Using a tactile prompt to increase instructor delivery of behavior-specific praise and token reinforcement and their collateral effects on stereotypic behavior in students with autism spectrum disorders.

2014 ◽  
Vol 19 (1) ◽  
pp. 40-43 ◽  
Author(s):  
Mary E. McDonald ◽  
Sharon A. Reeve ◽  
Erin J. Sparacio
Keyword(s):  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Stereotypic Behavior ◽  
Token Reinforcement ◽  
Collateral Effects ◽  
Behavior Specific Praise ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Tactile Prompt ◽  
Specific Praise

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

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