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Stephanie C. Stern – Journal of Autism and Developmental Disorders, 2024
This research investigated the impact popular novels have on knowledge about and attitudes towards Autism Spectrum Disorder (ASD), compared to that of traditional college textbooks. Study 1 found that participants in the novel condition chose fewer correct and fewer incorrect responses to questions about ASD. Participants did not differ in their…
Descriptors: Popular Culture, Autism Spectrum Disorders, Attitudes toward Disabilities, Novels
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Eileen T. Crehan; Xihan Yang; Simone Dufresne; Jamie Barstein; Laurie Stephens; Linda Dekker; Kirstin Greaves-Lord – Journal of Autism and Developmental Disorders, 2024
Despite the established need for sexuality and relationship programming for autistic adults, there are extremely limited curricula for this population. This pilot study used an evidence-based sexuality and relationship education program for autistic adolescents (Tackling Teenage Training) as the basis for an adult-focused virtual psychoeducational…
Descriptors: Autism Spectrum Disorders, Adults, Sex Education, Sexuality
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Stern, Stephanie C.; Barnes, Jennifer L. – Journal of Autism and Developmental Disorders, 2019
Individuals' knowledge and attitudes about autism spectrum disorder (ASD) work together to shape the stigma held about ASD. One way that this information is communicated to the public is through popular media; however, little is known about the effectiveness of fictional depictions of ASD in educating and shaping attitudes about ASD. The purpose…
Descriptors: Autism, Pervasive Developmental Disorders, Television Viewing, Mass Media Effects
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Juliene Madureira Ferreira; Kristen Bottema-Beutel – Journal of Autism and Developmental Disorders, 2024
Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7-10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children's participation in groups. We…
Descriptors: Special Education, Small Group Instruction, Autism Spectrum Disorders, Foreign Countries
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Rashedi, Roxanne N.; Bonnet, Kemberlee; Schulte, Rebecca J.; Schlundt, David G.; Swanson, Amy R.; Kinsman, Amy; Bardett, Nicole; Juárez, Pablo; Warren, Zachary E.; Biswas, Gautam; Kunda, Maithilee – Journal of Autism and Developmental Disorders, 2022
Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to…
Descriptors: Autism Spectrum Disorders, Intervention, Interpersonal Competence, Preferences
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Dekker, Vera; Nauta, Maaike H.; Timmerman, Marieke E.; Mulder, Erik J.; Hoekstra, Pieter J.; de Bildt, Annelies – Journal of Autism and Developmental Disorders, 2021
With Latent Class Analysis applied on data of 98 children with autism spectrum disorder (ASD) (9-12 years; 17 girls) participating in social skills training (SST) in a randomized controlled trial (Dekker et al. 2019), four subgroups were detected, based on social-communicative skills before, and response patterns to training. Two subgroups…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Intervention
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Leung, Cecilia Nga Wing; Chan, Raymond Won Shing; Yeung, Miko Yik Chui; Tsui, Henry Chi Hang – Journal of Autism and Developmental Disorders, 2019
Social competence training for adults with ASD were limited in comparison to intervention for children or adolescents. CBT-CSCA is a culturally-sensitive social competence training specially developed for adolescents in Hong Kong. With its demonstrated effectiveness, the current study outlined the adaptions of its adult version, CBT-CSCA (Adult)…
Descriptors: Interpersonal Competence, Autism, Pervasive Developmental Disorders, Intervention
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Paynter, Jessica M.; Keen, Deb – Journal of Autism and Developmental Disorders, 2015
This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use…
Descriptors: Teacher Attitudes, Knowledge Level, Best Practices, Autism
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Duff, Christine K.; Flattery, J. J., Jr. – Journal of Autism and Developmental Disorders, 2014
A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image.…
Descriptors: Metacognition, Self Concept, Developmental Stages, Autism
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Coman, Drew; Alessandri, Michael; Gutierrez, Anibal; Novotny, Stephanie; Boyd, Brian; Hume, Kara; Sperry, Laurie; Odom, Samuel – Journal of Autism and Developmental Disorders, 2013
Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and…
Descriptors: Autism, Preschool Children, Fidelity, Teacher Burnout
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Wilson, Kaitlyn P. – Journal of Autism and Developmental Disorders, 2013
Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used…
Descriptors: Video Technology, Role Models, Intervention, Preschool Children