Pub Date : 2020-09-19DOI: 10.1177/1088357620956904
Marie Ratliff-Black, W. Therrien
Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.
父母介导的干预(pmi)通常用于自闭症谱系障碍(ASD)儿童，其对幼儿的有效性已被记录在案。然而，没有评论研究了PMIs在年龄较大的ASD儿童中的应用。因此，本综述的目的是调查关于自闭症学龄儿童PMIs的文献现状，并评估其跨领域的有效性。18项PMIs研究检查了170名自闭症儿童。描述了参与者、干预措施和干预措施的效果。总的来说，研究表明PMIs对ASD学龄儿童有适度的积极作用。组设计研究的总体效应量(ES)为0.79,95%可信区间(CI) =[0.50, 1.09]，而单例设计(SCD)研究的总体效应量(ES)为1.84,95% CI =[1.08, 2.60]。需要更多的研究来了解父母培训组成部分的不同效果，未来的研究应侧重于包括父母治疗完整性的措施，以帮助理解项目的有效性。
{"title":"Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis","authors":"Marie Ratliff-Black, W. Therrien","doi":"10.1177/1088357620956904","DOIUrl":"https://doi.org/10.1177/1088357620956904","url":null,"abstract":"Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"3 - 13"},"PeriodicalIF":2.0,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620956904","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47524166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-13DOI: 10.1177/1088357620954380
Brenda L. Beverly, L. Mathews
Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents’ rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs.
{"title":"Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders","authors":"Brenda L. Beverly, L. Mathews","doi":"10.1177/1088357620954380","DOIUrl":"https://doi.org/10.1177/1088357620954380","url":null,"abstract":"Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents’ rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"121 - 132"},"PeriodicalIF":2.0,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620954380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44954487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-11DOI: 10.1177/1088357620954368
Joseph H. Cihon, M. Weiss, J. L. Ferguson, Justin B. Leaf, T. Zane, R. K. Ross
Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention.
{"title":"Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder","authors":"Joseph H. Cihon, M. Weiss, J. L. Ferguson, Justin B. Leaf, T. Zane, R. K. Ross","doi":"10.1177/1088357620954368","DOIUrl":"https://doi.org/10.1177/1088357620954368","url":null,"abstract":"Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"25 - 35"},"PeriodicalIF":2.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620954368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41747720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-11DOI: 10.1177/1088357620956927
C. Marsack-Topolewski, Alexandros Maragakis
This study examined the relationship between the severity of autism spectrum disorder (ASD) and caregiver burden among parents of adult children with ASD. Using a mixed-methods study, 320 parents of adults with ASD participated in the web-based survey, with 51 parents participating in follow-up interviews. The quantitative analysis was used to determine whether caregiver burden could be predicted from the severity of ASD factors (communication, behavior, and socialization) and basic and instrumental activities of daily living (BADLs and IADLs). Results indicated that caregiver burden was predicted from BADLs, IADLs, and adult child behavior. Interview themes that emerged from qualitative analyses supported quantitative findings. Behavior was the strongest predictor of caregiver burden and discussed by parents during interviews. Professionals should develop behavioral support programs for adults with ASD to continue to reinforce positive behavior and support parents who are managing their adult child’s difficult behaviors.
{"title":"Relationship Between Symptom Severity and Caregiver Burden Experienced by Parents of Adults With Autism","authors":"C. Marsack-Topolewski, Alexandros Maragakis","doi":"10.1177/1088357620956927","DOIUrl":"https://doi.org/10.1177/1088357620956927","url":null,"abstract":"This study examined the relationship between the severity of autism spectrum disorder (ASD) and caregiver burden among parents of adult children with ASD. Using a mixed-methods study, 320 parents of adults with ASD participated in the web-based survey, with 51 parents participating in follow-up interviews. The quantitative analysis was used to determine whether caregiver burden could be predicted from the severity of ASD factors (communication, behavior, and socialization) and basic and instrumental activities of daily living (BADLs and IADLs). Results indicated that caregiver burden was predicted from BADLs, IADLs, and adult child behavior. Interview themes that emerged from qualitative analyses supported quantitative findings. Behavior was the strongest predictor of caregiver burden and discussed by parents during interviews. Professionals should develop behavioral support programs for adults with ASD to continue to reinforce positive behavior and support parents who are managing their adult child’s difficult behaviors.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"57 - 65"},"PeriodicalIF":2.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620956927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49157047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-11DOI: 10.1177/1088357620954369
Kathleen D. Viezel, Elizabeth Williams, Wesley H. Dotson
There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports.
