Individualizing Interventions for Young Children with Autism in Preschool

Barton, Erin E.; Lawrence, Karen A.; Deurloo, Florien

doi:10.1007/s10803-011-1195-z

Cited by 31 publications

(41 citation statements)

References 33 publications

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“…Positive reinforcement has been said to be an important component for the implementation of effective interventions (Barton et al, 2012). Combining CVM with prompting and reinforcement procedures may lead to further increases in the interventions effectiveness.…”

Section: Rationale For Studymentioning

confidence: 99%

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The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

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Section: Rationale For Studymentioning

confidence: 99%

“…Barton, Lawrence, and Deurloo (2012) describe reinforcement as "crucial to the effectiveness of treatment and allows practitioners to deliver positive consequences for desired behavior" (p. 1209). The authors provide an example of how reinforcement procedures increased a young child's ability to follow a schedule.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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“…In fact, since autism presents heterogeneity in its manifestations, the single case design represents the more informative research design (Bulkeley, Bundy, Roberts, & Einfeld, 2013). Moreover, single case design enable to build individualized considerations on the treatment which are the best way to develop change in the course and individualized variation in intervention for young children with ASD, that is regarded as best practice (Barton, Lawrence, & Deurloo, 2012;Delmolino & Harris, 2012;Strain, Schwartz, & Barton, 2011).…”

Section: N O N -C O M M E R C I a L U S E O N L Ymentioning

confidence: 99%

Evaluating the efficacy of psychodynamic treatment on a single case of autism. A qualitative research

Vecchiato

Sacchi

Simonelli

et al. 2016

ResPsy

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Autism spectrum disorder refers to a group of diseases determined by multiple conditions and primarily defined on the basis of behavioral patterns. The literature and guidelines provide indications regarding adequate treatments, underlying how psychologically and behaviorally structured interventions, should be considered the best programs. Anyway, there is still a scarcity of studies evidencing the effectiveness of therapeutic and developmental approaches situated in a psychodynamic framework and researches aimed to evaluate the quality of psychodynamic interventions on autism are rare. The present study illustrate a qualitative research on the single-case intervention with an autistic adolescent, admitted to the Educational -Rehabilitation Centre Antenna 112. The Centre bases its intervention on a specific psychodynamic approach, Lacanian Psychoanalysis, named Pratique à Plusieurs. The efficacy of the psychodynamic intervention is evaluated by monitoring the therapeutic process with the adolescent from his admission. The evaluation took place in three different stages of the intervention: at the beginning of the treatment, after 6 months and after 12 months. In particular, the level of adaptive behaviors (Vineland Adaptive Behavior Scale), Social Communication (Social Communication Questionnaire), and the seriousness of behavioral patterns, specific for the autism disorders (Childhood Autism Rating Scale) have been assessed. Results highlight that the psychodynamic setting of the Centre and the therapeutic intervention, which takes place in it, foster an improvement of adaptive behavior, such as life skills and socialization. Limitations of the present study and clinical implications regarding residential psychodynamic treatments in cases of autism disorders are discussed.

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“…According to the fifth edition of the Diagnostic and Statistical Manual (DSM), social communication and interaction deficits include three symptoms: (a) deficits in social-emotional reciprocity, (b) deficits in nonverbal communicative behaviors used for social interaction, and (c) deficits in developing and maintaining relationships (American Psychiatric Association 2013). Among these core deficits in social communication and interaction, Barton et al (2012) identify the ability to attend to relevant cues, to imitate, to understand language, and to participate in functional pretend play to be other fundamental goals for young children with ASD that are also all related to social skills.…”

Section: Characteristics Of Individuals With Autism Spectrum Disordermentioning

confidence: 99%

“…In addition, individuals with ASD frequently struggle with attending to important and relevant cues in their environment (Haney 2013). Video modeling also aims to help children with ASD better identify significant cues by limiting extraneous stimuli shown in the video (Barton et al 2012;Mason et al 2013).…”

Section: Video Modeling As a Means To Develop Social Skills In Indivimentioning

confidence: 99%

The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

Lee

2015

Rev J Autism Dev Disord

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Distinguishing characteristics of individuals with autism spectrum disorder (ASD) are deficits in social communication and interaction. Point-of-view video modeling has the potential to address these deficits. Therefore, the literature review investigated research targeting social skills through the application of point-of-view video modeling. Both electronic and ancestral searches of the literature yielded five pertinent studies, which included research conducted from 2006 to 2012, and included participants between the ages of 2 and 8 years of age. The limited number of studies which addressed this area provided inconclusive results. Consequently, there continues to be unanswered questions, which include investigating necessary prerequisite skills, video priming and prompting, length of video models, and how both generalization and maintenance of social skills can be enhanced.

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Individualizing Interventions for Young Children with Autism in Preschool

Cited by 31 publications

References 33 publications

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Evaluating the efficacy of psychodynamic treatment on a single case of autism. A qualitative research

The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

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