The Effects of Deep Pressure Therapies and Antecedent Exercise on Stereotypical Behaviors of Students With Autism Spectrum Disorders

2017 ◽  
Vol 42 (4) ◽  
pp. 196-208 ◽  
Author(s):  
Mickey Losinski ◽  
Katie Cook ◽  
Shanna Hirsch ◽  
Sara Sanders
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Pressure Therapy ◽  
Alternating Treatments Design ◽  
Number Of Children ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Antecedent Interventions ◽  
Deep Pressure

In the past decade, the number of children diagnosed with an autism spectrum disorder (ASD) has steadily increased. A common characteristic of ASD is the presence of stereotypical behaviors (e.g., hand flapping, echolalia), which some have suggested may be associated with heightened arousal and/or anxiety. The purpose of this study is to compare antecedent interventions that have been used to decrease stereotypical behaviors in three elementary students with ASD by modulating arousal. Using a single-case alternating treatments design across participants, we compared the relative efficacy of antecedent exercise with two forms of deep-pressure therapy (DPT; compression vest and weighted blanket). Results of the current study found mixed effects for the interventions, with DPT providing little reduction of stereotypical behaviors and antecedent exercise (riding a stationary bike) providing improvement in two of three cases. Implications for practitioners and future research are provided.

Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD

2019 ◽  
Vol 57 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Samantha E. Goldman ◽  
Kelli A. Sanderson ◽  
Blair P. Lloyd ◽  
Erin E. Barton
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Case Design ◽  
Design Standards ◽  
Baseline Design ◽  
Functional Relations ◽  
Task Behavior ◽  
Students With Autism ◽  
Spectrum Disorders

AbstractSchool-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.

Applied Interventions in College Settings to Assist Adult Students with Autism Spectrum Disorder: A Systematic Review of the Literature

2018 ◽  
Vol 49 (3) ◽  
pp. 39-45
Author(s):  
Ryan T. Paskins ◽  
Anna M. Brady ◽  
Jared C. Schultz
Keyword(s):  
Systematic Review ◽  
Experimental Design ◽  
Adult Students ◽  
Autism Spectrum ◽  
Design Studies ◽  
Post Secondary ◽  
Structural Support ◽  
Number Of Children ◽  
Students With Autism ◽  
Spectrum Disorders

With the increase in the number of children with autism spectrum disorders (ASD), it is likely many of them will enter post-secondary education settings. To provide an understanding of ASD in higher education, this article reports the results of a systematic review of experimental design interventions used with college students with ASD. Overall, seven articles describing experimental design studies met the inclusion criteria. This small number of articles and participants highlights the scarcity of research on this topic. These studies described video-self modeling, cognitive behavior therapy, peer support, biofeedback, and structural support as current interventions. The limitations of our understanding of effective college programming for individuals with ASD, and the lack of research in this area are discussed.

Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities

2020 ◽  
Vol 35 (2) ◽  
pp. 101-107
Author(s):  
Jennifer R. Ledford ◽  
Kathleen N. Zimmerman ◽  
Katherine E. Severini ◽  
Hunter A. Gast ◽  
Kirsten Osborne ◽  
...  
Keyword(s):  
Summer Camp ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Therapeutic Effects ◽  
Alternating Treatments Design ◽  
Group Activities ◽  
Research Activities ◽  
Spectrum Disorders ◽  
The Impact

Provision of small “sensory” fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities.

An Evaluation of the Effects of Varying Magnitudes of Reinforcement on Variable Responding Exhibited by Individuals With Autism

2019 ◽  
Vol 43 (6) ◽  
pp. 774-789 ◽  
Author(s):  
Raechal H. Ferguson ◽  
Terry S. Falcomata ◽  
Andrea Ramirez-Cristoforo ◽  
Fabiola Vargas Londono
Keyword(s):  
Autism Spectrum ◽  
Response Variability ◽  
Future Research ◽  
Behavioral Variability ◽  
Reinforcer Magnitude ◽  
Alternating Treatments Design ◽  
Communicative Response ◽  
Spectrum Disorders ◽  
Frequency Threshold ◽  
The Relationship

