Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Revisiting Cognitive and Adaptive Functioning i...

volgende artikel Frequency and Correlates of Service Access Amon...

Tip

Swipe om te navigeren naar een ander artikel

01-01-2015 | Original Paper | Uitgave 1/2015

Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 1/2015

Auteurs:: Victoria Knight, Emily Sartini, Amy D. Spriggs

» Toegang tot de volledige tekst krijgen

Abstract

A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43, 324–333.

*Bennet, K., Reichow, B., & Wolery (2011). Effects of structured teaching on the behavior of young children with disabilities. Focus on Autism and Other Developmental Disabilities, 26(3), 143–152.

**Betz, A., Higbee, T. S., & Reagon, K. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis, 41, 237–241.

*Bevill, A. R., Gast, D. L., Maguire, A. M., & Vail, C. O. (2001). Increasing engagement of preschoolers with disabilities through correspondence training and picture cues. Journal of Early Intervention, 26(2), 129–145.

**Blum-Dimaya, A., Reeve, S. A., & Reeve, K. F. (2010). Teaching children with autism to play a video game using activity schedules and game embedded simultaneous video modeling. Education and Treatment of Children, 33, 351–370.

Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364.

**Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553–567.

**Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and Treatment of Children, 36(2), 33–57.

Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75(3), 263–281.

**Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433–441.

Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75, 365–383.

**Cuhadar, S., & Diken, I. H. (2011). Effectiveness of instruction performed through activity schedules on leisure skills of children with autism. Education and Training in Autism and Developmental Disabilities, 46(3), 386–398.

Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 6, 238–250. CrossRef

**Dettmer, S., Simpson, R. L., Smith Myles, B., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169.

*Dooley, P., Wilczenski, F. L., Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3(1), 57–61.

**Duttlinger, C., Ayres, K. M., Bevill-Davis, A., & Douglas, K. H. (2013). The effects of a picture activity schedule for students with intellectual disability to complete a sequence of tasks following verbal directions. Focus on Autism and Other Developmental Disabilities, 28(1), 32–43.

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. CrossRef

Gray, C. (1994). Comic strip conversations: Colorful, illustrated interactions with students with autism and related disorders. Arlington, TX: Future Horizons Inc.

*Hall, L. J., McClannahan, L. E., & Krantz, P. J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208–217.

Hodgdon, L. A. (1999). Solving behavior problems in Autism: Improving communication with visual strategies. Troy, MI: Quirk Roberts Publishing.

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. CrossRef

**Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with Autism. Journal of Autism and Developmental Disorders, 37, 1166–1180.

Individuals With Disabilities Education Improvement Act of 2004. (2004). Retrieved July 10, 2010, from http://idea.ed.gov.

*Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents’ use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137–138.

Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191–202. PubMedCentralPubMedCrossRef

Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., et al. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38. CrossRef

Kroupa, S. E. (2013). The TEACCH approach to working with individuals on the autism spectrum: understanding, educating, empowering. In D. Riva, S. Bulgheroni, & M. Zappella (Eds.), Neurobiology, diagnosis and treatment of autism: An update (pp. 107–119). Montrouge: John Libbey Eurototext.

Lequia, J., Machalicek, W., & Rispoli, M. J. (2012). Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6, 480–492. CrossRef

**MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97.

*Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Hetlinger Franco, J., et al. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3, 547–555.

*Massey, G. N., & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35, 326–335.

**Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39, 1420–1434.

**Mechling, L. C., & Gustafson, M. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31–45.

*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 and Developmental Disorders, 41, 687–704.

Mesibov, G., & Shea, V. (2011). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570–579. CrossRef

Mesibov, G., Shea, V., & Schopler, E. (2006). Foundations of the TEACCH structured teaching approach. In The TEACCH approach to autism spectrum disorders (pp. 33–49). New York, NY: Springer.

*Miguel, C. F., Yang, H. G., Finn, H. E., & Ahearn, W. H. (2009). Establishing derived textual control in activity schedules with children with autism. Journal of Applied Behavior Analysis, 42, 703–709.

**Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25(1), 58–72.

National Autism Center. (2009). The National Autism Center’s national standards report. Randolph, MA: National Autism Center.

National Professional Development Center on Autism Spectrum Disorders (NPDCASD). (2010). Visual Supports: Evidence Base. Retrieved from http://autismpdc.fpg.unc.edu/content/visual-supports.

