The importance of early intervention (services for children zero-three years) and early childhood... more The importance of early intervention (services for children zero-three years) and early childhood education programs (services for those three-five years) for young children with autism spectrum disorder (ASD) has been
Homework challenges are particularly relevant for students with autism spectrum disorders who dem... more Homework challenges are particularly relevant for students with autism spectrum disorders who demonstrate difficulty maintaining attention, motivation, and developing effective study skills. These challenges are often exacerbated for adolescents with disabilities who face a number of challenges during the middle school years. A multiple baseline design across participants was used to test the effectiveness of an intervention package that included both parent training and self-management strategies. The following study included five middle school students who were currently receiving special education services under the classification of autism spectrum disorder. Results of this study indicate an increase in task independence following the implementation of the intervention package. Implications for practice and suggestions for future research are described.
Family members of students with autism in more restrictive settings reported higher levels of pro... more Family members of students with autism in more restrictive settings reported higher levels of problem behaviors. It is unclear whether these behaviors resulted from the restrictiveness of the placement, or if students were placed in more restrictive settings because of the presence of challenging behaviors. Family members who had sons/daughters in less restrictive settings reported that they were more satisfied with staff's commitment to the education of their son/daughter, and that they were more satisfied with the academic progress of their son/daughter. Regardless of the placement, parents who were more satisfied with their son/daughter's education noted that staff had a greater ability to communicate with parents, exhibited a greater dedication to team work, and had a greater commitment to the education of their son/daughter with autism. In addition to these factors, parents noted the importance of assistance from external professional consultants as highlighted in the comments below.
Impairments in social functioning are common in children with autism spectrum disorder (ASD) and ... more Impairments in social functioning are common in children with autism spectrum disorder (ASD) and can create great difficulties in the life of an individual on the autism spectrum. Social skill deficits increase the likelihood of children experiencing social failure, peer rejection, and isolation, leaving them vulnerable to developing anxiety, depression, and other forms of psychopathology. The present study expands previous research addressing deficits in social functioning, through the implementation of a video self-modeling (VSM) procedure and a brief peer-training intervention. The VSM-only phase led to rapid and marked increases in social engagement for all three preschoolaged children with ASD. The addition of a peer-training intervention did not lead to improvements in social engagement when compared to the VSM-only phase. The findings are discussed within the context of previous research, and suggestions for future research and implications for school psychologists and other school personnel are provided. Social skills are essential components of successful social, emotional, and cognitive development. Impairment in social functioning is a fundamental feature of autism spectrum disorder (ASD) and is well documented in the research literature (American Psychiatric Association, 2013; Rogers, 2000). In particular, young children with ASD exhibit significant deficits in the ability to initiate and maintain social engagement, often leading to social withdrawal. Social engagement is a pivotal social behavior that provides the gateway to more sustained and complex social relationships. Further, poor social skills are associated with detrimental long-term outcomes, such as poor academic achievement, social failure and peer rejection, anxiety, depression, substance abuse, and other forms of psychopathology (Bellini, 2006; Tantam, 2000; Welsh, Parke, Widaman, & O’Neil, 2001). Young children with ASD are in critical need of effective social skill interventions that increase positive social engagement, and help to impede the development of deleterious social and emotional outcomes. Unfortunately, few young children with ASD are receiving social skill interventions as part Correspondence concerning this article should be directed to Scott Bellini, Department of Counseling and Educational Psychology, 201 N. Rose Avenue, Bloomington, IN 47401; [email protected]. Copyright 2016 by the National Association of School Psychologists, ISSN 1938-2243 of their early childhood education program (Hume, Bellini, & Pratt, 2005). Furthermore, based on the results of meta-analytical research on children with ASD and other disabilities, children who are receiving social skills programming may not be receiving effective social skills programming (Bellini, Peters, Benner, & Hopf, 2007; Gresham, Sugai, & Horner, 2001). Gresham and colleagues (2001) noted that the weak outcomes of social skill interventions could be attributed to the fact that these interventions often take place in “contrived, restricted, and decontextualized” (p. 340) settings, such as resource rooms or other pull-out settings. This assertion is supported by the findings of a meta-analysis conducted on school-based social skill interventions for youth with ASD (Bellini et al., 2007). Results of the metaanalysis indicated that intervention, maintenance, and generalization effects were significantly lower for social skill interventions that were implemented in pull-out settings only. In contrast, interventions that were implemented in the child’s typical classroom produced higher intervention, generalization, and maintenance effects. In addition to implementing social skill interventions in natural environments, interventions should also include typically developing peers (National Research Council, 2001). Early intervention practices that promote positive social interactions with peers in natural settings would be instrumental in the improvement of quality of life and learning for young children with ASD. VIDEO SELF-MODELING AND PEER TRAINING TO TEACH SOCIAL SKILLS Video self-modeling (VSM) is considered an evidence-based practice for youth with ASD (National Autism Center, 2015). Results of meta-analytical research have indicated that VSM is effective for children across the autism spectrum, often producing rapid and substantial changes in children irrespective of verbal or cognitive ability (Bellini & Akullian, 2007). In VSM interventions, children view a video of themselves demonstrating the successful performance of a target behavior. VSM involves recording the child’s behavior and then editing the footage into 1–2 minute video clips that display positive, efficacious behavior. The edited videos are shown to the child multiple times per week in evenly spaced intervals for approximately 2–8 weeks. VSM has been used across multiple disciplines and populations to teach a wide variety of skills including motor behaviors, social skills, communication,…
ABSTRACT In the present study, the researchers implemented a video self-modeling intervention for... more ABSTRACT In the present study, the researchers implemented a video self-modeling intervention for increasing on-task classroom behavior for three elementary school students diagnosed with an autism spectrum disorder. The researchers observed the students' on-task engagement three times a week during their respective math classes. A multiple baseline design across participants was utilized. Throughout the intervention phase, the students' teachers showed each student a video in which each student was successfully engaged in on-task classroom behavior. All videos were viewed prior to the start of math class. After watching the videos, the students resumed participating in their independent math classwork and the researchers observed their subsequent on-task engagement. All three students showed an increase in on-task engagement from baseline to intervention phases. Two of the three students maintained or improved their on-task engagement post-intervention. Implications for practice and future research are discussed.
Soci al skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analy... more Soci al skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children.
Journal of Autism and Developmental Disorders, Feb 15, 2021
Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in si... more Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed.
Focus on Autism and Other Developmental Disabilities, May 1, 2007
There is currently a critical need to develop reliable and valid social skills assessment tools f... more There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents With autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a neW assessment tool that provides a comprehensive measure of social functioning in children and adolescents With ASD. The ASSP Was designed to assist With intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties With respect to internal consistency, test—retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/ Avoidance, and Detrimental Social Behaviors.
Focus on Autism and Other Developmental Disabilities, Aug 1, 2006
The present study examined factors contributing to the development of social anxiety in adolescen... more The present study examined factors contributing to the development of social anxiety in adolescents with autism spectrum disorders (ASD). In particular, the study examined the contribution of social skill deficits and physiological hyperarousal to the development of social anxiety in individuals with ASD. Forty-one adolescents with high-functioning ASD participated in the study. The results of a multiple regression analysis suggest that the proposed model (i.e., the combination of social skills and physiological arousal) is a significant predictor of social anxiety in this sample. A developmental pathways model is proposed that identifies potential predisposing or protective factors that may contribute to the development, protection, or remediation of social anxiety in adolescents with autism.
This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) int... more This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Video modeling is an intervention technique often used for social skills training which involves participants watching a video of someone modeling a desired behavior and then imitating the behavior of the person in the video. In video self-modeling (VSM), are videotaped successfully performing behaviors and then watch those videos as models.
