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.

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.

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

scholarly journals Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 45 (1) ◽  
pp. 66-98 ◽  
Author(s):  
Michael Solis ◽  
Colleen K. Reutebuch ◽  
Terry Falcomata ◽  
Paul K. Steinle ◽  
Veronica L. Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Main Idea ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
School Students ◽  
School Based ◽  
Validity Measures ◽  
Students With Autism

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

2015 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Cathy H. Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin ◽  
Charisse Montoya
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Causal Relation ◽  
Single Case ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.

scholarly journals Mathematics education for students with Autism Spectrum Disorder: Where are we now?

1970 ◽  
Vol 10 ◽  
pp. 17-39
Author(s):  
Monica Carr ◽  
Wee Tiong Seah
Keyword(s):  
Autism Spectrum Disorder ◽  
Best Practice ◽  
Mathematics Classroom ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual Ability ◽  
Future Research ◽  
Single Case Design ◽  
Disability Group

Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, exhibit varying degrees of intellectual ability. Students with ASD are increasingly held accountable to academic standards comparable to their peers. Applied Behavior Analysis (ABA) is widely considered best practice for supporting these students. Twenty-six single-case design (SCD) mathematics classroom teaching interventions, conducted with students diagnosed with ASD, were systematically located and reviewed in detail. Most interventions were conducted in special education mathematics classrooms involving low ability students. Interventions typically targeted simple mathematics skills, and a paucity of research addressing more complex mathematical skills was noted. Elsewhere in the literature, teachers who have students with ASD in their classrooms reported having received no autism training, and described subsequent stress and potential to burn-out as a result. A need for future research with high ability mathematics students is observed, and the relevance of a values paradigm approach is proposed.

scholarly journals THE EFFECT OF ACTIVITY SCHEDULES TO TEACH APPROPRIATE ACTIVITIES DURING FREE TIME TO STUDENTS WITH AUTISM SPECTRUM DISORDERS

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Fayez Maajeeny
Keyword(s):  
Recent Literature ◽  
Autism Spectrum ◽  
Free Time ◽  
Multiple Baseline ◽  
Play Skills ◽  
Activity Schedules ◽  
Baseline Design ◽  
Activity Schedule ◽  
Students With Autism ◽  
Spectrum Disorders

Background: Recent literature suggests that activity schedules increase engagement and independent play skills while decreasing interfering behaviors for students with autism. Therefore, in this study, four students with diagnosed with autism spectrum disorder were taught to use an activity schedules at free time to examine the effects of it on rate of self-stimulatory behavior. Methods: A multiple baseline design was used to examine these effects. The three students were given an activity schedule housed in a binder with five different recess activities. Activities remained constant throughout the study, but the order was changed. Students followed the activity schedule while experimenters tracked frequency of self-stimulatory behaviors. The frequency was then divided by the duration it took the student to complete the schedule to produce rate data. Findings: Results showed that all three students had high levels of self-stimulatory behavior prior to implementation of the schedule (range of subjects: 6.3 – 10.5 times per minute). With the implementation of the activity schedule, all three students had significantly decreased rates of self-stimulatory behavior (range of subjects: (1.5 – 2.2 times per minute). The consistent results show that activity schedules decrease the rate of self-stimulatory behavior at recess. Conclusion: These findings support previous research performed over the last several years and confirmed the effectiveness of activity schedules for students with autism. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0747/a.php" alt="Hit counter" /></p>

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.

Sign in / Sign up

Export Citation Format

Share Document