Facilitating Transitions Through the Use of Multimodal Intervention for a Child with Autism PDF Download
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
Children with Autism Spectrum Disorder (ASD) have difficulty adapting to changes in routine, to the extent that they can struggle while transitioning out of one activity and into another. The inability to transition independently from one activity to the next can lead to negative behaviors, strained teacher-student relationships, and a loss of educational time in the classroom. The present study aimed to increase a six year old child's independence while decreasing his problem behaviors observed during his transitions throughout the day at an autism clinic. A multimodal intervention along with a modified multimodal intervention was used to increase independence while decreasing problem behaviors. Upon the completion of an independent transition with no problem behaviors, the child received a positive auditory consequence and positive touch. The intervention conditions were implemented sequentially across an A-B-C design. The multimodal intervention without guided compliance showed an increase in independence and decrease in escape behaviors that maintained across sessions.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
Get Book Here
Book Description
Children with Autism Spectrum Disorder (ASD) have difficulty adapting to changes in routine, to the extent that they can struggle while transitioning out of one activity and into another. The inability to transition independently from one activity to the next can lead to negative behaviors, strained teacher-student relationships, and a loss of educational time in the classroom. The present study aimed to increase a six year old child's independence while decreasing his problem behaviors observed during his transitions throughout the day at an autism clinic. A multimodal intervention along with a modified multimodal intervention was used to increase independence while decreasing problem behaviors. Upon the completion of an independent transition with no problem behaviors, the child received a positive auditory consequence and positive touch. The intervention conditions were implemented sequentially across an A-B-C design. The multimodal intervention without guided compliance showed an increase in independence and decrease in escape behaviors that maintained across sessions.
Author: Kate Scorgie
Publisher: Emerald Group Publishing
ISBN: 1801171017
Category : Education
Languages : en
Pages : 336
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Book Description
Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies.
Author: Rebecca Marie Rogers
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
In this study, a promising new intervention implemented for adults with aphasia due to stroke, Multimodal Communication Treatment, was modified for its use with one child with autism spectrum disorder to identify if the child could learn and communicate new words through learning multiple modalities. Data was collected on the child's communicative output as well to assess the frequency and types of his communication attempts. The child presented with challenging behaviors throughout the intervention period, and its potential impact on the execution of the intervention was studied. The study found that Multimodal Communication Treatment was not an effective intervention approach for this child. The majority of his output was not communicative in nature and challenging behaviors impacted the effectiveness of implementing the approach. Further research is needed to identify whether Multimodal Communication Treatment could be an effective intervention for children with more communicative intent and increased attention.
Author: Pat Mirenda
Publisher: Augmentative and Alternative C
ISBN: 9781557669537
Category : Education
Languages : en
Pages : 0
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Book Description
The newest edition to the renowned AAC series from the leading authorities on the use of AAC with children and adolescents with autism.
Author: Alison Clark
Publisher: JKP
ISBN: 1907969268
Category : Education
Languages : en
Pages : 100
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Book Description
The Mosaic approach views children as ‘experts in their own lives’, and offers a creative framework for listening to young children’s perspectives. At a time of shifting policy in early years, this second edition offers a timely reminder that listening to young children is still important for reviewing service provision.The Mosaic approach has been applied by practitioners throughout the world. This new edition reflects on the authors’ original ground-breaking work, with new introductions, updates and examples of how the Mosaic approach has been adapted, and offers case studies that will encourage practitioners to use the framework in their own setting.will be of interest to policy makers, practitioners in nurseries, children’s centres, pre-schools and schools and residential settings. It will also be welcomed by early childhood students and other researchers who are engaged in searching for new theoretical, practical and imaginative ways of listening to young children.
Author: Stephen M. Edelson
Publisher: Jessica Kingsley Publishers
ISBN: 1784501891
Category : Education
Languages : en
Pages : 306
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Book Description
A complete guide for parents and practitioners on understanding and treating self-injury in autism (ASD). With contributions by top experts, the book explains various forms of self-injury, discusses the treatment options available, including medical, psychiatric and nutritional treatments, and considers the effectiveness of integrated approaches.
Author: Jennifer B. Ganz
Publisher: Springer
ISBN: 1493908146
Category : Psychology
Languages : en
Pages : 148
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Book Description
Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed—not just how they work, but why they work—to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention. Key areas of coverage include: AAC and assessment of people with ASD and CCN. Interdisciplinary issues and collaboration in assessment and treatment. AAC intervention mediated by natural communication partners. Functional communication training with AAC. The controversy surrounding facilitated communication. Sign language versus AAC. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology.
Author: Brian Reichow
Publisher: Springer Science & Business Media
ISBN: 1441969756
Category : Psychology
Languages : en
Pages : 415
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Book Description
Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: Behavioral excesses and deficits treatment Communication treatment Social awareness and social skills treatment Dietary, complementary, and alternative treatments Implementation of EBPs in school settings Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.
Author: Nirit Bauminger-Zviely
Publisher: Guilford Press
ISBN: 1462509428
Category : Psychology
Languages : en
Pages : 339
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Book Description
A uniquely comprehensive resource for practitioners, this research-based book addresses both the social-emotional and cognitive-academic challenges faced by children and adolescents with high-functioning autism spectrum disorders (HFASD). The author discusses DSM-5 criteria, traces these kids' developmental trajectories, and explores their distinct combination of strengths and needs. Effective school-based interventions for overcoming the social isolation and learning difficulties often associated with HFASD are reviewed in depth. Appendices include concise descriptions of more than 50 relevant assessment tools, plus a detailed, practical outline of the author's empirically supported social intervention model.
Author: Jacob A. Burack
Publisher: Routledge
ISBN: 1135669074
Category : Education
Languages : en
Pages : 674
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Book Description
Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.
