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Quality Review of Social-Communication Interventions for Adolescents and Adults with ASD: Maintenance, Generalization, and Social Validity
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Wattanawongwan, Sanikan; Ganz, J. B.; Pierson, Lauren M.; Hong, Ee Rea; Yllades, Valeria; Dunn, Claudia; Foster, Margaret – Education and Training in Autism and Developmental Disabilities, 2022
This quality review is an analysis of the methodological quality of social communication intervention research identifying which social communication interventions for this population could be considered evidence-based practices (EBPs). The purpose of the quality review was to apply the What Works Clearinghouse (WWC) guidelines to the literature…
Descriptors: Adolescents, Adults, Autism, Pervasive Developmental Disorders
Meta-Analysis of Pivotal Response Training for Children with Autism Spectrum Disorder
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Bozkus-Genc, Gulden; Yucesoy-Ozkan, Serife – Education and Training in Autism and Developmental Disabilities, 2016
The main purpose of this study was to review pivotal response training and examine the efficacy of pivotal response training for children with autism spectrum disorder. The other purposes of study were to (a) examine the characteristics of participants and components of the intervention in which pivotal response training was used; (b) determine…
Descriptors: Meta Analysis, Children, Autism, Pervasive Developmental Disorders
Effects of Teaching Simultaneous Prompting through Visual Supports to Parents of Children with Developmental Disabilities
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Batu, Sema – Education and Training in Autism and Developmental Disabilities, 2014
The present study was designed to examine the effectiveness of visual supports on teaching simultaneous prompting procedure to mothers to provide home-based instruction to their children with developmental disabilities. Three preschool-aged children with moderate developmental disabilities and their mothers were the participants. A multiple probe…
Descriptors: Prompting, Visual Aids, Mothers, Home Instruction
Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability
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Miller, Bridget; Taber-Doughty, Teresa – Education and Training in Autism and Developmental Disabilities, 2014
Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…
Descriptors: Check Lists, Self Management, Inquiry, Problem Solving
Effects of iPod Touch™ Technology as Communication Devices on Peer Social Interactions across Environments
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Mancil, G. Richmond; Lorah, Elizabeth R.; Whitby, Peggy Schaefer – Education and Training in Autism and Developmental Disabilities, 2016
The purpose of the study was to evaluate the use of the iPod Touch™ as a Speech Generated Device (SGD) for Functional Communication Training (FCT). The evaluation of the effects on problem behavior, the effects on generalization and maintenance of the acquired communication repertoire, and the social initiations of peers between the new SGD (iPod…
Descriptors: Handheld Devices, Information Technology, Validity, Generalization
Comparison of Peer and Self-Video Modeling in Teaching First Aid Skills to Children with Intellectual Disability
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Ozkan, Serife Yucesoy – Education and Training in Autism and Developmental Disabilities, 2013
The purposes of this study were to (1) compare peer and self-video modeling in terms of effectiveness and efficiency in teaching first aid skills to children with intellectual disability and (2) analyze the error patterns made in probe sessions to determine whether the children who took the role of sufferers during the first aid skill sessions…
Descriptors: Mental Retardation, Comparative Analysis, Video Technology, Modeling (Psychology)