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Direct linkDeanna Deenihan; Kwang-Sun Cho Blair; Rose Iovannone – Focus on Autism and Other Developmental Disabilities, 2023
This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated…
Descriptors: Autism Spectrum Disorders, High School Students, Intervention, Student Behavior
Aubyn C. Stahmer; Jessica Suhrheinrich; Sarah R. Rieth; Scott Roesch; Sarah Vejnoska; Janice Chan; Allison Nahmias; Tiffany Wang – Focus on Autism and Other Developmental Disabilities, 2023
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intervention, Behavior Modification
Liao, Ching-Yi; Ganz, J. B.; Wattanawongwan, Sanikan; Haas, April N.; Ura, Sarah K.; Vannest, Kimberly J.; Morin, Kristi L. – Focus on Autism and Other Developmental Disabilities, 2022
Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and…
Descriptors: Autism Spectrum Disorders, Coaching (Performance), Program Effectiveness, Parent Role
Ledford, Jennifer R.; Lambert, Joseph M.; Barton, Erin E.; Ayres, Kevin M. – Focus on Autism and Other Developmental Disabilities, 2021
Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices,…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Evidence Based Practice
Randolph, Jena K.; Stichter, Janine P.; Schmidt, Carla T.; O'Connor, Karen V. – Focus on Autism and Other Developmental Disabilities, 2011
Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental…
Descriptors: Autism, Caregivers, Training, Interpersonal Relationship
Hagner, David; Kurtz, Alan; Cloutier, Heidi; Arakelian, Caroline; Brucker, Debra L.; May, Janet – Focus on Autism and Other Developmental Disabilities, 2012
A three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life. The youth, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group. Participants in the Year 1 group received a transition planning intervention consisting of (a) group…
Descriptors: Intervention, Autism, Program Implementation, Pretests Posttests
White, Susan W.; Koenig, Kathleen; Scahill, Lawrence – Focus on Autism and Other Developmental Disabilities, 2010
Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen…
Descriptors: Autism, Integrity, Interpersonal Competence, Early Adolescents
