scholarly journals Examining the Studies in Which Independent Living Skills were Taught to Individuals with Autism Spectrum Disorder

2019 ◽  
pp. 572-607 ◽  
Author(s):  
Esra ORUM ÇATTIK ◽  
Yasemin ERGENEKON
Keyword(s):  
Autism Spectrum Disorder ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Independent Living Skills ◽  
Living Skills

scholarly journals The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

2017 ◽  
Vol 33 (3) ◽  
pp. 145-158 ◽  
Author(s):  
Kaylee Stahr Wynkoop ◽  
Rachel E. Robertson ◽  
Rachel Schwartz
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Video Modeling ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Instructional Time ◽  
Independent Living Skills ◽  
Alternating Treatments Design ◽  
Living Skills

Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on the independent living skills of four students with ASD and/or ID. Using an adapted alternating treatments design, we investigated the comparative effects of VM plus prompting and reinforcement (VM + P&R), continuous video modeling (CVM) plus prompting and reinforcement (CVM + P&R), and prompting and reinforcement alone (P&R). Results indicated that two students responded well to both VM + P&R and P&R, while CVM + P&R was most effective for one student. For the last student, all interventions had only minimal effects on target skill performance, and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM + P&R and/or CVM + P&R, but P&R required less preparation and instructional time.

Self-Management of Daily Life Tasks for Adolescents With Autism Spectrum Disorder Without Intellectual Disability

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500016p1-7512500016p1
Author(s):  
Elizabeth Munsell ◽  
Wendy Coster ◽  
Gael Orsmond
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Independent Living ◽  
Daily Life ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Adaptive Test ◽  
Life Tasks ◽  
Adolescents With Autism ◽  
Intellectual Level

Abstract Date Presented 04/13/21 The Pediatric Evaluation of Disability Inventory–Computer Adaptive Test-ASD (PEDI): Responsibility Scale targets limitations in managing daily life tasks. Adolescents (ages 14–22) with autism spectrum disorder without intellectual disability (N = 125) performed below expectations based on their intellectual level on the PEDI. Eighty-six percent of youth demonstrated borderline or significant delays in management of life tasks. If unaddressed, this challenge may create significant barriers to success in work and independent living. Primary Author and Speaker: Elizabeth Munsell Additional Authors and Speakers: Joshua Wenig, Hannah Cooper Contributing Authors: Alexandra Gunther, Julie Russell, Jordan McNamee, and Samantha Martel

Case Study Analysis of a Behavior Intervention Service Delivery Model With Autism Spectrum Disorder Students

2017 ◽  
pp. 20-39
Author(s):  
Pam L. Epler ◽  
Rorie Ross
Keyword(s):  
Autism Spectrum Disorder ◽  
Service Delivery ◽  
General Education ◽  
Autism Spectrum ◽  
Behavior Intervention ◽  
Spectrum Disorder ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Intervention Service ◽  
Living Skills

This chapter focuses on Autism Spectrum Disorder (ASD), a designated disability that is becoming more common in schools in the United States. Autism spectrum disorder, as the name suggests, covers a range of symptoms. Some students with this disorder are high functioning and, although lacking in social skills, can be educated in the general education classroom. Students at the other end of the spectrum need someone to assist them with daily living skills and are often non-verbal. The chapter includes a discussion about effective service delivery models for students who have ASD and provides two case studies that use a behavior intervention service delivery model. The chapter also presents intervention strategies that can assist the general education teacher in providing proper help to students with autism spectrum disorder. Finally, the chapter discusses future trends surrounding this disability.

Case Study Analysis of a Behavior Intervention Service Delivery Model with Autism Spectrum Disorder Students

2015 ◽  
pp. 171-190
Keyword(s):  
Autism Spectrum Disorder ◽  
Service Delivery ◽  
General Education ◽  
Autism Spectrum ◽  
Behavior Intervention ◽  
Spectrum Disorder ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Intervention Service ◽  
Living Skills

This chapter focuses on Autism Spectrum Disorder (ASD), a designated disability that is becoming more common in schools in the United States. Autism spectrum disorder, as the name suggests, covers a range of symptoms. Some students with this disorder are high functioning and, although lacking in social skills, can be educated in the general education classroom. Students at the other end of the spectrum need someone to assist them with daily living skills and are often non-verbal. The chapter includes a discussion about effective service delivery models for students who have ASD and provides two case studies that use a behavior intervention service delivery model. The chapter also presents intervention strategies that can assist the general education teacher in providing proper help to students with autism spectrum disorder. Finally, the chapter discusses future trends surrounding this disability.

Use of a Videoconferencing Intervention and Systematic Hierarchy to Teach Daily Living Skills to Young Adults With Autism Spectrum Disorder

2020 ◽  
pp. 109830072092121
Author(s):  
Katerina Ford ◽  
Mian Wang ◽  
Lynn Kern Koegel ◽  
Robert L. Koegel ◽  
Andrew Fedders
Keyword(s):  
Autism Spectrum Disorder ◽  
Transition To Adulthood ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Qualified Personnel ◽  
Behavior Outcomes ◽  
Living Skills ◽  
Adults With Asd ◽  
Number Of Individuals

Given the increasing number of individuals diagnosed with autism spectrum disorder (ASD), there is a critical need to develop programs that facilitate positive behavior outcomes during the transition to adulthood. Furthermore, many adults with ASD do not have access to intervention programs due to remote locations, lack of qualified personnel, and/or long waitlists. This study, conducted within the context of a combined multiple baseline and changing criterion design, examined the use of videoconferencing (VC) to provide intervention from a remote location. Results showed that following intervention participants were able to independently perform the targeted skills and all targeted skills maintained during follow-up probes. All participants rated the intervention highly and said that they would recommend the intervention to others. These results are discussed in relation to potential avenues to increase access to services for individuals with ASD, particularly in remote and underserved areas, using VC.

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