Difficulties with social skills and developing social relationships is a key diagnostic character... more Difficulties with social skills and developing social relationships is a key diagnostic characteristic of autism spectrum disorders, and is often an enduring and pervasive issue throughout the life of a person on the autism spectrum. Previous research has demonstrated a clear link between social skill deficits and numerous negative developmental outcomes. The development of effective social interaction skills is critical to successful social, emotional, language, and cognitive development, yet research on social skills programming has produced conflicting results related to the effectiveness of many social skill interventions. The purpose of this article is to synthesize the results of both literature reviews and metaanalytical studies on social skills programing for children and adolescents on the autism spectrum. The primary purpose of the article is to elucidate the ingredients of effective social skills programming for children on the autism spectrum. This article will review the existing meta-analytical research relevant to social skills programming and provide recommended practices for youth on the autism spectrum. The article will also provide suggestions for future researchers to consider when designing studies on social skills programming. The present article will provide useful guidance to both practitioners and researchers.
Teacher Education and Special Education, Oct 5, 2010
Given the substantial increase in the numbers of students identified with an autism spectrum diso... more Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs exist, the outcomes of these programs are seldom evaluated. This article discusses the benefits of using a logic model framework to develop and measure the outcomes of professional development programs. The article discusses two main types of goals that need to be developed and included in such evaluations: (a) knowledge, awareness, and perception goals and (b) action goals. This article presents detailed information about the use of logic models in training program evaluations and gives examples of how program elements can be planned, presented, and evaluated in light of the utility of logic models.
The current study investigated the effects of a Video Self-Modeling (VSM) intervention on the com... more The current study investigated the effects of a Video Self-Modeling (VSM) intervention on the compliance and aggressive behavior of three children placed in a psychiatric hospital. Each participant viewed brief video clips of himself following simple adult instructions just prior to the school's morning session and the unit's afternoon free period. A multiple baseline design across settings was used to evaluate the effects of the VSM intervention on compliance with staff instructions and aggressive behavior on the hospital unit and in the hospital-based classroom. All three participants exhibited higher levels of compliance and fewer aggressive episodes during the intervention condition, and the effects were generally maintained when the intervention was withdrawn. Hospital staff reported at the conclusion of the study that the VSM intervention was easy to implement and beneficial for all participants. Taken altogether, the results suggest VSM is a promising, socially acceptable, and proactive intervention approach for improving the behavior of noncompliant children.
Child and Adolescent Psychiatric Clinics of North America, Oct 1, 2008
Funding: There are no known funding sources to disclose. Conflicts of Interest: There are no know... more Funding: There are no known funding sources to disclose. Conflicts of Interest: There are no known conflicts of interest.
Topics in Early Childhood Special Education, Oct 1, 2005
Autism spectrum disorders are a range of pervasive developmental disorders characterized by impai... more Autism spectrum disorders are a range of pervasive developmental disorders characterized by impairments in social interaction, communication and stereotyped patterns of behavior, interests and activities. (Mash & Wolfe, 2004) The broadness of the spectrum accords for individuals on the spectrum to have unique abilities and disabilities. This means that within user groups, the needs for therapy intervention are not equal between people, and may even be contradictory. This requires great flexibility and adaptation capabilities in intervention methods. The aim of this workshop is to review and discuss existing approaches and search for common points on how the behavior of children with autism spectrum disorder (ASD) is measured. Specifically we are interested in measuring behaviors that relate to social interaction. These include verbal or non-verbal behavior that is expressed in social communication, perceiving and reacting to other's signals such as: spontaneous movements, confused and noncoded movements, coded hand movements, facial expressions, and verbal expressions. We are focusing on children with ASD, as these people benefit mostly from early intervention and early education programs, to maximize the effort of skill development.
Focus on Autism and Other Developmental Disabilities, May 1, 2004
The present study examined the prevalence and types of anxiety exhibited by high-functioning adol... more The present study examined the prevalence and types of anxiety exhibited by high-functioning adolescents With autism spectrum disorders and factors related to this anxiety. Results suggest that adolescents With autism spectrum disorders exhibit anxiety levels that are significantly higher than those of the general population. The study found a loW negative correlation betWeen assertive social skills and social anxiety. In addition, a moderate curvilinear relationship Was found betWeen empathic skills and the various social anxiety measures. Results of the study support an emerging body of research demonstrating elevated anxiety levels in high-functioning individuals With autism spectrum disorders.
