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Effects Of Self-Monitoring Intervention On Independent Completion Of A Daily Living Skill For Children With Autism Spectrum Disorders In China, Gabrielle Lee, Jianjun Cheng, Sheng Xu, Hua Feng, Zheqi Guo
Effects Of Self-Monitoring Intervention On Independent Completion Of A Daily Living Skill For Children With Autism Spectrum Disorders In China, Gabrielle Lee, Jianjun Cheng, Sheng Xu, Hua Feng, Zheqi Guo
Education Publications
The purpose of this study was to investigate the effects of a self-monitoring intervention on the independent completion of dishwashing for three boys with autism (age 6, 7, and 8) in China. The self-monitoring intervention included visual task analysis, in vivo modeling, self-recording, video self-feedback, and reinforcement. A multiple probe across subjects design was used. Prior to the study, the children had limited or no dishwashing skills, nor did they receive any training on self-monitoring. All three children acquired dishwashing and performed the task independently without supervision one week after the intervention. Their parents were very satisfied with this intervention.
An Emotional Skills Intervention For Elementary Children With Autism In China: A Pilot Study, Gabrielle Lee, Sheng Xu, Hua Feng, Gloria Lee, Shaoju Jin, Dan Li, Shuangshuang Zhu
An Emotional Skills Intervention For Elementary Children With Autism In China: A Pilot Study, Gabrielle Lee, Sheng Xu, Hua Feng, Gloria Lee, Shaoju Jin, Dan Li, Shuangshuang Zhu
Education Publications
The purpose of this pilot study was to examine the effects of an emotional skills intervention on behavioral and emotional competence, as well as on communication for children with autism in China. Eight children (seven boys and one girl), aged 7 to 8, participated in this study. We used a pre and posttest group design. The intervention consisted of 10 group sessions and four individual sessions. Each group session had two or three children. The intervention curriculum consisted of emotion recognition, emotion recognition within context, self-expression of emotions, seeking help when encountering problems, and techniques for emotion regulation. Results indicated …
Increasing “Object-Substitution” Symbolic Play In Young Children With Autism Spectrum Disorders, Gabrielle Lee, Hua Feng, Sheng Xu, Shao-Ju Jin
Increasing “Object-Substitution” Symbolic Play In Young Children With Autism Spectrum Disorders, Gabrielle Lee, Hua Feng, Sheng Xu, Shao-Ju Jin
Education Publications
Children with autism spectrum disorders (ASD) may not develop symbolic play skills so such skills need to be taught specifically. We report an experiment regarding a procedure targeting “object-substitution” symbolic play skills. The “object-substitution” symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6) with ASD. All children had verbal …
Using Intraverbal Prompts To Increase Divergent Intraverbal Responses By A Child With Autism, Gabrielle Lee, Wan-Chi Chou, Hua Feng
Using Intraverbal Prompts To Increase Divergent Intraverbal Responses By A Child With Autism, Gabrielle Lee, Wan-Chi Chou, Hua Feng
Education Publications
We examined the effectiveness of intraverbal prompts to increase the number of divergent responses to categorical questions comprised of compound stimuli (e.g., Name some red things) for a 6-year-old child with autism. The intraverbal prompts involved providing the function, feature, and class of the target responses. A multiple probe across behaviors design was used. Results indicated that the child’s total number of divergent responses was increased and maintained during two-week follow-up trials. Novel responses were observed across conditions.
Effects Of Group Functional Behavior-Based Cognitive Behavioral Therapy For Obsessive-Compulsive Behavior In A Youth With Autism Spectrum Disorder, Nicole Neil, Tricia Vause, Heather Jaksic, Maurice Feldman
Effects Of Group Functional Behavior-Based Cognitive Behavioral Therapy For Obsessive-Compulsive Behavior In A Youth With Autism Spectrum Disorder, Nicole Neil, Tricia Vause, Heather Jaksic, Maurice Feldman
Education Publications
Individuals with Autism Spectrum Disorder (ASD) often present with comorbid Obsessive Compulsive Behaviors (OCBs), but little research exists on effective intervention for OCBs. Using a single-case experimental design, this study highlights the efficacy of a Group Functional Behavior-Based Cognitive-Behavior Therapy (Fb-CBT) to reduce OCBs in an 11-year-old youth. Tailored for individuals with ASD, Fb-CBT included traditional CBT components (e.g., psychoeducation, cognitive-behavioral skills training, and exposure and response prevention), functional behavior assessment and intervention, and a group parent-training component. Time-series parent report data and standardized OCB measures showed clinically significant decreases in OCBs, increase in psychosocial functioning, and high consumer satisfaction.