Augmenting the independence of self-management procedures by teaching self-initiation across settings and activities.

Kern, Lee; Marder, Tamara J.; Boyajian, Amy E.; Elliot, Christina M.; McElhattan, Donna

doi:10.1037/h0088944

Cited by 16 publications

(9 citation statements)

References 11 publications

(11 reference statements)

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“…An understanding of self-monitoring techniques will increase the capacity of school, employment, and assisted living staff who work with individuals with autism to implement effective, time efficient interventions. Increasing the self-management skills of people with autism through self-monitoring increases individual responsibility and autonomy, reducing reliance on prompts from professionals (Kern et al 1997). Further, because of the potential for collateral reductions in problem behavior, self-monitoring can provide an efficient intervention that addresses multiple areas, without the time consuming process of individually targeting separate behaviors.…”

Section: Self-monitoringmentioning

confidence: 98%

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

Hume

Loftin

Lantz

2009

J Autism Dev Disord

218

155

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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.

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Section: Self-monitoringmentioning

confidence: 98%

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

Hume

Loftin

Lantz

2009

J Autism Dev Disord

218

155

View full text Add to dashboard Cite

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“…Eight studies addressed social skills deficits (Kern, Marder, Boyajian, Elliot, & McElhattan, ; Koegel, Park, & Koegel, ; Koegel et al, ; Loftin, Odom, & Lantz, ; Lui, Moore, & Anderson, ; Mancina, Tankersley, Kamps, Kravits, & Parrett, ; Stahmer & Schreibman, ; State & Kern, ). One study developed daily living skills (Pierce & Schreibman, ), two studies addressed academic output (Soares, Vannest, & Harrison, ; Stasolla, Perilli, & Damiani, ), and one study addressed reduction in stereotypic behaviours (Moore, ).…”

Section: Resultsmentioning

confidence: 99%

“…A FBA was described as part of the research process in only one study (Lui et al, ). Two studies explicitly stated that selection criteria for participation in the research required that a known pattern of problem behaviour and its functional purpose be already identified (Kern et al, ; Koegel et al, ), and one study specifically researched improvement in a known problem behaviour without FBA description (Moore, ). One study described the problem behaviours displayed by each participant (Pierce & Schreibman, ).…”

Section: Resultsmentioning

confidence: 99%

Self‐management of Challenging Behaviours Associated with Autism Spectrum Disorder: A Meta‐Analysis

Carr

2016

Australian Psychologist

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Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging behaviour that may limit the ability to engage in education, employment, or social settings. The purpose of this review was to examine the effectiveness of self-management interventions in reducing challenging behaviours for individuals diagnosed with ASD. This review included self-management interventions that specifically targeted a reduction in challenging behaviours as well as studies that specifically targeted skill acquisition and described improvements in challenging behaviours as a collateral effect of the intervention Method: Studies were located by conducting a systematic search of peer-reviewed literature published in English prior to October 2015. The PsycINFO and ERIC databases were searched. A quality assessment was conducted using the What Works Clearinghouse (WWC) guidelines. A final data set of 12 single-subject research design studies that met quality standards was subsequently analysed. Treatment effect sizes were calculated using the percentage of non-overlapping data. Results: Results were analysed by age, gender, symptom severity, presentation of problem behaviour, and the presence of functional behaviour assessments. Results indicated that self-management interventions are effective at decreasing challenging behaviour for children aged four to 18 years who may be described as either high or low functioning. Conclusions: Self-management of challenging behaviour was identified as an emerging treatment, and inclusion within a positive behaviour support framework was argued. Important areas for consideration in future research are described.

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“…Percentage of intervals spent in time-out for Cory. produce independence on the part of the child, thereby reducing the need for constant vigilance and support by special education personnel (Kern, Marder, Boyajian, Elliot, & McElhatten, 1997;Newman et al, 1997).…”

Section: Discussionmentioning

confidence: 99%

Support for Children with Developmental Disabilities in Full Inclusion Classrooms Through Self-Management

Koegel

Harrower

Koegel

1999

Journal of Positive Behavior Interventions

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The literature has suggested that without the implementation of support procedures, placements of children with severe disabilities in full-inclusion classrooms are often unsuccessful. This study assessed whether a support person who taught young elementary school students to use self-management procedures and then faded involvement with them would be effective in increasing these students' appropriate performance on schoolwork tasks and reducing disruptive behavior in full inclusion classrooms. The percentage of time the children engaged in appropriate performance of schoolwork tasks and disruptive behavior was recorded during in-class periods. Data were collected over a 9-month period in a multiple baseline design during the academic year. The results showed that implementation of self-management resulted in high levels of appropriate performance of schoolwork activities, negligible levels of disruptive behavior, and complete elimination of time spent in time-out. Following the intervention, both appropriate schoolwork performance and disruptive behavior exhibited by the children with severe disabilities were within the range of the typical children in the classroom.

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Augmenting the independence of self-management procedures by teaching self-initiation across settings and activities.

Cited by 16 publications

References 11 publications

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

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

Self‐management of Challenging Behaviours Associated with Autism Spectrum Disorder: A Meta‐Analysis

Support for Children with Developmental Disabilities in Full Inclusion Classrooms Through Self-Management

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