The importance of early intervention (services for children zero-three years) and early childhood... more The importance of early intervention (services for children zero-three years) and early childhood education programs (services for those three-five years) for young children with autism spectrum disorder (ASD) has been
Homework challenges are particularly relevant for students with autism spectrum disorders who dem... more Homework challenges are particularly relevant for students with autism spectrum disorders who demonstrate difficulty maintaining attention, motivation, and developing effective study skills. These challenges are often exacerbated for adolescents with disabilities who face a number of challenges during the middle school years. A multiple baseline design across participants was used to test the effectiveness of an intervention package that included both parent training and self-management strategies. The following study included five middle school students who were currently receiving special education services under the classification of autism spectrum disorder. Results of this study indicate an increase in task independence following the implementation of the intervention package. Implications for practice and suggestions for future research are described.
Family members of students with autism in more restrictive settings reported higher levels of pro... more Family members of students with autism in more restrictive settings reported higher levels of problem behaviors. It is unclear whether these behaviors resulted from the restrictiveness of the placement, or if students were placed in more restrictive settings because of the presence of challenging behaviors. Family members who had sons/daughters in less restrictive settings reported that they were more satisfied with staff's commitment to the education of their son/daughter, and that they were more satisfied with the academic progress of their son/daughter. Regardless of the placement, parents who were more satisfied with their son/daughter's education noted that staff had a greater ability to communicate with parents, exhibited a greater dedication to team work, and had a greater commitment to the education of their son/daughter with autism. In addition to these factors, parents noted the importance of assistance from external professional consultants as highlighted in the comments below.
Impairments in social functioning are common in children with autism spectrum disorder (ASD) and ... more Impairments in social functioning are common in children with autism spectrum disorder (ASD) and can create great difficulties in the life of an individual on the autism spectrum. Social skill deficits increase the likelihood of children experiencing social failure, peer rejection, and isolation, leaving them vulnerable to developing anxiety, depression, and other forms of psychopathology. The present study expands previous research addressing deficits in social functioning, through the implementation of a video self-modeling (VSM) procedure and a brief peer-training intervention. The VSM-only phase led to rapid and marked increases in social engagement for all three preschoolaged children with ASD. The addition of a peer-training intervention did not lead to improvements in social engagement when compared to the VSM-only phase. The findings are discussed within the context of previous research, and suggestions for future research and implications for school psychologists and other school personnel are provided. Social skills are essential components of successful social, emotional, and cognitive development. Impairment in social functioning is a fundamental feature of autism spectrum disorder (ASD) and is well documented in the research literature (American Psychiatric Association, 2013; Rogers, 2000). In particular, young children with ASD exhibit significant deficits in the ability to initiate and maintain social engagement, often leading to social withdrawal. Social engagement is a pivotal social behavior that provides the gateway to more sustained and complex social relationships. Further, poor social skills are associated with detrimental long-term outcomes, such as poor academic achievement, social failure and peer rejection, anxiety, depression, substance abuse, and other forms of psychopathology (Bellini, 2006; Tantam, 2000; Welsh, Parke, Widaman, & O’Neil, 2001). Young children with ASD are in critical need of effective social skill interventions that increase positive social engagement, and help to impede the development of deleterious social and emotional outcomes. Unfortunately, few young children with ASD are receiving social skill interventions as part Correspondence concerning this article should be directed to Scott Bellini, Department of Counseling and Educational Psychology, 201 N. Rose Avenue, Bloomington, IN 47401; [email protected]. Copyright 2016 by the National Association of School Psychologists, ISSN 1938-2243 of their early childhood education program (Hume, Bellini, & Pratt, 2005). Furthermore, based on the results of meta-analytical research on children with ASD and other disabilities, children who are receiving social skills programming may not be receiving effective social skills programming (Bellini, Peters, Benner, & Hopf, 2007; Gresham, Sugai, & Horner, 2001). Gresham and colleagues (2001) noted that the weak outcomes of social skill interventions could be attributed to the fact that these interventions often take place in “contrived, restricted, and decontextualized” (p. 340) settings, such as resource rooms or other pull-out settings. This assertion is supported by the findings of a meta-analysis conducted on school-based social skill interventions for youth with ASD (Bellini et al., 2007). Results of the metaanalysis indicated that intervention, maintenance, and generalization effects were significantly lower for social skill interventions that were implemented in pull-out settings only. In contrast, interventions that were implemented in the child’s typical classroom produced higher intervention, generalization, and maintenance effects. In addition to implementing social skill interventions in natural environments, interventions should also include typically developing peers (National Research Council, 2001). Early intervention practices that promote positive social interactions with peers in natural settings would be instrumental in the improvement of quality of life and learning for young children with ASD. VIDEO SELF-MODELING AND PEER TRAINING TO TEACH SOCIAL SKILLS Video self-modeling (VSM) is considered an evidence-based practice for youth with ASD (National Autism Center, 2015). Results of meta-analytical research have indicated that VSM is effective for children across the autism spectrum, often producing rapid and substantial changes in children irrespective of verbal or cognitive ability (Bellini & Akullian, 2007). In VSM interventions, children view a video of themselves demonstrating the successful performance of a target behavior. VSM involves recording the child’s behavior and then editing the footage into 1–2 minute video clips that display positive, efficacious behavior. The edited videos are shown to the child multiple times per week in evenly spaced intervals for approximately 2–8 weeks. VSM has been used across multiple disciplines and populations to teach a wide variety of skills including motor behaviors, social skills, communication,…
ABSTRACT In the present study, the researchers implemented a video self-modeling intervention for... more ABSTRACT In the present study, the researchers implemented a video self-modeling intervention for increasing on-task classroom behavior for three elementary school students diagnosed with an autism spectrum disorder. The researchers observed the students' on-task engagement three times a week during their respective math classes. A multiple baseline design across participants was utilized. Throughout the intervention phase, the students' teachers showed each student a video in which each student was successfully engaged in on-task classroom behavior. All videos were viewed prior to the start of math class. After watching the videos, the students resumed participating in their independent math classwork and the researchers observed their subsequent on-task engagement. All three students showed an increase in on-task engagement from baseline to intervention phases. Two of the three students maintained or improved their on-task engagement post-intervention. Implications for practice and future research are discussed.
Soci al skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analy... more Soci al skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children.
Journal of Autism and Developmental Disorders, Feb 15, 2021
Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in si... more Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed.
Focus on Autism and Other Developmental Disabilities, May 1, 2007
There is currently a critical need to develop reliable and valid social skills assessment tools f... more There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents With autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a neW assessment tool that provides a comprehensive measure of social functioning in children and adolescents With ASD. The ASSP Was designed to assist With intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties With respect to internal consistency, test—retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/ Avoidance, and Detrimental Social Behaviors.
Focus on Autism and Other Developmental Disabilities, Aug 1, 2006
The present study examined factors contributing to the development of social anxiety in adolescen... more The present study examined factors contributing to the development of social anxiety in adolescents with autism spectrum disorders (ASD). In particular, the study examined the contribution of social skill deficits and physiological hyperarousal to the development of social anxiety in individuals with ASD. Forty-one adolescents with high-functioning ASD participated in the study. The results of a multiple regression analysis suggest that the proposed model (i.e., the combination of social skills and physiological arousal) is a significant predictor of social anxiety in this sample. A developmental pathways model is proposed that identifies potential predisposing or protective factors that may contribute to the development, protection, or remediation of social anxiety in adolescents with autism.
This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) int... more This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Video modeling is an intervention technique often used for social skills training which involves participants watching a video of someone modeling a desired behavior and then imitating the behavior of the person in the video. In video self-modeling (VSM), are videotaped successfully performing behaviors and then watch those videos as models.
