Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2009

01-09-2009 | Original Paper

Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions

Auteurs: Kara Hume, Rachel Loftin, Johanna Lantz

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2009

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence.
Literatuur
go back to reference Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33–47. doi: 10.​1177/​1098300705007001​0401. CrossRef Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33–47. doi: 10.​1177/​1098300705007001​0401. CrossRef
go back to reference Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.
go back to reference Billingsley, F., Haring, N., Liberty, K., Weisenstein, G., & White, O. (1984). Investigating the problem of skill generalization: Literature review 3. Seattle, WA: Washington Research Organization. (ERIC Document Reproduction Service No. ED 278270). Billingsley, F., Haring, N., Liberty, K., Weisenstein, G., & White, O. (1984). Investigating the problem of skill generalization: Literature review 3. Seattle, WA: Washington Research Organization. (ERIC Document Reproduction Service No. ED 278270).
go back to reference Binder, C. (1993). Behavioral fluency: A new paradigm. Educational Technology, 33, 8–14. Binder, C. (1993). Behavioral fluency: A new paradigm. Educational Technology, 33, 8–14.
go back to reference Burke, J., & Cerniglia, L. (1990). Stimulus complexity and autistic children’s responsivity: Assessing and training a pivotal behavior. Journal of Autism and Developmental Disorders, 20, 233–253. doi: 10.​1007/​BF02284721. PubMedCrossRef Burke, J., & Cerniglia, L. (1990). Stimulus complexity and autistic children’s responsivity: Assessing and training a pivotal behavior. Journal of Autism and Developmental Disorders, 20, 233–253. doi: 10.​1007/​BF02284721. PubMedCrossRef
go back to reference Charlop, M., & Haymes, L. (1994). Speech and language acquisition and intervention: Behavioral approaches. In J. Matson (Ed.), Autism in children and adults: Etiology, assessment, and intervention (pp. 213–240). Belmont, CA: Thomson Brooks/Cole Publishing Co. Charlop, M., & Haymes, L. (1994). Speech and language acquisition and intervention: Behavioral approaches. In J. Matson (Ed.), Autism in children and adults: Etiology, assessment, and intervention (pp. 213–240). Belmont, CA: Thomson Brooks/Cole Publishing Co.
go back to reference Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12–21. CrossRef Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12–21. CrossRef
go back to reference Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537–552. PubMedCrossRef Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537–552. PubMedCrossRef
go back to reference Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29, 3–15. CrossRef Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29, 3–15. CrossRef
go back to reference Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–170. CrossRef Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–170. CrossRef
go back to reference Dunlap, G., & Johnson, J. (1985). Increasing the independent responding of autistic children with unpredictable supervision. Journal of Applied Behavior Analysis, 18, 227–236. PubMedCrossRef Dunlap, G., & Johnson, J. (1985). Increasing the independent responding of autistic children with unpredictable supervision. Journal of Applied Behavior Analysis, 18, 227–236. PubMedCrossRef
go back to reference Eaves, L., & Ho, H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739–747. PubMedCrossRef Eaves, L., & Ho, H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739–747. PubMedCrossRef
go back to reference Fein, D., Tinder, P., & Waterhouse, L. (1979). Stimulus generalization in autistic and normal children. Journal of Child Psychology and Psychiatry, 20, 325–335. PubMedCrossRef Fein, D., Tinder, P., & Waterhouse, L. (1979). Stimulus generalization in autistic and normal children. Journal of Child Psychology and Psychiatry, 20, 325–335. PubMedCrossRef
go back to reference Garretson, H., Fein, D., & Waterhouse, L. (1990). Sustained attention in children with autism. Journal of Autism and Developmental Disorders, 20, 101–114. PubMedCrossRef Garretson, H., Fein, D., & Waterhouse, L. (1990). Sustained attention in children with autism. Journal of Autism and Developmental Disorders, 20, 101–114. PubMedCrossRef
go back to reference Giangreco, M., & Broer, S. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10–26. CrossRef Giangreco, M., & Broer, S. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10–26. CrossRef
go back to reference Giangreco, M., Edelman, S., Luiselli, T., & Macfarland, S. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18. Giangreco, M., Edelman, S., Luiselli, T., & Macfarland, S. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18.
go back to reference Goodson, J., Sigafoos, J., O’ Reilly, M., Cannella, H., & Lancioni, G. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458–467. PubMedCrossRef Goodson, J., Sigafoos, J., O’ Reilly, M., Cannella, H., & Lancioni, G. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458–467. PubMedCrossRef
