College of Education and Human Development Faculty Research
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/195
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Browsing College of Education and Human Development Faculty Research by Subject "autism"
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Item Clinic-Based Behavioral Skills Training to Teach Caregivers Adaptive Skill Interventions for Children with Autism(Springer, 2020-06-30) Neely, Leslie; Castro-Villarreal, Felicia; Hong, Ee Rea; Ponce, Kelly; Gerow, StephanieObjectives Behavioral skills training (BST) with video-based feedback may be an effective means of preparing caregivers of children with autism spectrum disorder (ASD) to implement behavioral interventions for adaptive skills. The purpose of this study was to evaluate the use of BST with video-based feedback to train caregivers to implement adaptive skill (e.g., brushing teeth, drinking from cup) interventions in a natural setting (home/community). Methods Three caregivers and their children participated in the study. The caregivers identified tooth brushing, drinking from a cup, and walking down the stairs as target adaptive skills. Researchers taught the caregivers to implement an intervention consisting of choice, prompting, chaining, positive reinforcement, and differential reinforcement. Researchers employed a single-case multiple-probe across participants design to evaluate the effects of the training package on caregiver implementation of the intervention and child adaptive skill. Results Results demonstrated improved caregiver procedural fidelity with all three of the caregivers meeting the pre-set performance criteria. Changes in the caregiver behavior maintained up to 8 weeks following the cessation of the intervention. Improvements in the child adaptive skill were also noted. Finally, all of the caregivers reported that they found the intervention and training procedures acceptable. Conclusions These results demonstrate the utility of BST with video-based feedback to train caregivers in adaptive skill interventions for children with ASD. Limitations of the study and future research are also discussed.Item Self-Monitoring Intervention for Adolescents and Adults with Autism: A Research Review(2023-02-07) Li, Yi-Fan; Byrne, Suzanne; Yan, Wei; Ewoldt, Kathy B.The ability to work and function independently is one of the most important skills for the achievement of ideal post-school outcomes. The use of self-monitoring to improve independence and/or reduce undesirable behaviors is an imperative need for individuals with autism. The purpose of this literature review was to examine technology-based self-monitoring interventions for individuals with autism. We used a four-step literature search process to identify studies for review. Online databases, such as ERIC, were used to search for studies. Using four inclusion criteria and PRISMA guidelines for the selection and screening process, we identified 16 studies that met the inclusion criteria. We used coding to summarize the following information from the included studies: participants who met the inclusion criteria, primary dependent variable, primary intervention, and study design. The results of the review revealed three primary functions of technology performed in self-monitoring. The included studies targeted on-task behaviors, skill acquisition, and socially relevant behaviors as primary dependent variables. The findings of the review suggested that future research could use self-monitoring interventions to support an adult with autism in employment settings and that a self-monitoring intervention could be tailored by considering individual differences.