Teaching Daily Living Skills to Children With Autism in Unsupervised Settings Through Pictorial Self‐management

Abstract

We investigated the efficacy of pictorial self-management to teach daily living skills to 3 lowfunctioning children with autism. Stimulus and response generalization, stimulus control of selfmanagement materials, and maintenance of behavior change were also assessed. Results showed that children with autism could successfully use pictures to manage their behavior in the absence of a treatment provider, generalize their behavior across settings and tasks, and maintain behaviors at follow-up. In addition, when compared to baseline, all children showed a substantial decrease in stereotypic behaviors. When picture order was manipulated in stimulus control probes, the children followed the new picture sequence, suggesting that the pictures were controlling their behavior. Further, a savings effect was demonstrated, in that 2 subjects reached criterion on second and third behaviors within less than 25% of original training time.

Professional perceptions of the effectiveness of visual communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder

“…The participants indicated that photo journaling may provide individuals with ASD an emotional and artistic outlet for expression of their thoughts and ideas to others in a positive manner (Pierce & Schreibman, 1994). Participants were also in favor of photography having positive applications for social communication opportunities as individuals with ASD were given a new medium that empowered them to communicate with others (Mayberry, 2000).…”

A Review of Activity Schedules for Individuals With Autism Spectrum Disorder

“…Although there is no best program or best way of helping individuals with ASD, the importance of using support based on concrete and visual teaching aids is largely upheld. But, once individuals with ASD become familiar with using activity schedules, additional behaviors can be taught within a relatively short period of time and with a little amount of e ort for caretakers, and perhaps, the biggest contribution of activity schedules may be its decreasing parental burden (Pierce & Schreibman, 1994).…”

New Techniques in Interventions for Children with Autism Spectrum

“…Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].…”

“…Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].Video modeling involves an individual watching a videotaped demonstration and then imitating the behavior of the model [30,31], while the model can be a peer, a sibling, an adult, or even oneself [32,33]. The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use …”