Abstract Autistic youth and youth with ADHD have heightened rates of bullying victimization, anxiety, and depression. The purpose of this research is to use nationally representative US data to 1) ...estimate the prevalence of anxiety and depression among bullied neurodivergent youth and 2) investigate whether the association between bullying victimization and anxiety or depression is significantly greater among autistic youth and youth with ADHD. For this research, we used five years of data (2016–2020) from the nationally representative National Survey of Children’s Health (NSCH), youth ages 12–17 years (n = 71,973). Data were analyzed with R and the R survey package to estimate average marginal percentages, risk differences, and additive interactions as recommended by STROBE guidelines. The study identified heightened anxiety and depression among bullied autistic or ADHD youth. Results also showed that the increase in the rate of anxiety or depression associated with bullying victimization was significantly greater among autistic youth and youth with ADHD relative to non-autistic non-ADHD youth; interactions were significant among both male and female youth. Autistic youth, youth with ADHD, and youth with co-occurring autism and ADHD are particularly vulnerable to bullying victimization and associated depression and anxiety. Future research is needed to understand why the association between bullying victimization and depression/anxiety is significantly greater among autistic and non-autistic ADHD youth. Recommendations include exploring school-wide anti-stigma initiatives to stop the reciprocal bullying–anxiety/depression cycle, routine bullying and mental health screening of autistic and ADHD youth, and clinical management of bullied autistic and ADHD youth with anxiety or depression.
The purpose of this article is to review the literature on differential reinforcement of alternative behavior procedures without extinction for individuals with autism. Using predetermined inclusion ...criteria, a total of 10 studies were included and summarized in terms of the following: (a) participant characteristics (e.g., sex, age, and diagnosis), (b) treatment setting, (c) problem behavior, (d) function, (e) alternative behavior, (f) intervention, (g) outcomes, and (h) conclusiveness of evidence. Of the 10 studies, nine demonstrated positive effects and one mixed effects. Five studies successfully reduced problem behavior by manipulating different reinforcement parameters (magnitude, immediacy, and quality) and four manipulated the schedule of reinforcement. One study had mixed results with two of the three participants requiring extinction. The findings of this review suggest that variations of differential reinforcement of alternative behavior interventions without an extinction component may be considered promising practices for the treatment of challenging behavior in individuals with autism.
•This study is a meta-analytic review of video modeling interventions for improving functional living skills of individuals with ASD.•A total of 23 studies were included in this review which met the ...Basic Design Standards developed by WWC (Kratochwill et al., 2010).•The Tau-U effect size was calculated to analyze learners’ age, diagnosis, intervention type, and target outcome.•In overall, video modeling interventions have been found to have moderate effects on improving functional living skills of individuals with ASD.
Many individuals with autism spectrum disorders (ASD) show deficits in functional living skills, leading to low independence, limited community involvement, and poor quality of life. With development of mobile devices, utilizing video modeling has become more feasible for educators to promote functional living skills of individuals with ASD.
This article aims to review the single-case experimental literature and aggregate results across studies involving the use of video modeling to improve functional living skills of individuals with ASD.
The authors extracted data from single-case experimental studies and evaluated them using the Tau-U effect size measure. Effects were also differentiated by categories of potential moderators and other variables, including age of participants, concomitant diagnoses, types of video modeling, and outcome measures.
Results indicate that video modeling interventions are overall moderately effective with this population and dependent measures. While significant differences were not found between categories of moderators and other variables, effects were found to be at least moderate for most of them.
It is apparent that more single-case experiments are needed in this area, particularly with preschool and secondary-school aged participants, participants with ASD-only and those with high-functioning ASD, and for video modeling interventions addressing community access skills.
Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment ...can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau-U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.
