Cognitive-behavioral approaches for children with autism spectrum disorder: A trend analysis

Ho, Betty P. V.; Stephenson, Jennifer; Carter, Mark

doi:10.1016/j.rasd.2017.10.003

Cited by 22 publications

(8 citation statements)

References 64 publications

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“…When explaining their perspectives or describing their practices, none of the teachers cited the proposed potential of CBA in enhancing maintenance or generalisation (Feindler & Ecton, 1986). Nevertheless, in this aspect, teachers were similar to researchers, who often give insufficient attention to measuring generalisation and maintenance (Ho et al, 2018).…”

Section: Discussionmentioning

confidence: 89%

“…Interviewed teachers had different perceptions regarding the application of CBA from typical research applications. Their reported intervention implementation also deviated from research, with few of them focused on the common aims in CBA interventions for children in general (e.g., developing self-management abilities, remediating academic learning, managing anxiety; Kendall et al, 2005;Little & Kendall, 1979;Meichenbaum & Goodman, 1971;Ryan et al, 1986) or the principal foci in CBA intervention research targeting children with ASD (i.e., managing anxiety, developing social skills; Ho, Stephenson, & Carter, 2018). With the close relationship between teacher practice and understanding (Devine, Fahie, & McGillicuddy, 2013;Fang, 1996), heterogeneity in teacher implementation also reflects different understanding between teachers and researchers regarding what constitutes CBA and when these strategies should be appropriately used.…”

Section: Discussionmentioning

confidence: 99%

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Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

Stephenson

Carter

2019

Australas. j. spec. incl. educ.

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This study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.

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Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

Stephenson

Carter

2019

Australas. j. spec. incl. educ.

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“…direct instruction, modeling, role-play/ rehearsal, and performance feedback; McMahon et al, 2013;Reichow, Steiner, & Volkmar, 2012). Given the increasing use of cognitive-behavioral treatments (Ho, Stephenson, & Carter, 2018) and the common use of these individual instructional techniques in social interventions for children with ASD without ID, the ASC may provide researchers with a treatment-sensitive and psychometrically sound outcome measure. Findings of a correlated three-factor solution might also allow researchers testing interventions to examine treatment effects at a subscale level, as well as the overall ASC composite score.…”

Section: Discussionmentioning

confidence: 99%

Exploratory factor analysis of the Adapted Skillstreaming Checklist for children with autism spectrum disorder

Lopata

Donnelly

Thomeer

et al. 2019

Autism

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The Adapted Skillstreaming Checklist measures social/social-communication skills and behavioral flexibility/regulation of children with autism spectrum disorder without intellectual disability. Prior studies provided support for the reliability and criterion-related validity of the Adapted Skillstreaming Checklist total score for these children; however, no studies have examined the Adapted Skillstreaming Checklist factor structure. This exploratory factor analysis examined the factor structure and internal consistency of parent ratings on the Adapted Skillstreaming Checklist for a sample of 331 children, ages 6–12 years, with autism spectrum disorder without intellectual disability. Results yielded a correlated three-factor solution. The individual factors and total score demonstrated very good internal consistency reliability. Findings supported the presence and interpretability of three subscales, as well as derivation of a total composite reflecting overall prosocial and adaptive skills and behaviors. Implications for assessment and research are discussed.

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“…Dealing with ASD though established treatments is a challenge and it has occupied scientific interest for many years now. Systematic research on the etiology behind autism has decisively influenced psychological practices as well as the design of valid, effective and proven therapy interventions, clearly aiming towards improving behavior, communication and social skills [70,79,80]. The different approaches in dealing with autism spectrum disorders reflect the different theoretical base under etiology and interpretation.…”

Section: Effective Interventions For Children With Autism Spectrum DImentioning

confidence: 99%

A General Overview of the Pragmatic Language-Social Skills and Interventions for Children with Autism Spectrum Disorders

Papadopoulos¹

2018

Autism Open Access

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Autism Spectrum Disorder (ASD) is a severe neurodevelopmental disorder, whose symptoms are usually identified early on in childhood and remain present throughout one's lifetime, affecting the daily functioning and well-being of individuals with ASD. Impairment in social communication and behavior, in imagination and symbolic representation, as well as the tendency to maintain strict routines has been pointed out as the basic clinical features. The quality as well as the intensity in the expression of these symptoms are influenced by age and developmental changes, by the growth of intelligence and by resilience levels, as well as by early diagnosis and the intervention's beginning, by the role played by family and parents in handling trying behaviors, as well as by choosing the appropriate educational environment, which should be adapted to the cognitive and socio-emotional needs of students with autism.This paper aims to review the psychological features creating the core of this disorder and leading the child to express autistic symptoms and mental arrhythmia. Particular attention will be paid to examining the pragmatic language and the communicative-social skills displayed by children suffering from autism spectrum disorders. Moreover, another important target of this paper is to connect theory with psychological practice, as well as to promote knowledge for psychologists, child psychiatrists, special teachers, speech-language therapists and parents, so that they can apply appropriate interventions, which have been found to be effective on the verbal, social and behavioral difficulties that children with ASD are facing.Citation: Papadopoulos D (

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Cognitive-behavioral approaches for children with autism spectrum disorder: A trend analysis

Cited by 22 publications

References 64 publications

Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

Exploratory factor analysis of the Adapted Skillstreaming Checklist for children with autism spectrum disorder

A General Overview of the Pragmatic Language-Social Skills and Interventions for Children with Autism Spectrum Disorders

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