals for Autistic Students Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-17 Eve Müller, Caitlin Wood, Lynn Cannon, Deb Childress
This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impa...
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Use of an App With Embedded Video Modeling to Increase Eye Contact Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-17 Shamby C. Polychronis, Andrea Johnson, Russell J. Thelin, Dennis L. Eggett, Jaime Christensen
The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye ...
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An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-16 Holly M. Long, Emily C. Bouck, Hailey Kelly
Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtua...
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A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-16 Kristina N. Randall, Joseph B. Ryan, Shanna E. Hirsch, Abigail A. Allen
Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs...
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Evaluation of Telehealth Delivery of Group Parent-Led Cognitive-Behavioral Therapy During COVID-19: A Pilot Study Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-13 Gary Byrne, Louise Vickers, Eithne Ni Longphuirt, Roisin Cunningham
The COVID-19 lockdown has led to governments around the world imposing varying levels of restrictions and lockdowns leading to home confinement and closure of schools. Children with autism spectrum...
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Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-09-13 Keri S. Bethune, Jessica Boyle
This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students wi...
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Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-07-21 Mi N. Park, Emily E. Moulton, Elizabeth A. Laugeson
The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, an...
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School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-07-13 Amie Duncan, Sydney Risley, Angela Combs, Heather M. Lacey, Elizabeth Hamik, Chaya Fershtman, Ellen Kneeskern, Meera Patel, Lori Crosby, Anna M. Hood, Allison K. Zoromski, Leanne Tamm
The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the exec...
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Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-07-13 Justin B. Leaf, Joseph H. Cihon, Julia L. Ferguson, Christine Milne, Ronald Leaf, John McEachin
To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhap...
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Physical Fitness and Maternal Psychosocial Status in Children With Autism Attending a Regular Physical Activity Program Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-07-08 Ayse Kubra Sahan, Nazan Ozturk, Ebru Calik-Kutukcu, Hatice Aksu, Mustafa Tolga Tunagur, Hulya Arikan
The aim of this study was to compare physical fitness-related parameters in children with mild to moderate autism and their typically developing (TD) peers to determine maternal anxiety level and quality of life. Children with autism had significantly worse scores for all Munich Fitness Test (MFT) parameters except step test heart rate and had lower physical activity levels compared to the TD children
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Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-07-07 Sarah G. Hansen, Megan Mowbray, Tracy Raulston, Amarie Carnett, Christopher Tullis
Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase
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Parent Coaching in a Multimodal Communication Intervention for Children with Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-06-07 Ching-Yi Liao, J. B. Ganz, Sanikan Wattanawongwan, April N. Haas, Sarah K. Ura, Kimberly J. Vannest, Kristi L. Morin
Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training
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Early Interventionists’ Knowledge of Evidence-Based Practices for Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-06-03 Cindy Gevarter, Mariah G. Siciliano, Erin Stone
This online survey study examined early intervention providers’ knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern state. The survey included both quantitative (i.e., rating and multiple-choice questions)
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Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-03-08 Christan Grygas Coogle, Virginia L. Walker, Jennifer Ottley, Darcey Allan, Daniel Irwin
There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals’ perceived skills and
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Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-03-08 Joelle Fingerhut, Mariola Moeyaert
Discrete trial training is a popular teaching method for individuals with autism, but is not easily implemented with fidelity due to its complexity. This is the first meta-analysis of single-case experimental design studies to quantify the impact of behavioral skills training on individuals’ ability to implement discrete trials with fidelity. Furthermore, this meta-analysis examines the four training
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Preferences for Edible and Electronic Leisure Items: A Systematic Replication Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-03-08 Mindy Scheithauer, Clarissa Martin, Summer Bottini
Early studies evaluating the relative preference for leisure compared with edible items suggested that, for most participants (>80%), edible items are more preferred than leisure items. Recent studies suggest more variability in the percentage of participants with this preference. The rationale for this variability could be sampling, setting, availability of items outside of the study, or the items
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An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-02-04 Veronica P. Fleury, Talya Kemper
The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their
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Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-02-04 Cheong Ying Sng, Mark Carter, Jennifer Stephenson, Naomi Sweller
People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported
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Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-28 Cecilia Latorre-Cosculluela, Marta Liesa-Orús, Pilar Rivera-Torres
One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the notion that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and
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Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-25 Melissa N. Savage, Brianne T. Tomaszewski, Kara A. Hume
Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism
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Early Intensive Behavioral Intervention Program for Children With Autism in Syria Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-21 Wissam Mounzer, Donald M. Stenhoff
In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1–6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end
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Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-21 Lindsey M. Weiler, Annie K. Goerdt, Kalli B. Kremer, Emily Goldberg, Rebekah L. Hudock
Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study
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Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-21 Kathleen Bauer, Kristi L. Morin, Theodore E. Renz, III, Sinenhlanhla Zungu
The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these
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A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-21 Hilary E. Travers, Erik W. Carter
Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving
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A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2022-01-04 Kristi L. Morin, Sallie Nowell, Jessica Steinbrenner, Ann Sam, Victoria Waters, Samuel L. Odom
Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’
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Adaptive Behavior of College Students With Autism Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2021-10-31 Kathleen D. Viezel, Benjamin Freer, Chelsea D. Morgan
As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of those with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse
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Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2021-08-13 April Haas, Kimberly J. Vannest, Marcus C. Fuller, Jennifer B. Ganz
A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase
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Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2021-08-13 Wafa A. Aljohani, Asim Javed, Julia L. Ferguson, Joseph H. Cihon, Christine M. Milne, Justin B. Leaf
This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested into a multiple probe design, each participant was taught how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure
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Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2021-07-27 Gökhan Töret
Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally
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Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review Focus Autism Other Dev. Disabil. (IF 2.434) Pub Date : 2021-07-12 Catalina Sau Man Ng, Yuan Fang, Zixin Wang, Mengge Zhang
The sizable prevalence of autism spectrum disorder (ASD) in China has recently emerged as an urgent public health issue, however studies investigating parenting stress in Chinese parents of children with ASD lack clarity in identifying the potential factors of stress. The aim of this systematic review was to identify and categorize the potential factors of stress based on findings in the literature