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May 1, 2021 · Autism spectrum disorder (ASD) is the collective term for neurodevelopmental disorders and is characterized by core deficits of social communication and social interactions, atypical repetitive behaviors, and restricted interests. 1,2 Currently, the prevalence of ASD in high-income countries has nearly reached 1% because of its association with greater risk of peer conflicts and societal ...
- Xinyuan Wang, Jinzhu Zhao, Shan Huang, Shuling Chen, Tuo Zhou, Qing Li, Xiaoping Luo, Yan Hao
- 2021
Summary of evidence. Challenging behaviours are very common in people on the autism spectrum and more common in people who also have learning disabilities. Challenging behaviours often occur when someone has problems understanding what is happening around them or communicating what they want or need.
Apr 29, 2022 · teaching and learning: effective strategies and practices for students with ASD. communication and behaviour: strategies and techniques for addressing challenging behaviour, and improving communication and social skills. tools and techniques: sample materials that represent the most effective current practices collected from school boards and ...
Self-injury is the attempt or act of causing harm to a person’s own body severe enough to cause damage. Self injury can present in a wide range of behaviors including head banging, hand-to-head banging, body slamming, hitting or punching oneself, eyeball pressing, biting oneself, wound picking, and hair pulling.
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It has been suggested that symptoms of ASD might moderate the efficacy of CBA interventions for anxiety of typically developing youth (Puleo and Kendall 2011). However, with limited reports on participant level of autistic symptomology, this review could not examine the moderating effects of the degree of autistic symptomology on intervention outco...
Other than all interventions being conducted by therapists in clinical settings and nearly all intervention targets being anxiety reduction, the reviewed interventions were heterogeneous in many other important features such as programs used, intervention modalities, time span over which intervention took place, numbers of sessions, total intervent...
The outcomes variables in the reviewed studies were mainly severity of anxiety or related issues and were measured with standardized measures. Although behavioral changes were measured in five studies, only three studies provided observational measures of the actual changes in natural or contrived settings. The majority of the standardized measures...
The significant and large ESs (0.89) obtained in the current meta-analysis is suggestive of the overall efficacy of CBA interventions for children with ASD. This finding is primarily applicable to anxiety interventions for children with ASD within the normal range of intellectual abilities and around the age of 10 years. Given, the diversity in int...
The superiority of randomized controlled trials depends on the group equivalence achieved through the random allocation of participants into treatment or control conditions, adjustment for pretest and posttest covariance difference being made, raters being blind to the group allocation, and ensuring procedural fidelity. Only half of all the reviewe...
Although it is argued that CBA might be particularly suitable to children with ASD with higher cognitive abilities (Klinger and Williams 2009; Ozonoff 1999; Whyte 2009), the current narrow focus restrains the development of a thorough understanding of the application of CBA to children with ASD and with lower cognitive abilities (Rotheram-Fuller an...
- Betty P. V. Ho, Jennifer Stephenson, Mark Carter
- 2014
PDF: Students with disabilities benefit from positive behavioral interventions and supports (PBIS; Meyer et al., 2021). The use of schoolwide and classwide PBIS shows promise in helping educators to integrate evidence-based practices for the benefit of all students, including those diagnosed with Autism Spectrum Disorder (ASD). The purpose of this brief is to provide educators with a quick and ...
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Jan 1, 2013 · Then a wide array of evidence-based interventions would become available to utilize, rather than only those that have been specifically tested on groups of students on the spectrum. For example, executive function (EF) problems affect individuals with ADHD, Asperger Syndrome, Nonverbal Learning Disability, and others with no diagnosis at all.
