scholarly journals Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder.

2016 ◽  
Vol 31 (4) ◽  
pp. 534-547 ◽  
Author(s):  
Wallace Larkin ◽  
Renee O. Hawkins ◽  
Tai Collins
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Effective Interventions

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD

2018 ◽  
Vol 34 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Stephanie Gerow ◽  
Mandy Rispoli ◽  
Emily Gregori ◽  
Lisa Sanchez
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Analysis ◽  
Young Children ◽  
Challenging Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Children With Asd ◽  
Function Based Intervention ◽  
Multiple Probe

There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3–7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent–child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research.

Self-reported motivations for offending by autistic sexual offenders

Autism ◽  
2019 ◽  
Vol 24 (2) ◽  
pp. 307-320 ◽  
Author(s):  
Katy-Louise Payne ◽  
Katie Maras ◽  
Ailsa J Russell ◽  
Mark J Brosnan
Keyword(s):  
Autism Spectrum Disorder ◽  
Sexual Offenders ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Relationship Education ◽  
Structured Interviews ◽  
Sexual Offences ◽  
Effective Interventions

Autism spectrum disorder is a neurodevelopmental disorder estimated to have elevated prevalence in forensic populations (approximately 4.5%). It has been suggested that offenders with autism spectrum disorder engage more frequently in crimes against the person and sexual offences than other types of offences such as property, driving and drug offences. To date little is empirically known about the reasons why autistic individuals engage in sexual offences, yet understanding the motivation(s) for offending are key to developing and implementing effective interventions to help reduce both initial offending and also re-offending. In this study, semi-structured interviews were conducted with nine autistic sexual offenders in prisons and probation services across England and Wales. Thematic analyses revealed five main themes (social difficulties, misunderstanding, sex and relationship deficits, inadequate control and disequilibrium). Analyses indicated that social skills difficulties, lack of perspective/weak central coherence, misunderstanding the seriousness of their behaviours and a lack of appropriate relationships were the main reasons for offending reported by this group of autistic sexual offenders. Findings highlight a need to develop sex and relationship education interventions which are tailored to the needs of autistic individuals, to address both their reported reasons for offending and their reported lack of sexual knowledge and awareness.

Enhancing the Reading Development of Learners with Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 144-157 ◽  
Author(s):  
Kelly Whalon
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Decoding Skills ◽  
Social Reciprocity ◽  
Children With Asd ◽  
Effective Interventions ◽  
Language Communication ◽  
Comprehensive Literacy

AbstractFoundational to autism spectrum disorder (ASD) are difficulties developing joint attention, social reciprocity, and language/communication. These challenges place children with ASD at risk for future reading failure. Research suggests that many school-aged children with ASD will learn the decoding skills necessary to effectively read text, but will struggle with comprehension. Yet, the reading profiles of learners with ASD also show great heterogeneity, with some also unable to effectively decode new words. The range of challenges associated with ASD highlights the need for comprehensive literacy/reading instruction that addresses both code- and meaning-focused skills from the earliest grades. This article will provide an overview of effective interventions that support both the code- and meaning-focused skills of learners with ASD. Specific examples of effective instructional practices for learners with ASD will be shared.

scholarly journals FUNCTIONAL ANALYSIS AND TREATMENT OF ARRANGING AND ORDERING BY INDIVIDUALS WITH AN AUTISM SPECTRUM DISORDER

2012 ◽  
Vol 45 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Nicole M. Rodriguez ◽  
Rachel H. Thompson ◽  
Kevin Schlichenmeyer ◽  
Corey S. Stocco
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Autism spectrum disorder and schizophrenia: boundaries and uncertainties

2016 ◽  
Vol 22 (5) ◽  
pp. 316-324 ◽  
Author(s):  
Laura Pina-Camacho ◽  
Mara Parellada ◽  
Marinos Kyriakopoulos
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children And Young People ◽  
Diagnostic Categories ◽  
Effective Interventions ◽  
Clinical Presentations ◽  
Case Vignettes ◽  
New Evidence ◽  
The Relationship

SummaryAutism and schizophrenia were placed in different diagnostic categories in DSM-III, having previously been considered as related diagnostic entities. New evidence suggests that these disorders show clinical and cognitive deficit overlaps and shared neurobiological characteristics. Furthermore, children presenting with both autism spectrum disorder (ASD) and psychotic experiences may represent a subgroup of ASD more closely linked to psychosis. The study of ASD and childhood schizophrenia, and their clinical boundaries and overlapping pathophysiological characteristics, may clarify their relationship and lead to more effective interventions. This article discusses the relationship through a critical review of current and historical dilemmas surrounding the phenomenology and pathophysiology of these disorders. It provides a framework for working with children and young people with mixed clinical presentations, illustrated by three brief fictional case vignettes.

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