Skip to main content
SpringerLink
Log in

Interventions in School, Home, and Community for Individuals with Autism Spectrum Disorders

  • Chapter
  • First Online:
Interventions for Autism Spectrum Disorders

  • 9245 Accesses

Abstract

Over the past several years, society has been witness to attempts to quantify effectiveness. Triggered, in part, by federal and state governments and funding agencies as a means of assessing accountability, the term “evidence-based” has been applied to multiple entities, including medicine, management, mental health, and education. The area of autism spectrum disorders has also experienced this phenomenon as illustrated by the publication of four reports that have attempted to identify evidence-based practice (EBP) for children and youth with this exceptionality. This chapter will briefly (a) review the criteria used in these publications, (b) overview and describe interventions identified across the various reports, (c) briefly describe the interventions, and (d) provide a context for using EBPs.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Agran, M., Sinclair, T., & Alper, S. (2005). Using self-monitoring to increase following direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3–13.

    Google Scholar 

  • Aspy, R., & Grossman, B. G. (2012). The Ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger Syndrome (2.0). Shawnee Mission: Autism Asperger.

    Google Scholar 

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.

    Article  PubMed  Google Scholar 

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Bellini, S. (2006). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission: Autism Asperger.

    Google Scholar 

  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.

    Google Scholar 

  • Bondy, A. S., & Frost, L. A. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, 9(3), 1–19.

    Google Scholar 

  • Cafiero, J. (2001). The effect of an augmentative communication intervention on the communication, behavior, and academic program of an adolescent with autism. Focus on Autism and Other Developmental Disabilities, 16, 179–189.

    Article  Google Scholar 

  • Carter, C., Meckes, L., Pritchard, L., Swensen, S., Wittman, P., & Velde, B. (2004). The friendship club: An after-school program for children with Asperger syndrome. Family & Community Health, 27, 143–150.

    Article  Google Scholar 

  • Centers for Medicare and Medicaid Services. (2010). Autism spectrum disorders: Final report on environmental scan. Washington DC: Author.

    Google Scholar 

  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.

    Article  Google Scholar 

  • Cheng, Y., Chiang, H., Ye, J., & Cheng, L. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions Computer & Education, 55, 1449–1458.

    Article  Google Scholar 

  • Deitchman, C., Reeve, S. A., Reeve, K. F., & Progar, P. R. (2010). Incorporating video feedback into self-management training to promote generalization of social initiations by children with autism. Education and Treatment of Children, 33, 475–488.

    Article  Google Scholar 

  • Delano, M. (2007). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40, 345–351.

    Article  PubMed  Google Scholar 

  • Doyle, T., & Arnedillo-Sanchez, I. (2011). Using multimedia to reveal the hidden code of everyday behavior to children with autistic spectrum disorders (ASDs). Computers and Education, 56, 357–369.

    Article  Google Scholar 

  • Fixsen, D., Blasé, K., Horner, R., & Sugai, C. (2009). Concept paper: Develop the capacity for scaling up the effective use of evidence-based programs in state departments of education. Unpublished document, University of North Carolina, Chapel Hill.

    Google Scholar 

  • Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger Syndrome and autism. Shawnee Mission: Autism Asperger.

    Google Scholar 

  • Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently? Education and Training in Developmental Disabilities, 40(1), 24–33.

    Google Scholar 

  • Ganz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74. doi: 10.1007/s10803-011-1212-2. http://www.springerlink.com/. Accessed 3 Jan 2012.

    Google Scholar 

  • Gray, C. A. (1994). Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders. Texas: Future Horizons.

    Google Scholar 

  • Gray, C. (1995). Writing social stories with Carol Gray. Arlington: Future Horizon.

    Google Scholar 

  • Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., LeCouiteur, A., Leasbitter, K., Hudry, K., Byford, S., Barrett, B., Temple, K., MacDonald, W., & Pickles, A. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): A randomized controlled trial. Lancet, 375, 2152–2160.

    Article  PubMed  Google Scholar 

  • Henry, S. A., & Myles, B. S. (2007). The comprehensive autism planning systems (CAPS) for individuals with Asperger Syndrome, autism and related disabilities: Integrating best practices throughout the student’s day. Shawnee Mission: Autism Asperger.

    Google Scholar 

  • Individuals with Disabilities Education Act Amendments, (2004) § 300.5.

    Google Scholar 

  • Ingersoll, B., & Gergans, S. (2007). The effect of a parent implemented imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163–175.

    Article  PubMed  Google Scholar 

  • Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30, 782–834.

