Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-11-2014 | Original Paper

Understanding Stalking Behaviors by Individuals with Autism Spectrum Disorders and Recommended Prevention Strategies for School Settings

Auteurs: Michal Post, Linda Haymes, Keith Storey, Tamara Loughrey, Camille Campbell

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2014

Abstract

Stalking behavior among some students with Autism Spectrum Disorders (ASDs) is of concern both for the individual being stalked as well as the student with ASDs. This manuscript reviews effective interventions based upon functional assessment and appropriate positive behavior supports. Specific interventions for addressing staking behavior by students with ASDs are analyzed and evaluated with suggestions for best practice for instructional procedures. Interventions covered are social skills groups, video modeling, self-management, video feedback, rule governed behavior, scripts, visual supports, counseling, psychopharmacology and reducing the amount of isolating interests and activities while increasing more opportunities for integration. Recommendations for future research are discussed.

vorige artikel Eyewitness Testimony in Autism Spectrum Disorder: A Review

volgende artikel Childhood Neurodevelopmental Disorders and Violent Criminality: A Sibling Control Study

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental health disorders (4th ed.). Washington, DC: American Psychiatric Association.

Attwood, T. (2000). Strategies for improving the social integration of children with Asperger syndrome. Autism, 4(1), 85–100.CrossRef

Attwood, T. (2007). The complete guide to Asperger’s Syndrome. Philadelphia: Jessica Kingsley.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind?”. Cognition, 21, 37–46.PubMedCrossRef

Castorina, L. L., & Negri, L. M. (2011). The inclusion of siblings in social skills training groups for boys with Asperger syndrome. Journal of Autism and Developmental Disorders, 41, 73–81.PubMedCrossRef

Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275–285.PubMedCrossRefPubMedCentral

Charlop-Christy, M. H. & Daneshivar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal Positive Behavior Interventions, 5, 12–21.

Charlop-Christy, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33, 371–393.CrossRef

Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28, 189–198.PubMedCrossRef

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.CrossRef

Dunn Buron, K. (2007). A 5 is against the law! Social boundaries: Straight up!. Shawnee Mission, KS: Autism Asperger Publishing Co.

Gresham, F. M., Van, M. B., & Cook, C. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31, 363–377.

Hagland, C., & Webb, Z. (2009). Working with adults with Asperger syndrome: A practical toolkit. Philadelphia, PA: Jessica Kingsley Publishers.

Haskins, B. G., & Silva, A. (2006). Asperger’s disorder and criminal behavior: Forensic-psychiatric considerations. The Journal of the American Academy of Psychiatry and the Law, 34, 374–384.PubMed

Hayes, S. C. (2004). Rule-governed behavior: Cognition, contingencies, and instructional control. Reno, NV: Context Press.

Haymes, L. K (1995). Using video modeling to improve conversation skills with autistic children: A comparison of obsessions and nonobsessions as topics. Ph.D. dissertation, The Claremont Graduate University.

Klin, A., Volkmar, F., & Sparrow, S. (2000). Asperger syndrome. New York: Guilford Press.

Knoll, J. (2007). Risk management of stalking. In D. A. Pinals (Ed.), Stalking: Psychiatric perspectives and practical approaches (pp. 85–106). New York: Oxford University Press.

Koegel, L. K., Harrower, J. K., & Koegel, R. L. (1999). Support for children with developmental disabilities in full inclusion classrooms through self-management. Journal of Positive Behavior Interventions, 1, 26–34.CrossRef

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, 28, 47–59.

Koegel, L. K., Koegel, R. L., 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.PubMedCrossRefPubMedCentral

Konig, C., & McGill-Evans, J. (2001). Social and language skills in adolescent boys with Asperger’s syndrome. Autism: The international Journal of Research & Practice, 5, 23–36.CrossRef

Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121–132.PubMedCrossRefPubMedCentral

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

Leaf, J., Dotson, W. H., Oppeneheim, M. L., Sheldon, J. B., & Sherman, J. A. (2010). The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder. Research in Autism Spectrum Disorders, 4, 86–198.CrossRef

LeBlanc, L., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253–257.PubMedCrossRefPubMedCentral

Lennox, D. B., & Miltenberger, R. G. (1989). Conducting a functional assessment of problem behavior in applied settings. Journal of the Association for Persons with Severe handicaps, 14, 304–311.