{"title":"College-Based Support Programs for Students With Autism","authors":"Kathleen D. Viezel, Elizabeth Williams, Wesley H. Dotson","doi":"10.1177/1088357620954369","DOIUrl":"https://doi.org/10.1177/1088357620954369","url":null,"abstract":"There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"35 1","pages":"234 - 245"},"PeriodicalIF":2.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620954369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-11DOI: 10.1177/1088357620943506
W. Detar, Ty W. Vernon
Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD.
{"title":"Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention","authors":"W. Detar, Ty W. Vernon","doi":"10.1177/1088357620943506","DOIUrl":"https://doi.org/10.1177/1088357620943506","url":null,"abstract":"Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"35 1","pages":"208 - 220"},"PeriodicalIF":2.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620943506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49281343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1177/1088357619890312
Glennda K. McKeithan, Edward Sabornie
The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided.
{"title":"Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis","authors":"Glennda K. McKeithan, Edward Sabornie","doi":"10.1177/1088357619890312","DOIUrl":"https://doi.org/10.1177/1088357619890312","url":null,"abstract":"The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"35 1","pages":"165 - 175"},"PeriodicalIF":2.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357619890312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41580228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1177/1088357619888928
Sarah Hurwitz, Janet R. Decker, Ilana L. Linder
In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court’s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools.
{"title":"The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy","authors":"Sarah Hurwitz, Janet R. Decker, Ilana L. Linder","doi":"10.1177/1088357619888928","DOIUrl":"https://doi.org/10.1177/1088357619888928","url":null,"abstract":"In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court’s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"35 1","pages":"131 - 142"},"PeriodicalIF":2.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357619888928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47458824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-05DOI: 10.1177/1088357620943504
Michelle P. Kelly, Phil Reed
Stimulus over-selectivity describes a phenomenon in which an individual responds only to a subset of the stimuli present in the environment and, thus, may restrict learning. This study aimed to develop understanding of the nature and role of over-selectivity in autism spectrum disorder (ASD) by analyzing the relationship of over-selectivity to core deficits of ASD: stereotyped responding and inflexibility. Over-selectivity was investigated in a visual discrimination task in 24 children, 12 diagnosed with ASD and 12 mental-age-matched typically developing children. In addition, the participants’ levels of intellectual functioning, stereotypy, and cognitive flexibility were assessed using established tools. Results showed that over-selectivity was associated with IQ and stereotyped behavior but was not related to levels of cognitive flexibility nor did cognitive flexibility significantly correlate with stereotyped behavior in individuals with ASD. The current findings require consideration when designing behavioral interventions for individuals with ASD.
{"title":"Examination of Stimulus Over-Selectivity in Children With Autism Spectrum Disorder and Its Relationship to Stereotyped Behaviors and Cognitive Flexibility","authors":"Michelle P. Kelly, Phil Reed","doi":"10.1177/1088357620943504","DOIUrl":"https://doi.org/10.1177/1088357620943504","url":null,"abstract":"Stimulus over-selectivity describes a phenomenon in which an individual responds only to a subset of the stimuli present in the environment and, thus, may restrict learning. This study aimed to develop understanding of the nature and role of over-selectivity in autism spectrum disorder (ASD) by analyzing the relationship of over-selectivity to core deficits of ASD: stereotyped responding and inflexibility. Over-selectivity was investigated in a visual discrimination task in 24 children, 12 diagnosed with ASD and 12 mental-age-matched typically developing children. In addition, the participants’ levels of intellectual functioning, stereotypy, and cognitive flexibility were assessed using established tools. Results showed that over-selectivity was associated with IQ and stereotyped behavior but was not related to levels of cognitive flexibility nor did cognitive flexibility significantly correlate with stereotyped behavior in individuals with ASD. The current findings require consideration when designing behavioral interventions for individuals with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"47 - 56"},"PeriodicalIF":2.0,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620943504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-24DOI: 10.1177/1088357620943500
Kaori Nepo, M. Tincani, S. Axelrod
The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants’ independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions.
{"title":"Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability","authors":"Kaori Nepo, M. Tincani, S. Axelrod","doi":"10.1177/1088357620943500","DOIUrl":"https://doi.org/10.1177/1088357620943500","url":null,"abstract":"The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants’ independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"83 - 94"},"PeriodicalIF":2.0,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620943500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42611615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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