    Article  PubMed  Google Scholar 

  • Kagohara, D.M., van der Meer, L., Achmadi, D., Green, V.A., O’Reilly, M.F., Mulloy, A., Lancioni, G.E., Lang, R., & Sigafoos, J. (2010). Behavioral intervention promotes successful use of an iPod-based communication device by an adolescent with autism. Clinical Case Studies, 9(5),328–338.

    Google Scholar 

  • Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49–61.

    Article  PubMed  Google Scholar 

  • Kashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching strategy use in daily routines by parents of children with autism. Journal of Speech, Language, Hearing Research, 49, 466–485.

    Article  Google Scholar 

  • Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999a). Pivotal teaching interactions for children with autism. School Psychology Review, 28, 576–594.

    Google Scholar 

  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999b). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24, 174–185.

    Article  Google Scholar 

  • Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating services for students with autism. Language, Speech, and Hearing Services in School, 34, 228–235.

    Article  Google Scholar 

  • Koenig, K., Reyes, A. D. L., Cicchetti, D., Scahill, L., & Klin, A. (2009). Group interventions to promote social skills in school-age children with pervasive developmental disorder: Reconsidering efficacy. Journal of Autism and Developmental Disorders, 39, 1163–1172.

    Article  PubMed  Google Scholar 

  • Laugesen, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2008). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596–606.

    Article  Google Scholar 

  • LaVoie, R. D. (1994). Learning disabilities and social skills with Richard Lavoie: Last one picked… First one picked on [Video and Teacher’s Guide]. (Available from PBS Video, 1320 Braddock Place, Alexandria, VA 22314-1698).

    Google Scholar 

  • Mavropoulou, S., Papadopoulou, E., & Kakana, D. (2011). Effects of task organization on the independent play of students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(7), 913–925. doi:10.1007/s10803-010-1116-6. Accessed 1 Oct. 2012.

    Article  PubMed  Google Scholar 

  • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model type and effects. Education and Treatment of Children, 30, 183–213.

    Article  Google Scholar 

  • McGee, G. G., & Daly, R. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32, 112–123.

    Google Scholar 

  • Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & Yu, S. Y. (2009). Promoting the social and communicative behavior of young children with autism spectrum disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education, 29(2), 90–104.

    Article  Google Scholar 

  • Mechling, L. C., & Savidge, E. J. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism Developmental Disorders, 41(6), 687–704.

    Article  Google Scholar 

  • Moore, D., McGrath P., & Thorpe, J. (2000). Computer-aided learning for people with autism: A framework for research and development. Innovations in Education and Training International, 37, 218–228.

    Article  Google Scholar 

  • Mruzek, D., Cohen, C., & Smith, T. (2007). Contingency contracting with students with autism spectrum disorders in a public school setting. Journal of Developmental and Physical Disabilities, 19, 103–114.

    Article  Google Scholar 

  • National Autism Center. (2009). National standards report: Addressing the need for evidence-based practice guidelines for autism spectrum disorders. Randolph: Author.

    Google Scholar 

  • National Professional Development Center on Autism Spectrum Disorders (2009). Evidence based practice briefs. Retrieved from http://autismpdc.fpg.unc.edu/content/briefs. Accessed 10 April 2010.

  • National Research Council. (2001). Educating children with autism. Washington: National Academy.

    Google Scholar 

  • Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders. Autism, 12, 83–98.

    Article  Google Scholar 

  • Paradiz, V. (2008). The Integrated Self-Advocacy Curriculum: A Program for Emerging Self-Advocates with Autism Spectrum and Other Conditions (Student Workbook). Shawnee Mission: Autism Asperger.

    Google Scholar 

  • Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disorders, 25, 239–248.

    Article  Google Scholar 

  • Reed, F. D., Hyman, S. R., & Hirst, J. M. (2011). Applications of technology to teach social skills to children with autism. Research in Autism Spectrum Disorders, 5, 1003–1010.

    Article  Google Scholar 

  • Rispoli, M. J., Franco, J. H., Van Der Meer, L., Lang, R., & Camargo, S. P. H. (2010). The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature. Developmental Neurorehabilitation, 13, 276–293.

    Article  PubMed  Google Scholar 

  • Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young children with autism useful speech: A pilot study of the Denver model and PROMPT intervention. Journal of Autism and Developmental Disorders, 36, 1007–1024.

    Article  PubMed  Google Scholar 

  • Schopler E., & Reichler, R. J. (1971). Parents as cotherapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1(1), 87–102.

    Article  PubMed  Google Scholar 

  • Schreibman, L., & Ingersoll, B. (2005). Behavioral interventions to promote learning in individuals with autism. In F. R. Volkmar, A. Klin, & D. Cohen, (Eds.), Handbook of autism and pervasive developmental disorders (pp. 882–896). Hoboken: Wiley.