go back to reference Gray, C. (2004). Understanding cognitive development: Automaticity and the early years child. Child Care in Practice, 10, 39–47. CrossRef Gray, C. (2004). Understanding cognitive development: Automaticity and the early years child. Child Care in Practice, 10, 39–47. CrossRef
go back to reference Heflin, J., & Alberto, P. (2001). Establishing a behavioral context for learning for students with ASD. Focus on Autism and Other Developmental Disabilities, 16, 93–102. CrossRef Heflin, J., & Alberto, P. (2001). Establishing a behavioral context for learning for students with ASD. Focus on Autism and Other Developmental Disabilities, 16, 93–102. CrossRef
go back to reference Heflin, L. J., & Simpson, R. L. (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part 1: Interventions and treatment options review. Focus on Autism and Other Developmental Disabilities, 13(19), 4–211. Heflin, L. J., & Simpson, R. L. (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part 1: Interventions and treatment options review. Focus on Autism and Other Developmental Disabilities, 13(19), 4–211.
go back to reference Hodgdon, L. Q. (1995). Solving social-behavioral problems through the use of visually supported communication. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 265–286). New York: Delmar. Hodgdon, L. Q. (1995). Solving social-behavioral problems through the use of visually supported communication. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 265–286). New York: Delmar.
go back to reference Horner, R., Albin, R., & Mank, D. (1989). Effects of undesirable, competing behaviors on the generalization of adaptive skills. Behavior Modification, 13, 74–90. PubMedCrossRef Horner, R., Albin, R., & Mank, D. (1989). Effects of undesirable, competing behaviors on the generalization of adaptive skills. Behavior Modification, 13, 74–90. PubMedCrossRef
go back to reference Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcomes for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229. PubMedCrossRef Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcomes for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229. PubMedCrossRef
go back to reference Hume, K., & Odom, S. (2009). Effects of an individual work system on the independent demonstration of task fluency and generalization in students with autism. Manuscript submitted for publication. Hume, K., & Odom, S. (2009). Effects of an individual work system on the independent demonstration of task fluency and generalization in students with autism. Manuscript submitted for publication.
go back to reference 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. PubMedCrossRef 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. PubMedCrossRef
go back to reference Kamps, D., & Tankersley, M. (1996). Prevention of behavioral and conduct disorders: Trends and research issues. Behavioral Disorders, 22, 41–48. Kamps, D., & Tankersley, M. (1996). Prevention of behavioral and conduct disorders: Trends and research issues. Behavioral Disorders, 22, 41–48.
go back to reference Kern, L., Merder, T. J., Boyajian, A. E., Elliot, C. M., & McElhatten, D. (1997). Augmenting the independence of self-management procedures by teaching self initiation across settings and activities. School Psychology Quarterly, 12, 23–32. CrossRef Kern, L., Merder, T. J., Boyajian, A. E., Elliot, C. M., & McElhatten, D. (1997). Augmenting the independence of self-management procedures by teaching self initiation across settings and activities. School Psychology Quarterly, 12, 23–32. CrossRef
go back to reference Koegel, L. K., Harrower, J. K., & Koegel, R. L. (1999a). Support for children with developmental disabilities in full inclusion classrooms through self- management. Journal of Positive Behavior Intervention, 1, 26–34. CrossRef Koegel, L. K., Harrower, J. K., & Koegel, R. L. (1999a). Support for children with developmental disabilities in full inclusion classrooms through self- management. Journal of Positive Behavior Intervention, 1, 26–34. CrossRef
go back to reference Koegel, R., & Koegel, L. (1988). Generalized responsivity and pivotal behaviors. In R. Horner, G. Dunlap, & R. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings (pp. 41–66). Baltimore: Paul H. Brookes. Koegel, R., & Koegel, L. (1988). Generalized responsivity and pivotal behaviors. In R. Horner, G. Dunlap, & R. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings (pp. 41–66). Baltimore: Paul H. Brookes.
go back to reference Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119–127. PubMedCrossRef Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119–127. PubMedCrossRef
go back to reference Koegel, L. K., Koegel, R. L., & Carter, C. M. (1999b). Pivotal response intervention 1: Overview of approach. The Journal of the Association for Persons with Severe Handicaps, 24, 175–185. Koegel, L. K., Koegel, R. L., & Carter, C. M. (1999b). Pivotal response intervention 1: Overview of approach. The Journal of the Association for Persons with Severe Handicaps, 24, 175–185.
go back to reference Koegel, R. L., Koegel, L. K., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353. PubMedCrossRef Koegel, R. L., Koegel, L. K., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353. PubMedCrossRef
go back to reference Loftin, R. L., Odom, S. L., & Lantz, J. F. (2008). Social interaction and repetitive motor behavior. Journal of Autism and Developmental Disorders, 38, 1124–1135. PubMedCrossRef Loftin, R. L., Odom, S. L., & Lantz, J. F. (2008). Social interaction and repetitive motor behavior. Journal of Autism and Developmental Disorders, 38, 1124–1135. PubMedCrossRef
go back to reference Luna, B., Doll, S., Hegedus, S., Minshew, N., & Sweeney, J. (2007). Maturation of executive function in autism. Biological Psychiatry, 61, 474–481. PubMedCrossRef Luna, B., Doll, S., Hegedus, S., Minshew, N., & Sweeney, J. (2007). Maturation of executive function in autism. Biological Psychiatry, 61, 474–481. PubMedCrossRef
go back to reference MacDuff, G., Krantz, P., & McClannahan, L. (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. PubMedCrossRef MacDuff, G., Krantz, P., & McClannahan, L. (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. PubMedCrossRef
go back to reference Matthes, B., Shute, R., & Rees, R. (2001). An analysis of overselectivity in adults with autism. Journal of Intellectual & Developmental Disability, 26, 161–176. CrossRef Matthes, B., Shute, R., & Rees, R. (2001). An analysis of overselectivity in adults with autism. Journal of Intellectual & Developmental Disability, 26, 161–176. CrossRef
go back to reference Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Plenum Press. Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Plenum Press.
go back to reference Minshew, N. J., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A dissociation between concept formation and concept identification. Neuropsychology, 16, 327–334. PubMedCrossRef Minshew, N. J., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A dissociation between concept formation and concept identification. Neuropsychology, 16, 327–334. PubMedCrossRef
go back to reference Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250. CrossRef Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250. CrossRef
go back to reference Mundy, P., & Stella, J. (2000). Joint attention, social orienting, and communication in autism. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders (pp. 55–78). Baltimore: Brookes. Mundy, P., & Stella, J. (2000). Joint attention, social orienting, and communication in autism. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders (pp. 55–78). Baltimore: Brookes.
go back to reference National Research Council. (2001). In C. Lord & J. P. McGee (Eds.), Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. Washingto, DC: National Academy Press. National Research Council. (2001). In C. Lord & J. P. McGee (Eds.), Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. Washingto, DC: National Academy Press.
go back to reference Newman, B., Reinecke, D. R., & Meinberg, D. L. (2000). Self-management of varied responding in three students with autism. Behavioral Interventions, 15, 145–151. CrossRef Newman, B., Reinecke, D. R., & Meinberg, D. L. (2000). Self-management of varied responding in three students with autism. Behavioral Interventions, 15, 145–151. CrossRef
go back to reference O’Neill, R. (1987). Environmental interactions of normal children and children with autism. Dissertation Abstracts International, 48. O’Neill, R. (1987). Environmental interactions of normal children and children with autism. Dissertation Abstracts International, 48.
go back to reference Panerai, S., Ferrante, L., & Caputo, V. (1997). The TEACCH strategy in mentally retarded children with autism: A multidimensional assessment. Journal of Autism and Developmental Disorders, 27, 345–347. PubMed Panerai, S., Ferrante, L., & Caputo, V. (1997). The TEACCH strategy in mentally retarded children with autism: A multidimensional assessment. Journal of Autism and Developmental Disorders, 27, 345–347. PubMed
go back to reference Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 367–374. Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 367–374.
go back to reference Peck, C. A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons with Severe Handicaps, 10, 183–193. Peck, C. A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons with Severe Handicaps, 10, 183–193.
go back to reference Pierce, K., & 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. PubMedCrossRef Pierce, K., & 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. PubMedCrossRef
go back to reference Prior, M. (1979). Cognitive abilities and disabilities in infantile autism: A review. Journal of Abnormal Child Psychology, 7, 357–380. PubMedCrossRef Prior, M. (1979). Cognitive abilities and disabilities in infantile autism: A review. Journal of Abnormal Child Psychology, 7, 357–380. PubMedCrossRef
go back to reference Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697–714. PubMedCrossRef Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697–714. PubMedCrossRef
go back to reference Rimland, B. (1964). Infantile autism: The syndrome and its implications for a neural theory of behavior. New York: Appleton Century Croft. Rimland, B. (1964). Infantile autism: The syndrome and its implications for a neural theory of behavior. New York: Appleton Century Croft.