Difficulties with social skills and developing social relationships is a key diagnostic character... more Difficulties with social skills and developing social relationships is a key diagnostic characteristic of autism spectrum disorders, and is often an enduring and pervasive issue throughout the life of a person on the autism spectrum. Previous research has demonstrated a clear link between social skill deficits and numerous negative developmental outcomes. The development of effective social interaction skills is critical to successful social, emotional, language, and cognitive development, yet research on social skills programming has produced conflicting results related to the effectiveness of many social skill interventions. The purpose of this article is to synthesize the results of both literature reviews and metaanalytical studies on social skills programing for children and adolescents on the autism spectrum. The primary purpose of the article is to elucidate the ingredients of effective social skills programming for children on the autism spectrum. This article will review the existing meta-analytical research relevant to social skills programming and provide recommended practices for youth on the autism spectrum. The article will also provide suggestions for future researchers to consider when designing studies on social skills programming. The present article will provide useful guidance to both practitioners and researchers.
Teacher Education and Special Education, Oct 5, 2010
Given the substantial increase in the numbers of students identified with an autism spectrum diso... more Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs exist, the outcomes of these programs are seldom evaluated. This article discusses the benefits of using a logic model framework to develop and measure the outcomes of professional development programs. The article discusses two main types of goals that need to be developed and included in such evaluations: (a) knowledge, awareness, and perception goals and (b) action goals. This article presents detailed information about the use of logic models in training program evaluations and gives examples of how program elements can be planned, presented, and evaluated in light of the utility of logic models.
The current study investigated the effects of a Video Self-Modeling (VSM) intervention on the com... more The current study investigated the effects of a Video Self-Modeling (VSM) intervention on the compliance and aggressive behavior of three children placed in a psychiatric hospital. Each participant viewed brief video clips of himself following simple adult instructions just prior to the school's morning session and the unit's afternoon free period. A multiple baseline design across settings was used to evaluate the effects of the VSM intervention on compliance with staff instructions and aggressive behavior on the hospital unit and in the hospital-based classroom. All three participants exhibited higher levels of compliance and fewer aggressive episodes during the intervention condition, and the effects were generally maintained when the intervention was withdrawn. Hospital staff reported at the conclusion of the study that the VSM intervention was easy to implement and beneficial for all participants. Taken altogether, the results suggest VSM is a promising, socially acceptable, and proactive intervention approach for improving the behavior of noncompliant children.
Child and Adolescent Psychiatric Clinics of North America, Oct 1, 2008
Funding: There are no known funding sources to disclose. Conflicts of Interest: There are no know... more Funding: There are no known funding sources to disclose. Conflicts of Interest: There are no known conflicts of interest.
Topics in Early Childhood Special Education, Oct 1, 2005
Autism spectrum disorders are a range of pervasive developmental disorders characterized by impai... more Autism spectrum disorders are a range of pervasive developmental disorders characterized by impairments in social interaction, communication and stereotyped patterns of behavior, interests and activities. (Mash & Wolfe, 2004) The broadness of the spectrum accords for individuals on the spectrum to have unique abilities and disabilities. This means that within user groups, the needs for therapy intervention are not equal between people, and may even be contradictory. This requires great flexibility and adaptation capabilities in intervention methods. The aim of this workshop is to review and discuss existing approaches and search for common points on how the behavior of children with autism spectrum disorder (ASD) is measured. Specifically we are interested in measuring behaviors that relate to social interaction. These include verbal or non-verbal behavior that is expressed in social communication, perceiving and reacting to other's signals such as: spontaneous movements, confused and noncoded movements, coded hand movements, facial expressions, and verbal expressions. We are focusing on children with ASD, as these people benefit mostly from early intervention and early education programs, to maximize the effort of skill development.
Focus on Autism and Other Developmental Disabilities, May 1, 2004
The present study examined the prevalence and types of anxiety exhibited by high-functioning adol... more The present study examined the prevalence and types of anxiety exhibited by high-functioning adolescents With autism spectrum disorders and factors related to this anxiety. Results suggest that adolescents With autism spectrum disorders exhibit anxiety levels that are significantly higher than those of the general population. The study found a loW negative correlation betWeen assertive social skills and social anxiety. In addition, a moderate curvilinear relationship Was found betWeen empathic skills and the various social anxiety measures. Results of the study support an emerging body of research demonstrating elevated anxiety levels in high-functioning individuals With autism spectrum disorders.
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