    Google Scholar 

  • Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2, 3–11.

    Article  Google Scholar 

  • Schuerman, J., Soydan, H., MacDonald, G., Forslund, M., de Moya, D., & Boruch, R. (2002). The Campbell Collaboration. Research on Social Work Practice, 12, 309.

    Google Scholar 

  • Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, Rogers, S., & Wagner, S. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Development Disorders, 27, 354–366.

    Google Scholar 

  • Southall, C. M., & Gast, D. L. (2011). Self-management procedures: A comparison across the autism spectrum. Education and Training in Autism and Developmental Disabilities, 46(2), 155–171.

    Google Scholar 

  • Stahmer, A. C., Suhrheinrich, A., Reed, S., Bolduc, C., & Schreibman, L. (2010). Pivotal response teaching in the classroom setting. Preventing School Failure: Alternative Education for Children and Youth, 54, 265–274.

    Article  Google Scholar 

  • Stromer, R., Kimball, J. W., Kinney, E. M., & Taylor, B. A. (2006). Activity schedules, computer technology, and teaching children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 21, 14–24.

    Google Scholar 

  • Texas Statewide Leadership on Autism Training. (2011, March 31). TARGET: Texas Autism Resource Guide for Effective Teaching. Retrieved from http://www.txautism.net/manual.Accessed 14 Oct. 2012.

  • Tien, K. (2008). Effectiveness of the Picture Exchange Communication System as a functional communication intervention for individuals with autism spectrum disorders: A practice-based research synthesis. Education and Training in Developmental Disabilities, 43, 61–76.

    Google Scholar 

  • Thunberg, G., Ahlsen, E., & Sandberg, A. D. (2009). Interaction and use of speech-generating devices in the homes of children with autism spectrum disorders: An analysis of conversational topics. Journal of Special Education Technology, 24(2), 1–16.

    Google Scholar 

  • Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27, 26–39.

    Article  PubMed  Google Scholar 

  • Troutman, A. C., & Alberto, P. A. (2009). Applied behavior analysis for teachers (9th ed.). New York: Pearson.

    Google Scholar 

  • van der Meer, L. A., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13, 294–306.

    Article  PubMed  Google Scholar 

  • Vismara, L. A., & Lyons, G. L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism. Journal of Positive Behavior Interventions, 9, 214–228.

    Article  Google Scholar 

  • Wainer, A. L., & Ingersoll, B. R. (2011). The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 96–107.

    Article  Google Scholar 

  • Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 53–62.

    Google Scholar 

  • Wheeler, J. J., Baggett, B. A., Fox, J., & Blevins, L. (2006). Treatment integrity: A review of intervention studies conducted with autism. Focus on Autism and Other Developmental Disabilities, 21, 45–55.

    Google Scholar 

  • White, S. W., Koenig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868.

    Google Scholar 

  • Wichnick, A. M., Vener, S. M., Pyrtek, M., & Poulson, C. L. (2010). The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism. Research in Autism Spectrum Disorders, 4, 290–299.

    Google Scholar 

  • Wigham, S., Robertson, J., Emerson, E., Hatton, C., Elliott, J., Mcintosh, B., … Joyce, T. (2008). Reported goal setting and benefits of person centered planning for people with intellectual disabilities. Journal of Intellectual Disabilities, 12, 143–152.

    Google Scholar 

  • Wilde, L. D., Koegel, L. K., & Koegel, R. L. (1992). Increasing success in school through priming: A training manual. Santa Barbara: University of California.

    Google Scholar 

  • Winter-Messiers, M. A. (2007). From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger Syndrome. Remedial and Special Education, 28, 140–152.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Ziggurat Group and Ohio Center for Autism and Low Incidence Disabilities, 11400 W. 155th Terrace Overland, 66221-2606, Park, KS, USA

    Brenda Smith Myles

Authors
  1. Brenda Smith Myles
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brenda Smith Myles .

Editor information

Editors and Affiliations

  1. Neurology, Learning and Behavior Center, South 500 East, Suite 100 230, Salt Lake City, 84102, Utah, USA

    Sam Goldstein

  2. University of Virginia, White Post Road 6622, Centreville, 20121, Virginia, USA

    Jack A Naglieri

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Myles, B. (2013). Interventions in School, Home, and Community for Individuals with Autism Spectrum Disorders. In: Goldstein, S., Naglieri, J. (eds) Interventions for Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5301-7_15

Download citation

Publish with us

Policies and ethics

Search

Navigation