go back to reference Rinehart, N., Bellgrove, M., Tonge, B., Brereton, A., Howells-Rankin, D., & Bradshaw, J. (2006). An examination of movement kinematics in young people with high-functioning autism and Asperger’s disorder: Further evidence for a motor planning deficit. Journal of Autism and Developmental Disorders, 36, 757–767. PubMedCrossRef Rinehart, N., Bellgrove, M., Tonge, B., Brereton, A., Howells-Rankin, D., & Bradshaw, J. (2006). An examination of movement kinematics in young people with high-functioning autism and Asperger’s disorder: Further evidence for a motor planning deficit. Journal of Autism and Developmental Disorders, 36, 757–767. PubMedCrossRef
go back to reference Rutter, M. (1983). Cognitive deficits in the pathogenesis of autism. Journal of Child Psychology and Psychiatry, 24, 513–532. PubMedCrossRef Rutter, M. (1983). Cognitive deficits in the pathogenesis of autism. Journal of Child Psychology and Psychiatry, 24, 513–532. PubMedCrossRef
go back to reference Saulnier, C., & Klin, A. (2007). Brief report: Social and communication abilities and disabilities in higher functioning individuals with autism and Asperger Syndrome. Journal of Autism and Developmental Disorders, 37, 788–793. PubMedCrossRef Saulnier, C., & Klin, A. (2007). Brief report: Social and communication abilities and disabilities in higher functioning individuals with autism and Asperger Syndrome. Journal of Autism and Developmental Disorders, 37, 788–793. PubMedCrossRef
go back to reference Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. Mesibov (Eds.), Learning and cognition in autism (pp. 243–268). New York: Plenum Press. Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. Mesibov (Eds.), Learning and cognition in autism (pp. 243–268). New York: Plenum Press.
go back to reference Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, 86–92. CrossRef Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, 86–92. CrossRef
go back to reference Smith, B. W., & Sugai, G. (2000). Functional assessment-based behavior support planning: A self-management case study of a middle school student with EBD. Journal of Positive Behavioral Interventions and Supports, 2, 208–217. CrossRef Smith, B. W., & Sugai, G. (2000). Functional assessment-based behavior support planning: A self-management case study of a middle school student with EBD. Journal of Positive Behavioral Interventions and Supports, 2, 208–217. CrossRef
go back to reference Solomon, M., Ozonoff, S., Cummings, N., & Cartera, C. (2007). Cognitive control in autism spectrum disordes. International Journal of Developmental Neuroscience, 26, 239–247. Solomon, M., Ozonoff, S., Cummings, N., & Cartera, C. (2007). Cognitive control in autism spectrum disordes. International Journal of Developmental Neuroscience, 26, 239–247.
go back to reference Stahmer, A., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management package. Journal of Applied Behavior Analysis, 25, 447–459. PubMedCrossRef Stahmer, A., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management package. Journal of Applied Behavior Analysis, 25, 447–459. PubMedCrossRef
go back to reference Strain, P. S., & Kohler, F. W. (1994). Teaching preschool students with autism to self- monitor their social interactions: An analysis of results in home and school settings. Journal of Emotional & Behavioral Disorders, 2, 78–89. CrossRef Strain, P. S., & Kohler, F. W. (1994). Teaching preschool students with autism to self- monitor their social interactions: An analysis of results in home and school settings. Journal of Emotional & Behavioral Disorders, 2, 78–89. CrossRef
go back to reference Thurm, A., Lord, C., Li-Ching, L., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1271–1734. CrossRef Thurm, A., Lord, C., Li-Ching, L., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1271–1734. CrossRef
go back to reference Tsatsanis, K. (2005). Neuropsychological characteristics of autism and related conditions. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and developmental disorders (pp. 365–381). Hoboken, NJ: Wiley. Tsatsanis, K. (2005). Neuropsychological characteristics of autism and related conditions. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and developmental disorders (pp. 365–381). Hoboken, NJ: Wiley.
go back to reference Welsh, M. C., & Pennington, B. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199–230. CrossRef Welsh, M. C., & Pennington, B. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199–230. CrossRef
go back to reference Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30–34. CrossRef Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30–34. CrossRef
go back to reference Zandt, F., Prior, M., & Kyrios, M. (2007). Repetitive behaviour in children with high functioning autism and obsessive compulsive disorder. Journal of Autism and Developmental Disorders, 37, 251–259. PubMedCrossRef Zandt, F., Prior, M., & Kyrios, M. (2007). Repetitive behaviour in children with high functioning autism and obsessive compulsive disorder. Journal of Autism and Developmental Disorders, 37, 251–259. PubMedCrossRef
Metagegevens
Titel
Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions
Auteurs
Kara Hume
Rachel Loftin
Johanna Lantz
Publicatiedatum
01-09-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-009-0751-2

Andere artikelen Uitgave 9/2009

Journal of Autism and Developmental Disorders 9/2009 Naar de uitgave