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Positive behavior support case studies
Autism spectrum disorder research study
Autism spectrum disorder research study
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n, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20(2), 116-122.
Strain, P. S., Kohler, F. W., & Goldstein, H. (1996). Learning experiences... an alternative program: Peer-mediated interventions for young children with autism.
Strain, P. S., & Schwartz, I. (2009). Positive behavior support and early intervention for young children with autism: Case studies on the efficacy of proactive treatment of problem behavior. In Handbook of positive behavior support (pp. 107-123). Springer US.
Tincani, M., & Devis, K. (2011). Quantitative synthesis and component analysis of single-participant studies on the Picture Exchange Communication System. Remedial and Special Education, 32(6), 458-470.
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J., & Victorian ASELCC Team. (2014). Effectiveness and feasibility of the Early Start Denver Model implemented in a group-based community childcare setting. Journal of autism and developmental disorders, 44(12), 3140-3153.
Warren, Z., McPheeters, M. L., Sathe, N., Foss-Feig, J. H., Glasser, A., & Veenstra VanderWeele, J. (2011). A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics, 127(5), e1303-e1311.
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Weisz, J. R., & Kazdin, A. E. (Eds.). (2010). Evidence-based psychotherapies for children and adolescents. Guilford Press.
Williams, J. G., Higgins, J. P., & Brayne, C. E. (2006). Systematic review of prevalence studies of autism spectrum disorders. Archives of disease in childhood, 91(1), 8-15.
Wong, V. C., & Hui, S. L. (2008). Epidemiological study of autism spectrum disorder in China. Journal of Child Neurology, 23(1),
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Since Leo Kanner’s initial description of autism in 1943, research has made great strides in developing scientifically based interventions to treat autism. There are many treatments for autism, however, children continue to face communication impairments, where they struggle with speech and language development (Simpson, 2005). Although there are many effective interventions, studies suggest that when treatment is intensive, continuous and targeted directed towards the child, better outcomes are generated, in contrast to an eclectic model, where a variety of approaches are implemented (Howard, 2005). The implications of this line of research are great, as they suggest that when implementing interventions, careful considerations must be taken in assuring that children are receiving quality intervention, rather than a high quantity of interventions. In light of these results, research suggests that using Pivotal Response Treatment with embedded social interactions in motivational components, question asking, and orienting cues are effective approaches in increasing verbal acquisition in children with autism.
Development of social skills is very important for children that are diagnosed with autism because of ...
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development in adolescents and adults with autism. Mental retardation and developmental disabilities research reviews, 10(4), 234-247.
The Autism Ontario for Toronto is beneficial to Child Youth Workers and will allow them to expand their expertise of mental disorders by being able to monitor the individual at the events being held to see how they are interacting with others and have the opportunity to find the child’s weaknesses and progress. It will also allow them to provide support for the child just incase incidences occur such as the child feeling over-whelmed or uncomfortable. Attending the events will allow the Child Youth Worker to put together activities that will interest the individual that can also improve on the child’s weakness.
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
Since Autism doesn’t present the same in each person, everyones needs are unique. Where some will excel others may drag behind, it 's important to figure out what areas need to be focused on more so than others early on so you can target them with structured programs and activities. Most people with Autism have underlying medical conditions as well as behavioral conditions so being on the correct medication and monitoring that is very important. Often times it 's recommended for children with Autism to go to therapy sessions for speech, social interaction skills, and general development. It 's extremely important to focus on social skills since that 's one of the main components of Autism is a lack or strain on social skills. Enrolling your children in specialized structured activities to help them work on their social skills is important for their
65 children, 52 boys and 13 girls who were not diagnosed with autism, from 3 different clinics, were used for this study. They were under 3 years of age, they were referred to the clinics due to social and/or language issues, and their parents provided informed consent. The children had also previously had 2 independent diagnostic evaluations. A second group of 37 children were used from this sample, th...
The assessment results correspond with relational Training Programs designed to strengthen the individual’s weaknesses. Because Autistic Spectrum Disorders are more successfully diagnosed and treated at an early age, PEAK addresses early developmental skills in the first module. As the program and assessments progress they become increasingly challenging. The PEAK may be administered at any age, taking into account that an older individual may have acquired some of the early developmental stages. A study in 2014 with 206 typically developing participants and 94 autistic participants yielded
Kamps, D. et.al. (2002). Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers. Exceptional Children, 68 (2), 173-187.
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.