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Fisher, Wayne W.; Luczynski, Kevin C.; Blowers, Andrew P.; Vosters, Megan E.; Pisman, Maegan D.; Craig, Andy R.; Hood, Stephanie A.; Machado, Mychal A.; Lesser, Aaron D.; Piazza, Cathleen C. – Journal of Applied Behavior Analysis, 2020
Parents play an important role in the treatment of their children's symptoms of autism spectrum disorder (ASD); thus, developing effective, efficient, socially acceptable, and accessible procedures for training parents to implement applied-behavior-analysis (ABA) interventions is critically important. One potential approach involves delivering…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Role, Parent Education
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Lind, Teresa; Lau, Anna S.; Gomez, Christopher; Rodriguez, Adriana; Guan, Karen; Chlebowski, Colby; Zhang, Aimee; Chorpita, Bruce; Brookman-Frazee, Lauren – Autism: The International Journal of Research and Practice, 2020
Mental health clinicians often report significant challenges when delivering evidence-based interventions in community settings, particularly when unexpected client stressors (or emergent life events) interfere with the therapy process. The current study sought to extend the study of emergent life events to children with autism spectrum disorder…
Descriptors: Experience, Evidence Based Practice, Intervention, Mental Health Programs
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Lin, C. Enjey; Koegel, Robert – Journal of Autism and Developmental Disorders, 2018
Restricted repetitive behaviors (RRB) are one of the core symptoms of autism spectrum disorder (ASD). Evidence suggests that higher-order RRB (H-RRB) are particularly challenging and can negatively impact family functioning (e.g., insistence on sameness, following idiosyncratic routines). The study examined the effects of a parent-implemented…
Descriptors: Child Behavior, Behavior Problems, Pervasive Developmental Disorders, Autism
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Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children
Lygeraki, Agapi – Online Submission, 2019
Autism is a neurodevelopmental disorder that affects the functioning of the brain and consequently other areas of development in an unstable and irregular way. There are many therapeutic approaches to autism and one of them is music therapy. Music therapy is a purely therapeutic treatment (Anagnostopoulou & Manti, 2009). It does not seek…
Descriptors: Academic Achievement, Autism, Pervasive Developmental Disorders, Music Therapy
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Camargo, Síglia Pimentel Höher; Rispoli, Mandy; Ganz, Jennifer; Hong, Ee Rea; Davis, Heather; Mason, Rose – Journal of Behavioral Education, 2016
Behaviorally based interventions have been demonstrated to be effective to teach social interaction skills for children with autism spectrum disorders in general education. However, the overall and moderating effects of these interventions have not been previously investigated in inclusive settings. The goal of this study was to investigate the…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Program Effectiveness
Bateman, Katherine J. – ProQuest LLC, 2017
As the prevalence of children diagnosed with autism continues to rise, the need for high quality parent coaching practices to ensure generalization of skills targeting in early intervention services is pronounced. This mixed methods study investigated the results of implementation of a parent coaching treatment package developed in alignment with…
Descriptors: Quality of Life, Pervasive Developmental Disorders, Autism, Program Implementation
Fronapfel, Brighid; Dunlap, Glen; Flagtvedt, Kristen; Strain, Phillip; Lee, Janice – Education and Treatment of Children, 2018
This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…
Descriptors: Program Implementation, Early Childhood Education, Case Studies, Program Descriptions
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Fallon, Lindsay M.; Collier-Meek, Melissa A.; Sanetti, Lisa M. H.; Feinberg, Adam B.; Kratochwill, Thomas R. – Journal of Educational & Psychological Consultation, 2016
Behavioral interventions delivered across home and school settings can promote positive outcomes for youth with autism spectrum disorders (ASD). Yet, stakeholders who deliver these interventions may struggle to implement interventions as intended. Low levels of treatment integrity can undermine potentially positive intervention outcomes. One way…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Modification, Intervention
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Lane, Justin D.; Ledford, Jennifer R.; Shepley, Collin; Mataras, Theologia K.; Ayres, Kevin M.; Davis, Alicia B. – Journal of Early Intervention, 2016
Coaching parents to implement evidence-based strategies is one method for increasing the number of hours young children with autism spectrum disorder (ASD) access intervention services. The purpose of this study was to teach parents of young children with ASD to implement naturalistic strategies during play in a clinic setting. Results indicate a…
Descriptors: Intervention, Coaching (Performance), Teaching Methods, Parent Education
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Sears, Kacie M.; Blair, Kwang-Sun Cho; Iovannone, Rose; Crosland, Kimberly – Journal of Autism and Developmental Disorders, 2013
This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a…
Descriptors: Intervention, Child Behavior, Autism, Fidelity
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Suppo, Jennifer Lee; Mayton, Michael R. – Young Exceptional Children, 2012
"Bella is a 5-year-old girl with autism who attends a reverse inclusive preschool class. She primarily uses gestures and a communication binder to communicate with others. In addition, she is not toilet trained even though her teachers and her parents have tried numerous attempts over a 3-year period to train her. Bella also has gastrointestinal…
Descriptors: Autism, Toilet Training, Peer Acceptance, Children