Evidence‐Based Psychosocial Interventions for Individuals With Autism Spectrum Disorders

Reichow, Brian; Barton, Erin E.

doi:10.1002/9781118911389.hautc42

Cited by 17 publications

(8 citation statements)

References 172 publications

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“…Participating children were repeatedly exposed to a variety of question types, and the use of a prompting hierarchy that ensured consistent feedback until successful engagement in the target behavior was achieved (VanDerHeyden, Snyder, Smith, Sevin, & Longwell, 2005). These opportunities to engage in complete learning trials increased the opportunities children had to learn, thus increasing the intensity of instruction (Reichow & Barton, 2014). Although the literature on shared reading interventions for students with ASD is small, systematic instructional procedures were effective in other studies (Browder et al, 2007; Mims et al, 2012; Mucchetti, 2013).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Reading to Engage Children With Autism in Language and Learning (RECALL)

Whalon

Martinez

Shannon

et al. 2015

Topics in Early Childhood Special Education

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A multiple baseline across participants design was used to investigate the impact of RECALL (Reading to Engage Children With Autism in Language and Learning) on the correct, unprompted responding and initiations of young children with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention based on dialogic reading. RECALL embeds systematic instructional procedures and supports known to facilitate the learning of children with ASD (e.g., prompting hierarchy and visual supports). Interventionists read aloud with a child with autism and a peer 3 days a week for approximately 2.5 months. Following intervention, all four participating children decreased the frequency of incorrect responding and gradually improved their correct, spontaneous responding to fact- and inference-based questions about story content. In addition, three of the four participants increased the frequency of their initiations. Findings suggest that young children with ASD can participate in and benefit from shared reading interventions with supports. Implications for the implementation of shared reading interventions with young children with ASD are discussed.

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Section: Discussionmentioning

confidence: 99%

The Impact of Reading to Engage Children With Autism in Language and Learning (RECALL)

Whalon

Martinez

Shannon

et al. 2015

Topics in Early Childhood Special Education

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“…It is commonly accepted that autism is a lifelong condition that cannot be cured (O'Reilly, Cook, & Karim, 2012). However, there are a number of intervention approaches that have been linked with improved symptoms of autism and positive outcomes for children with autism (National Autism Center, 2015;Reichow & Barton, 2014;Rogers & Vismara, 2014). Findings of the present study with respect to treatment of autism showed that majority of participants across all teacher education programs believed that autism is not curable and segregated settings are the best settings to serve children with autism.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Turkish Pre-Service Teachers’ Knowledge of Autism Spectrum Disorder

et al. 2016

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The purpose of the present study was to investigate knowledge of autism among teacher candidates who are likely to have the initial contact with children with autism within public school system in Turkey. Five hundred and four senior pre-service teachers who were enrolled in four different teacher education programs participated in the study. Data were collected using a survey package at the end of spring semester during the last year of college. Results indicated that pre-service teachers across programs had limited knowledge of autism and its characteristics. Findings of the present study call for the development of pre-and in-service training programs for teachers of children with autism. Further implications of findings for future research and practice are discussed.

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“…This process supports the building of a caregiver behavioral management “toolbox” by: (1) identifying behavioral function to inform strategy choice; (2) decreasing behavioral excess as well as increasing appropriate behaviors; and (3) using positive behavioral supports, such as antecedent management (e.g. use of visual supports), reinforcement, and functional communication as the means to modify behaviors (Reichow & Barton, 2014). Results across two pilot studies and two randomized trials of RUBI demonstrated clinically and statistically significant reductions in child disruptive behavior (within-subject effect size ranged from 0.9 to 2.7; (Aman et al, 2009; Bearss et al, 2013, 2015; Handen et al, 2015).…”

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confidence: 99%

Iterative redesign of a caregiver-mediated intervention for use in educational settings

Bearss

Tagavi

Lyon

et al. 2022

Autism

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Teachers endorse disruptive behavior as a considerable concern for autistic students, which is compounded by the lack of adequate resources for behavioral intervention planning in the classroom. The RUBI program is an evidence-based, low-intensity manualized intervention, initially developed for parents of autistic children ages 3–14 and co-occurring disruptive behavior. Utilizing the Discover, Design/Build, Test (DDBT) framework, which combines user-centered design and implementation science, RUBI intervention content was collaboratively and iteratively redesigned with elementary school stakeholders (40 school staff from 28 schools) to ensure the feasibility, acceptability, and appropriateness of the redesigned intervention, RUBI in Educational Settings (RUBIES). Iterative quantitative and qualitative methods were conducted with stakeholders to identify targets for RUBI redesign. Conventional content analysis was used to code qualitative data and identify usability issues. Recommendations were provided for modifications to RUBI sessions to address the needs of the school context and end-users to develop RUBIES. Feasibility scores improved following the redesign. The use of the DDBT framework to redesign the RUBI intervention may promote greater usefulness and usability in school contexts. Lay abstract Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future.

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Evidence‐Based Psychosocial Interventions for Individuals With Autism Spectrum Disorders

Cited by 17 publications

References 172 publications

The Impact of Reading to Engage Children With Autism in Language and Learning (RECALL)

The Impact of Reading to Engage Children With Autism in Language and Learning (RECALL)

An Analysis of Turkish Pre-Service Teachers’ Knowledge of Autism Spectrum Disorder

Iterative redesign of a caregiver-mediated intervention for use in educational settings

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