scholarly journals Still a Long Way to Go. Editorial for the Special Issue “Understanding Autism Spectrum Disorder”

2021 ◽  
Vol 11 (8) ◽  
pp. 1062
Author(s):  
Eugenio Aguglia ◽  
Laura Fusar-Poli
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Issue ◽  
First Descriptions

Although many years have passed since the first descriptions of autism spectrum disorder (ASD) [...]

Introduction to the Special Issue: Interventions to Reduce Challenging Behavior Among Individuals With Autism Spectrum Disorder

2018 ◽  
Vol 42 (3) ◽  
pp. 307-313 ◽  
Author(s):  
Tonya N. Davis ◽  
Mandy Rispoli
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
High Stress ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Special Issue ◽  
The Social ◽  
Skill Deficits ◽  
The Individual

The prevalence of autism spectrum disorder (ASD) is on the rise. In addition to the social communication skill deficits and restrictive repetitive behaviors and interests, many individuals with ASD engage in challenging behavior. Challenging behavior is associated with a multitude of negative outcomes. Challenging behavior may cause harm to the individual with ASD as well as limit opportunities for educational, vocational, and social participation and development. In addition, caregivers experience high stress and low quality of mental health. As a result, challenging behavior warrants intervention that is specifically tailored to the unique characteristics of individuals with ASD. The purpose of this Special Issue is to showcase recent research in the treatment of challenging behavior for individuals with ASD. This two-part Special Issue contains 12 studies that range from systematic and quality reviews of the intervention literature, to innovative treatment approaches, to studies that develop and evaluate treatments for restrictive and repetitive behaviors and interests.

Introduction to Special Issue “Autism Spectrum Disorder: Research and Practice”

2016 ◽  
Vol 51 (4) ◽  
pp. 259-260
Author(s):  
Angelika Anderson ◽  
Josephine Barbaro ◽  
Murray Maybery
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Issue ◽  
Research And Practice

scholarly journals EDITORIAL

2016 ◽  
Vol 26 (2) ◽  
pp. iii-iv
Author(s):  
Linda Gilmore
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Developmental Disabilities ◽  
Developmental Disability ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Issue ◽  
Hyperactivity Disorder ◽  
Early Primary

Welcome to this special issue on developmental disabilities. We have a range of interesting and stimulating articles for you that span early primary to post-school education. Some of the articles address generic issues that are potentially relevant for children with any type of developmental disability, two focus specifically on Autism Spectrum Disorder and one is relevant to Attention Deficit Hyperactivity Disorder.

Advances in School-Based Interventions for Students With Autism Spectrum Disorder: Introduction to the Special Issue

2017 ◽  
Vol 42 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Cynthia M. Anderson ◽  
Tristram Smith ◽  
Susan M. Wilczynski
Keyword(s):  
Autism Spectrum Disorder ◽  
Repetitive Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Issue ◽  
School Settings ◽  
School Based ◽  
Effective Interventions ◽  
Students With Autism ◽  
K 12

As the diagnosis of autism spectrum disorder has increased, so too has research on interventions to address core and associated features of autism. Although many methodologically rigorous studies on interventions have been reported, their relevance to educators is somewaht unclear. For example, only about 32% of evidence-based strategies identifed in these reviews were conducted in k-12 settings. Current literature also is limited in that, although many studies show that interventions can improve the communication and social interaction skills of individuals with autism, most of this work has been conducted with pre-school children; questions remain about the generality of these findings to school-aged children. Further, there are relatively few studies demonstrating effective interventions for restricted and repetitive behavior and much of this work was conducted in clinical settings. There is a need for studies documenting effective interventions that are feasible in school settings. The purpose of this special issue is two-fold. First, to highlight the need for school-based research with students with autism and second to highlight recent work delineating intervention strategies found to be effective in school settings.

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