Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions / Kara HUME in Journal of Autism and Developmental Disorders, 39-9 (September 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1329-1338 Titre : Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Rachel L. LOFTIN, Auteur ; Johanna F. LANTZ, Auteur Année de publication : 2009 Article en page(s) : p.1329-1338 Langues : Anglais (eng) Mots-clés : Autism Independence Executive-function Self-monitoring Video-modeling Work-system Index. décimale : PER Périodiques Résumé : The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence. En ligne : http://dx.doi.org/10.1007/s10803-009-0751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814 [article] Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Rachel L. LOFTIN, Auteur ; Johanna F. LANTZ, Auteur . - 2009 . - p.1329-1338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1329-1338 Mots-clés : Autism Independence Executive-function Self-monitoring Video-modeling Work-system Index. décimale : PER Périodiques Résumé : The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence. En ligne : http://dx.doi.org/10.1007/s10803-009-0751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814

Social Interaction and Repetitive Motor Behaviors / Rachel L. LOFTIN in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1124-1135 Titre : Social Interaction and Repetitive Motor Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. LOFTIN, Auteur ; Samuel L ODOM, Auteur ; Johanna F. LANTZ, Auteur Année de publication : 2008 Article en page(s) : p.1124-1135 Langues : Anglais (eng) Mots-clés : Autism Social-skills Initiations Self-monitoring Repetitive-motor-behavior Peer-training Stereotypic-behavior Index. décimale : PER Périodiques Résumé : Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants’ repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. En ligne : http://dx.doi.org/10.1007/s10803-007-0499-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Social Interaction and Repetitive Motor Behaviors [Texte imprimé et/ou numérique] / Rachel L. LOFTIN, Auteur ; Samuel L ODOM, Auteur ; Johanna F. LANTZ, Auteur . - 2008 . - p.1124-1135. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1124-1135 Mots-clés : Autism Social-skills Initiations Self-monitoring Repetitive-motor-behavior Peer-training Stereotypic-behavior Index. décimale : PER Périodiques Résumé : Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants’ repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. En ligne : http://dx.doi.org/10.1007/s10803-007-0499-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

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