Maione, L. M., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language of a child with autism. Journal of Positive Behavior Interventions, 2, 106–118.CrossRef

Meloy, J. R., & Gothard, S. (1995). Demographic and clinical comparison of obsessional followers and offenders with mental disorders. The American Journal of Psychiatry, 152, 258–263.PubMed

Mullen, P. E., Pathe, M., & Purcell, R. (2000). Stalkers and their victims. New York: Cambridge University Press.CrossRef

Mullen, P. E., Pathe, M., Purcell, R., & Stuart, G. W. (1999). Study of stalkers. American Journal of Psychiatry, 156, 1244–1249.PubMed

Myles, B. S., & Simpson, R. L. (2001). Understanding the hidden curriculum: An essential social skill for children and youth with Asperger syndrome. Intervention in School and Clinic, 36, 279–286.CrossRef

Neef, N. A., & Peterson, S. M. (2007). Functional behavior assessment. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (2nd ed., pp. 500–524). Upper Saddle River, NJ: Merrill/Prentice Hall.

Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37, 678–693.PubMedCrossRef

O’Neill, R. E., Horner, R. H., Albin, R. W., Srapgue, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brookes/Cole Publishing.

O’Reilly, M. F., O’Halloran, M., Sigafoos, J., Lancioni, G., Green, V., Edrisinha, C., et al. (2005). Evaluation of video feedback and self-management to decrease schoolyard aggression and increase pro-social behavior in two students with behavioral disorders. Educational Psychology, 25, 199–206.CrossRef

Premack, D. (1959). Toward empirical behavioral laws: I Positive reinforcement. Psychological Review, 66, 219–233.PubMedCrossRef

Proctor, M. (2003). How to stop a stalker. Amherst, NY: Prometheus Books.

Sansosti, F. J., Powell-Smith, K. A., & Kincaid, D. (2004). A research synthesis of social story interventions for children with Autism Spectrum Disorders. Focus on Autism & Other Developmental Disabilities, 19, 194–204.CrossRef

Skinner, B. F. (1953). Science and human behavior. New York, NY: The Macmillian Company.

Smith Myles, B., & Simpson, R. L. (2002). Students with Asperger syndrome: Implications for counselors. Counseling and Human Development, 34, 1–14.

Snow, R. L. (1998). Stopping stalking: A cop’s guide to making the system work for you. New York: Plenum.

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.

Spitzberg, B. H., & Cupach, W. R. (2007). The state of the art of stalking: Taking stock of the emerging literature. Aggression and Violent Behavior, 12, 64–86.CrossRef

Stokes, M., & Kaur, A. (2005). High-functioning autism and sexuality: A parental perspective. Autism: The International Journal of Research and Practice, 9, 266–289.CrossRef

Stokes, M., Newton, N., & Kaur, A. (2007). Stalking, and social and romantic functioning among adolescents and adults with autism spectrum disorder. Journal of Autism Developmental Disorders, 37, 1969–1986.PubMedCrossRef

Tantam, D. (2000). Psychological disorder in adolescents and adults with Asperger syndrome. Autism: The International Journal of Research and Practice, 4, 47–63.CrossRef

Taylor, B. A., Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities, 11, 253–264.CrossRef

Thiemann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425–446.PubMedCrossRefPubMedCentral

Thompson, T. (2007). Making sense of autism. Baltimore, MD: Paul Brookes.

Walker, H. M., Todis, B., Holmes, D., & Horten, G. (1988). The access program: Adolescent curriculum for communication and effective social skills. Austin, TX: Pro-Ed.

Wehmeyer, M., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self- regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. Journal of Developmental & Physical Disabilities, 15(1), 79–91.CrossRef

Williams, K., Wheeler, D. M., Silove, N., & Hazell, P. (2010). Selective serotonin reuptake inhibitors (SSRIs) for autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 9, 1–33.

Winner, M. (2005). Think social: A social thinking curriculum for school-age students. San Jose, CA: Socialthinking.com.

Titel: Understanding Stalking Behaviors by Individuals with Autism Spectrum Disorders and Recommended Prevention Strategies for School Settings
Auteurs: Michal Post
Linda Haymes
Keith Storey
Tamara Loughrey
Camille Campbell
Publicatiedatum: 01-11-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 11/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1712-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 11/2014

A Systematic Review of People with Autism Spectrum Disorder and the Criminal Justice System

Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program

Efficacy of Cognitive Processes in Young People with High-Functioning Autism Spectrum Disorder Using a Novel Visual Information-Processing Task

Visual Search and Emotion: How Children with Autism Spectrum Disorders Scan Emotional Scenes

Brief Report: An Open-Label Study of the Neurosteroid Pregnenolone in Adults with Autism Spectrum Disorder

Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype