Development of an Assessment Method for Deciding on Interventions to Facilitate Choice Behavior: Children With Severe Intellectual Disabilities and Autism Spectrum Disorder

In the article Stanish, H., Curtin, C., Must, A., Phillips, S., Maslin, M., and Bandini, L. (2015). Enjoyment, barriers, and beliefs about physical activity in adolescents with and without autism spectrum disorder. Adapted Physical Activity Quarterly, 32(4), 302-317. doi:10.1123/APAQ.2015-0038, the authors omitted acknowledgment that the study was an extension of a larger (parent) study that compared physical activity levels and correlates among adolescents with intellectual disabilities (ID) and typically developing (TD) adolescents. Some of the methods for the study published in this journal are identical to those in the parent study, and the same comparison group of TD adolescents was used for both disability groups (ID and autism spectrum disorder). The online version of the article has been corrected.The parent study was published as Stanish, H.I., Curtin, C., Must, A., Phillips, S., Maslin, M., & Bandini, L. (2016). Physical activity enjoyment, perceived barriers, and beliefs among adolescents with and without intellectual disabilities. Journal of Physical Activity and Health, 13(1), 102–110. doi:10.1123/jpah.2014-0548.

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Teaching Menstrual Care to a Student With Autism Spectrum Disorder in a School Setting

10.4018/978-1-6684-3542-7.ch027 ◽

2022 ◽

pp. 541-555

Author(s):

Karly Cordova

Keyword(s):

Autism Spectrum Disorder ◽

Public School ◽

Intellectual Disabilities ◽

School Setting ◽

Self Care ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Staff ◽

Empirically Supported ◽

Residential Staff

There is a lack of training for parents, school staff, and residential staff aimed at helping persons with intellectual disabilities acquire menstrual self-care skills. This may be due in part to the sensitive nature of this topic, the aversion to performing menstrual care for individuals with a disability, and the lack of empirically supported training protocols. This chapter critically reviews behavior analytic research on menstrual care that has been published in peer reviewed journals. This is followed by a case illustration using behavior analytic methods to teach menstrual self-care skills for a student with autism spectrum disorder in a public school setting. Evaluated using a multiple baseline across behaviors design, it was shown that the student increased her independent performance of selected menstrual self-case skills.

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Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review

Journal of Computer Assisted Learning ◽

10.1111/jcal.12311 ◽

2018 ◽

Vol 35 (1) ◽

pp. 61-73 ◽

Cited By ~ 14

Author(s):

Stavros Tsikinas ◽

Stelios Xinogalos

Keyword(s):

Autism Spectrum Disorder ◽

Literature Review ◽

Intellectual Disabilities ◽

Systematic Literature Review ◽

Serious Games ◽

Autism Spectrum ◽

Spectrum Disorder ◽

People With Intellectual Disabilities

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PREP4Work: A social skills intervention to prepare adults with autism spectrum disorder and intellectual disabilities to access the workplace

Social Skills Across the Life Span ◽

10.1016/b978-0-12-817752-5.00016-0 ◽

2020 ◽

pp. 311-327

Author(s):

Jennifer Holloway ◽

Helena Lydon ◽

Edith Walsh

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Intellectual Disabilities ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Social Skills Intervention ◽

Adults With Autism

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Oxytocin for Male Subjects with Autism Spectrum Disorder and Comorbid Intellectual Disabilities: A Randomized Pilot Study

Frontiers in Psychiatry ◽

10.3389/fpsyt.2016.00002 ◽

2016 ◽

Vol 7 ◽

Cited By ~ 40

Author(s):

Toshio Munesue ◽

Hiroyuki Nakamura ◽

Mitsuru Kikuchi ◽

Yui Miura ◽

Noriyuki Takeuchi ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Pilot Study ◽

Intellectual Disabilities ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Male Subjects

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A video self modeling intervention to modify aggressive behaviors in students with autism spectrum disorder and intellectual disabilities

10.32469/10355/66187 ◽

2018 ◽

Author(s):

◽

Kate M. Sadler

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disabilities ◽

Aggressive Behavior ◽

Cognitive Theory ◽

Self Regulation ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Aggressive Behaviors ◽

Replacement Behavior ◽

Video Self Modeling

This study evaluated the efficacy of a video self-modeling and functional behavior assessment intervention on a traditionally under-represented population. Students diagnosed with Autism Spectrum Disorder (ASD) and Intellectual Disabilities (ID) are prone to higher rates of aggressive behavior that can be resistant to treatment. Under the frameworks of Behaviorism and Social Cognitive Theory an intervention was developed to decrease aggressive behaviors and increase self-regulated behavior. A multiple baseline design across stimulus conditions with inter-subject replication was conducted to explore the effects of the intervention. Data was collected on both the rate of aggressive behaviors and the use of a replacement behavior which fostered socially appropriate self-regulation. The data indicate that both participants demonstrated a decrease in aggressive behavior immediately following intervention across all stimulus conditions. Data collected on the replacement behavior indicated a change from baseline to intervention but results differed across participants.

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