Interventions aimed at increasing communicative response variability hold particular importance for individuals with autism spectrum disorders (ASD). Several procedures have been demonstrated in the applied and translational literature to increase response variability. However, little is known about the relationship between reinforcer magnitude and response variability. In the basic literature, Doughty, Giorno, and Miller evaluated the effects of reinforcer magnitude on behavioral variability by manipulating reinforcer magnitude across alternating relative frequency threshold contingencies, with results suggesting that larger reinforcers induced repetitive responding. The purpose of this study was to translate Doughty et al.’s findings to evaluate the relative effects of different magnitudes of reinforcement on communicative response variability in children with ASD. A Lag 1 schedule of reinforcement was in place during each condition within an alternating treatments design. Magnitudes of reinforcement contingent on variable communicative responding were manipulated across the two conditions. Inconsistent with basic findings, the results showed higher levels of variable communicative responding associated with the larger magnitude of reinforcement. These outcomes may have potential implications for interventions aimed at increasing response variability in individuals with ASD, as well as future research in this area.

A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

2019 ◽  
Vol 35 (4) ◽  
pp. 179-190 ◽  
Author(s):  
Laura Bassette ◽  
Emily Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park ◽  
McKenzie Cremeans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Advanced Mathematics ◽  
Mathematical Problems ◽  
Students With Autism ◽  
The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

scholarly journals Validity and reliability of a Lithuanian physical education teachers’ self-efficacy scale toward inclusion of students with autism spectrum disorders

2018 ◽  
Vol 3 (110) ◽  
pp. 38-49
Author(s):  
Dovilė Selickaitė ◽  
Yeshayahu Hutzler ◽  
Martin E. Block ◽  
Diana Rėklaitienė
Keyword(s):  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Self Efficacy ◽  
Physiological State ◽  
Autism Spectrum ◽  
Future Research ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Students With Autism ◽  
Spectrum Disorders

Background. Teacher’s perceptions of Self-efficacy (SE) have been suggested as an important factor in the successful inclusion of students with special educational needs. The purposes of this study were (a) to investigate the validity and reliability of the instrument of physical education teachers’ self-efficacy toward the inclusion of students with Autism Spectrum Disorders (PESEISD-A), using a Lithuanian physical education (PE) teachers’ sample, and (b) to assess relationships between SE scale and subscales. Methods. The English version of the instrument was translated into Lithuanian using the back-translation technique. The participants were 368 PE teachers working in Lithuanian schools (152 males and 216 females), aged between 24 and 65 years (M = 47.09; SD = 9.06). The content and construct validity of the instrument were supported. Results. The results of the factor analysis indicated a one-factor solution for the scale’s SE. Cronbach’s alpha reliability of SE scale and all other subscales was high (α > .93). Test-retest correlation analysis showed a satisfactory coefficient. In this study, positive and significant relationships between SE scale, mastery experience, vicarious experience, social persuasion, physiological state, behaviour, and perceived challenges subscales were determined (p < .01). Conclusions. The Lithuanian version of the PESEISD-A appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers.

scholarly journals Interventions to Support Social Interaction in Children with Autism Spectrum Disorders: A Systematic Review of Single Case Studies

2015 ◽  
Vol 25 (2) ◽  
Author(s):  
Jennifer Ozuna ◽  
Alexis Mavridis ◽  
Brittany L. Hott
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Subject ◽  
Effective Interventions ◽  
Core Deficit ◽  
Spectrum Disorders ◽  
Support Students

Social interaction is a core deficit in individuals with autism spectrum disorder (ASD). Therefore, parents and teachers need effective interventions to support students with ASD. This synthesis provides a quantitative analysis of single-subject studies that examine interventions to support social interactions in children with ASD. Results suggest that pivotal response treatment (PRT), Social StoriesTM, peer-mediated strategies, and video modelling are promising interventions to support social interaction. Limitations, implications for practice, and suggestions for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document