Neumann, N., et al. (2011). Electromagnetic evidence of altered visual processing in autism. Neuropsychologia, 49, 3011–3017. PubMedCrossRef

*Newman, B., Buffington, D. M., O’Grady, M. A., McDonald, M. E., Poulson, C. L., Hemmes, N. S. (1995). Self-management of schedule following in three teenagers with autism. Behavioral Disorders, 20(2), 190–196.

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat.1425 (2002). Retrieved from: http://www2.ed.gov/nclb/landing.jhtml.

*Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481.

**Pierce, J. M., Spriggs, A. D., Gast, D. L., & Luscre, D. (2013). Effects of visual activity schedules on independent classroom transitions for students with autism. International Journal of Disability, Development and Education, 60, 253–269.

Quill, K. A. (1995). Visually cued instruction for children with autism and pervasive developmental disorder. Focus on Autism and Other Developmental Disabilities, 10(3), 10–20. CrossRef

Reichow, B. (2011). Chapter 2: Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In B. Reichow, Doehring, P., Cicchetti, D. V., and F. Volkmar, (Eds.) Evidence- based practices and treatments for children with Autism. doi: 10.1007/978-1-4419-6975-0_2.

Reichow, B., Volkmar, F., & Cicchetti, D. V. (2007/2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319. Epub 2007 Dec 18.

*Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Lattimore, J., Davies, D., & Stock, S. (2005). Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system. Journal of Special Education Technology, 20(2), 5–14.

Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolenscent Psychology, 37(1), 8–38. CrossRef

Roth, D. A., Muchnik, C., Shabtai, E., Hildesheimer, M., & Henkin, Y. (2012). Evidence for atypical auditory brainstem responses in young children with suspected autism spectrum disorders. Developmental Medicine & Child Neurology. Advanced online publication. doi: 10.1111/j.1469-8749.2011.04149.x.

Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131–137. PubMedCrossRef

*Schneider, N., & Goldstein, H. (2010). Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12(3), 149–160.

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(1), 3–11. CrossRef

Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research issues and applications. Behavior Modification, 22(3), 221–242. PubMedCrossRef

Tankersley, M., Harjusola-Webb, S., & Landrum, T. J. (2008). Using single-subject research to establish the evidence base of special education. Intervention in School and Clinic, 44, 83–90. CrossRef

Test, D. W., Richter, S., Knight, V., & Spooner, F. (2010). A comprehensive review and meta analysis of the social stories literature. Focus on Autism and Other Developmental Disabilities, 26, 49–62. CrossRef

**Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25(4), 195–208.

*Van Laarhoven, T. & Van Laarhoven-Myers, T. (2006). Comparison of three video-based instructional procedures for teaching daily living skills to persons with developmental disabilities. Education and Training in Developmental Disabilities, 41, 365–381.

*Watanabe, M., & Sturmey, P. (2003). The effect of choice-making opportunities during activity schedules on task engagement of adults with autism. Journal of Autism and Developmental Disorders, 33, 535–538.

**Waters, M. B., Lerman, D. C. & Hovanetz, A. N. (2009). Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions. Journal of Applied Behavior Analysis, 42, 309–313.

Wolery, M., Busick, M., Reichow, B., & Barton, E. (2008). Comparison of overlap methods for quantitatively synthesizing single-subject data. The Journal of Special Education, 44(1), 18–28. CrossRef

Titel: Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders
Auteurs:: Victoria Knight
Emily Sartini
Amy D. Spriggs
Publicatiedatum: 01-01-2015
DOI: https://doi.org/10.1007/s10803-014-2201-z
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 1/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 1/2015

Erratum to: Reliability of the ADI-R for the Single Case-Part II: Clinical Versus Statistical Significance

Nutritional Status of Children with Autism Spectrum Disorders (ASDs): A Case–Control Study

Brief Report: New Evidence for a Social-Specific Imagination Deficit in Children with Autism Spectrum Disorder

Hand Leading and Hand Taking Gestures in Autism and Typically Developing Children

Repetitive Behaviors in Autism and Obsessive–Compulsive Disorder: New Perspectives from a Network Analysis

Beyond Modularisation: The Need of a Socio-Neuro-Constructionist Model of Autism