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Kian Habib; Tina Montreuil; Armando Bertone – Review Journal of Autism and Developmental Disorders, 2018
Increased participation in structured exercise (SE) routines has positive effects on physiological, cognitive, and social development (SD) for students of all ages and abilities. SE offers unique opportunities for social learning in a non-academic context. SE allows students to practice vital social skills such as observation, imitation, and…
Descriptors: Socialization, Autism Spectrum Disorders, Exercise, Teaching Methods
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Jennifer L. Wertalik; Richard M. Kubina Jr. – Review Journal of Autism and Developmental Disorders, 2017
Individuals with autism spectrum disorder (ASD) often experience learning challenges that impact their ability to navigate the social and vocational world of adults without disabilities. Lack of independent functioning correlates with poor postschool outcomes for many individuals with ASD. In order to improve social and vocational outcomes,…
Descriptors: Intervention, Daily Living Skills, Skill Development, Independent Living
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Jennifer L. Kouo; Andrew L. Egel – Review Journal of Autism and Developmental Disorders, 2016
Emotion recognition has been identified as critical in the development of social communication and interaction in individuals with autism spectrum disorder (ASD). The literature review investigated interventions incorporating technology to target emotion recognition. The search yielded 10 pertinent studies conducted from 2010 to 2016, which…
Descriptors: Emotional Response, Recognition (Psychology), Interpersonal Relationship, Communication Skills
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Devon Ramey; Sinéad Lydon; Olive Healy; Anna McCoy; Jennifer Holloway; Teresa Mulhern – Review Journal of Autism and Developmental Disorders, 2016
Precision teaching (PT) is an instructional method that aims to build fluent responding, characterized by accuracy and speed. Fluent behavior is associated with enhanced skill retention and maintenance, endurance, stability, and easy application to novel settings and stimuli. The current paper presents a systematic review of the extant literature…
Descriptors: Instructional Effectiveness, Literature Reviews, Developmental Disabilities, Precision Teaching
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Frank J. Sansosti; Mary Lynn Doolan; Brittany Remaklus; Alison Krupko; Jenine M. Sansosti – Review Journal of Autism and Developmental Disorders, 2015
A meta-analysis of single-subject research was conducted examining the effectiveness of computer-assisted interventions (CAI) for teaching a wide range of skills to students with autism spectrum disorders (ASD) within the school-based context. Intervention effects were measured by computing improvement rate difference (IRD), which is a simple…
Descriptors: Computer Assisted Instruction, Intervention, Autism Spectrum Disorders, Program Effectiveness
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Konabe Bene; Devender R. Banda; Donna Brown – Review Journal of Autism and Developmental Disorders, 2014
We conducted a meta-analysis of 13 instructional arrangement studies that were conducted with children with autism spectrum disorders to improve academic and social communication skills and behavior. Results across the studies indicate that peer-mediated instructional arrangement is a robust method for teaching and improving various academic and…
Descriptors: Meta Analysis, Peer Teaching, Children, Autism Spectrum Disorders