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Davis, Carol Ann; Fox, James J.

doi:10.1023/a:1022884816219

Cited by 19 publications

(3 citation statements)

References 40 publications

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“…The reviewed research findings support the idea that physical environments may be important considerations for autistic children. Davis and Fox (1999), in 43 studies dealing with environment regulation and/or modification, reveal the importance of the physical environment and show parallelism with the findings of this study. The results of this study can guide professionals in their intervention in this population.…”

Section: Discussionsupporting

confidence: 87%

The effect of the home environment on children with autism spectrum disorder

Kahveci,

Caylak,

Kara

2023

Intl J of Devlp Neuroscience

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The estimated prevalence of autism spectrum disorders (ASD) is 1% worldwide. Autistic individuals typically have a high level of sensitivity to the various environmental stimuli (smell, noise, light). These stimuli have a positive or negative influence on the person–environment interaction, and an excess of stimuli may create inappropriate or unanticipated behavioral responses (such as a crisis) effecting their well‐being. The Model of Competence, which provides an explanation of the interaction between the individual and the environment, was selected as the conceptual framework to direct this study. The purpose of this study is to investigate the opinions and experiences of mothers regarding the influence of the characteristics of the home environment on autistic individuals. A qualitative interpretative description design was utilized for this study's framework. Participants in the study were mothers who have autistic children. The study with focus groups was continued until data saturation was reached. There was a thematic investigation carried out. The findings show that the factors that have an effect on autistic individuals can be categorized into several subsets like sensory, routines, and physical environment. Despite the fact that the home setting is often a secure and consistent environment, these aspects were identified as crucial. Consequently, one should give some thought to the consequences that this could have in other settings where it would be harder to exercise control. The identification of these factors and the impact they have enables a better understanding of the interaction between an autistic individual and their environment and serves to guide professionals in their interventions.

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Section: Discussionsupporting

confidence: 87%

The effect of the home environment on children with autism spectrum disorder

Kahveci,

Caylak,

Kara

2023

Intl J of Devlp Neuroscience

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“…High-quality classrooms that include social-emotional and behavioral support emphasize adult-led interactions, including following children's interests, joining play, engaging in rich conversational exchanges, and building relationships with families (Powell, Diamond, Burchinal, & Koehler, 2010). Classroom structure can support positive interactions and child engagement; teachers who implement strategic environmental arrangements increase the likelihood of child engagement and communicative behaviors (Davis & Fox, 1999; Kaiser, Ostrosky, & Alpert, 1993). Environmental strategies include having sufficient materials rotated to maintain child interest and support specific language use, arranging the daily schedule to meet children's changing developmental needs, and arranging the physical environment to support social play between children and frequent engagement with adults one to one or in small groups (Hemmeter, Ostrosky, & Fox, 2021).…”

Section: Adult Strategies That Support Early Social-emotional Develop...mentioning

confidence: 99%

A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms

Cunningham

Chow

Artman-Meeker

et al. 2023

Infants &Amp; Young Children

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The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide.

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“…Interactions with teachers who manage the difficult behaviour can often be changed in some manner to minimise the student's use of difficult behaviour. This form of intervention is based on teachers reviewing how they initiate interactions with the student and how they respond to both positive and negative instances of student behaviour (Davis & Fox, 1999). As mentioned earlier in this paper, this approach to behaviour change is based on providing the student with the skills (i.e., new replacement behaviours) needed to exert positive control over the situations she or he faces.…”

Section: How Does This Affect Our Understanding Of Behaviour?mentioning

confidence: 99%

“But I'm Not Really Bad”: Using an Ideographic Versus a Nomothetic Approach to Understand the Reasons for Difficult Behaviour in Children

Bitsika

2003

Aust. j. guid. couns.

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The number of students who are identified as experiencing behavioural difficulties in the mainstream school setting is growing. However, current efforts by teachers to address these behavioural difficulties are seriously limited because of lack of training in the procedures for assessing and working with difficult behaviour. This paper will argue that the apparent failure of traditional “behaviour modification” in producing positive changes in difficult behaviour lies in its prescriptive application of general strategies to specific student problems. This approach to behaviour change is ineffective because it is not based on an understanding of the reasons for difficult behaviour. The functional assessment framework for investigating and understanding student difficulties will be presented as a more efficient means of changing the behaviour problems that occur in the classroom. At the foundation of this framework is the assumption that meaningful and long-term changes to difficult behaviour can only result from teaching the student to behave differently rather than focusing on the elimination of problem behaviour.

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Untitled

Cited by 19 publications

References 40 publications

The effect of the home environment on children with autism spectrum disorder

The effect of the home environment on children with autism spectrum disorder

A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms

“But I'm Not Really Bad”: Using an Ideographic Versus a Nomothetic Approach to Understand the Reasons for Difficult Behaviour in Children

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