scholarly journals Trends in the Prevalence of Autism Spectrum Disorder, Cerebral Palsy, Hearing Loss, Intellectual Disability, and Vision Impairment, Metropolitan Atlanta, 1991–2010

PLoS ONE ◽  
2015 ◽  
Vol 10 (4) ◽  
pp. e0124120 ◽  
Author(s):  
Kim Van Naarden Braun ◽  
Deborah Christensen ◽  
Nancy Doernberg ◽  
Laura Schieve ◽  
Catherine Rice ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Hearing Loss ◽  
Cerebral Palsy ◽  
Intellectual Disability ◽  
Autism Spectrum ◽  
Vision Impairment ◽  
Spectrum Disorder

scholarly journals Childhood vision impairment, hearing loss and co-occurring autism spectrum disorder

2013 ◽  
Vol 6 (4) ◽  
pp. 333-342 ◽  
Author(s):  
Vijaya Kancherla ◽  
Kim Van Naarden Braun ◽  
Marshalyn Yeargin-Allsopp
Keyword(s):  
Autism Spectrum Disorder ◽  
Hearing Loss ◽  
Autism Spectrum ◽  
Vision Impairment ◽  
Spectrum Disorder

scholarly journals Burnout among direct support workers of adults with autism spectrum disorder and intellectual disability

2021 ◽  
Author(s):  
Sylvie Couderc ◽  
Florence Cousson‐Gélie ◽  
Eric Pernon ◽  
Bertrand Porro ◽  
Stéphanie Miot ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Direct Support

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

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