The purpose of this study was to evaluate a procedure to transfer stimulus control from picture exchange requests to receptive identification. Three children with autism spectrum disorder (ASD) and ...absent receptive identification repertoires participated. An adapted alternating treatment design was used. During intervention, two high-preferred and two low-preferred targets were available during picture exchange requesting sessions. Participants requested primarily for one or both high-preferred targets. During receptive identification instructional sessions, one participant acquired one high-preferred target, one participant acquired all targets, and one participant demonstrated no improvements. Generalization to novel examples of targets was assessed pre- and post-intervention and programmed if necessary. One participant generalized his acquired high-preferred target without programming. Another participant generalized a high-preferred and a low-preferred target without programming, and acquired a high-preferred target with programming. Potential benefits of this intervention and suggestions for future research are presented.
Celotno besedilo
Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Individuals with autism spectrum disorder (ASD) characteristically demonstrate interest in a restricted range of activities. Embedding interests into the learning environment is a strategy used to ...establish motivation and promote participation in alternative activities. This review includes an evaluation of the quality of single-case and group-based research on embedding interests for individuals with ASD. Twenty studies with 79 participants were appraised according to two quality rubrics. Evidence was analyzed overall and within categories of dependent variables. Primary outcomes included social/communication skills and task-engagement/accuracy/productivity. Results show insufficient support for use of this intervention according to one rubric and mixed but sufficient support overall according to an alternative rubric. Most research support targets social or communication skills. Implications for practice are identified.
This meta-analysis analyzed 39 studies that met the inclusion criteria for employment-related interventions for individuals with developmental disabilities. Each experiment included in this analysis ...either met or met with reservations all of the basic design standards (Kratochwill et al.
2010
,
2013
). Tau-
U
effect sizes were calculated for each A–B contrast extracted from the included experiments, and moderator analyses were conducted for dependent variables, participant characteristics, setting characteristics, and implementer characteristics for all video modeling interventions. Moderate to strong effects were seen across almost all moderator levels, and few significant differences were determined between the levels. According to overall effect sizes, all interventions were effective, but video modeling interventions were considered not only to be effective but also evidence-based interventions in teaching employment skills to individuals with developmental disabilities.
This systematic review and meta-analysis analyzed peer-reviewed research concerning the generalization and maintenance of functional living skills for individuals with autism spectrum disorder. ...Following the application of predetermined inclusion criteria, 31 articles (containing 32 studies) were reviewed and summarized in terms of (a) generalization dimension, (b) generalization assessment design, (c) maintenance assessment design, (d) maintenance and generalization teaching strategy, and (e) latency to maintenance probes. Using Tau effect size and post hoc analyses, the type of generalization and maintenance teaching strategies were analyzed as potential moderators. Outcomes identified strong effects for generalization strategies employed. Resulting maintenance effects demonstrated strong effects for baseline to maintenance contrasts. Negative effects for the train and hope method were identified using intervention to maintenance contrasts. Results indicated statistically significant findings supporting the use of training in a natural setting and training to a criterion as compared to the train and hope strategy. Implications for future research and practice are discussed.
Abstract
Objective: To examine latency to criterion for reduction of challenging behaviour with and without stating a contingency statement immediately prior to a DRO procedure.
Method: An ABAC ...design in which A was baseline, B was used to evaluate the efficacy of a DRO procedure, and C was used to evaluate the efficacy of a DRO procedure with a contingency statement.
Results: The DRO with the contingency statement intervention was associated with a shorter latency to behaviour change than the DRO procedure without the contingency statement.
Discussion: These preliminary findings from this case study highlight the importance of examining the efficiency of behaviour change procedures. Directions for future research are provided.
Celotno besedilo
Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
A meta-analysis of 52 studies teaching functional living skills to individuals with autism spectrum disorder was conducted. Using the Tau effect size with the Dunn and the Kruskal–Wallis post-hoc ...analyses, the following categories were analyzed: age, diagnosis, intervention type, dependent variable, setting, and implementer. Analyses for age yielded statistically significant findings supporting greatest outcomes for elementary-aged individuals compared to secondary-aged individuals as well as adolescents and adults in comparison with preschool- and secondary-aged individuals. Moderate to strong effect sizes were noted across categories for diagnosis, intervention, and dependent variable. Outcomes indicated strong effects across categories for setting and implementer. Convergent validity of Tau effect sizes with visually analyzed ratings of evidence was evaluated, which largely resulted in correspondence.
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