Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

THIM Hogeschool voor Fysiotherapie heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen. Je kunt je links eenvoudig registreren. Met deze gegevens kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL. Heb je een vraag, neem dan contact op met helpdesk@thim.nl.

» Andere revante producten voor THIM studenten en medewerkers.

Registreer

Om ook buiten de locaties van THIM, thuis bijvoorbeeld, van Mijn BSL gebruik te kunnen maken, moet je jezelf eenmalig registreren. Dit kan alleen vanaf een computer op een van de locaties van THIM.

Eenmaal geregistreerd kun je thuis of waar ook ter wereld onbeperkt toegang krijgen tot Mijn BSL.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-05-2015 | Original Paper

Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect

Auteurs: Stephen A. Crutchfield, Rose A. Mason, Angela Chambers, Howard P. Wills, Benjamin A. Mason

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed.
vorige artikel The Social Skills and Attachment to Dogs of Children with Autism Spectrum Disorder
volgende artikel Autism Spectrum Disorders and Self-reports: Testing Validity and Reliability Using the NEO-PI-R
Literatuur
Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40(1), 3–13.
American Psychiatric and Association. (2012). Diagnostic and statistical manual of mental disorders (5th revised ed.). Washington, DC: American Psychiatric Association.
Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2012). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of Autism and Developmental Disorders, 42(6), 1236–1248.
Bracken, B. A., & McCallum, R. S. (1998). Universal nonverbal intelligence test. Ithaca, IL: Riverside.
Bregman, J. D., & Higdon, C. (2012). Definitions and clinical characteristics of autism spectrum disorders. Educating Students with Autism Spectrum Disorders: Research-based Principles and Practices, 13–45.
Cervantes, P. E., Matson, J. L., Williams, L. W., & Jang, J. (2014). The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers. Research in Autism Spectrum Disorders, 8(5), 502–508.CrossRef
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
DiGennaro Reed, F. D., Hirst, J. M., & Hyman, S. R. (2012). Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review. Research in Autism Spectrum Disorders, 6(1), 422–430.
Ganz, J. B. (2008). Self-monitoring across ages and ability levels: Teaching students to implement their own positive behavior interventions. Preventing School Failure, 53, 39–48.CrossRef
Ganz, J. B., Heath, A. K., Davis, J. L., & Vannest, K. J. (2013). Effects of a self-monitoring device on socially relevant behaviors in adolescents with asperger disorder: A pilot study. Assistive Technology: The Official Journal of RESNA, 25(3), 149–157.CrossRef
Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently. Education and Training in Developmental Disabilities, 40(1), 24–33.
Kennedy, C. H., Meyer, K. A., Knowles, T., & Shukla, S. (2000). Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33(4), 559–571.CrossRefPubMedCentralPubMed
Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in stereotypic behavior for students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23(1), 119–127.CrossRefPubMedCentralPubMed
Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25(2), 341–353.CrossRefPubMedCentralPubMed
Koegel, L. K., Park, M. N., & Koegel, R. L. (2014). Using self-management to improve the reciprocal social conversation of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1055–1063.
Lanovaz, M. J., Rapp, J. T., Maciw, I., Prégent-Pelletier, É., Dorion, C., Ferguson, S., et al. (2014). Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model. Research in Autism Spectrum Disorders, 8(5), 529–545.CrossRef
Lee, S., Odom, S. L., & Loftin, R. (2007a). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67–79.CrossRef
Lee, S. H., Simpson, R. L., & Shogren, K. A. (2007b). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22(1), 2–13.CrossRef
Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief report: Reduction of inappropriate vocalizations for a child with autism using a self-management treatment program. Journal of Autism and Developmental Disorders, 30(6), 599–606.CrossRefPubMed
Nelson, R. O., & Hayes, S. C. (1981). Theoretical explanations for reactivity in self-monitoring. Behavior Modification, 5(1), 3–14.CrossRef
Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299.CrossRefPubMed
Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27(3), 471–481.CrossRefPubMedCentralPubMed
Reed, F. D. D., Hirst, J. M., & Jenkins, S. R. (2014). Behavioral treatment of stereotypic behavior in children with autism. Comprehensive Guide to Autism, 2247–2262.
Reynolds, S., Urruela, M., & Devine, D. P. (2013). Effects of environmental enrichment on repetitive behaviors in the BTBR T+tf/J mouse model of autism. Autism Research, 6(5), 337–343.
Roid, G. H. (2003). Stanford-Binet Intelligence Scales (; SB5). Rolling Meadows, IL: Riverside.
Shabani, D. B., Wilder, D. A., & Flood, W. A. (2001). Reducing stereotypic behavior through discrimination training, differential reinforcement of other behavior, and self-monitoring. Behavioral Interventions, 16(4), 279–286.CrossRef
Shogren, K. A., Lang, R., Machalicek, W., Rispoli, M. J., & O’Reilly, M. (2011). Self-versus teacher management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13(2), 87–96.CrossRef
Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). Vineland-II adaptive behavior scales. Circle Pines: AGS.
Spates, C. R., & Kanfer, F. H. (1977). Self-monitoring, self-evaluation, and self-reinforcement in children’s learning: A test of a multistage self-regulation model. Behavior Therapy, 8(1), 9–16.CrossRef
Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25(2), 447–459.CrossRefPubMedCentralPubMed
Stasolla, F., Perilli, V., & Damiani, R. (2014). Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD. Research in Autism Spectrum Disorders, 8(5), 472–479.CrossRef
Wills, H. P., & Mason, B. A. (2014). Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study. Journal of Behavioral Education. doi:10.​1007/​s10864-014-9204-x
Metagegevens
Titel
Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect
Auteurs
Stephen A. Crutchfield
Rose A. Mason
Angela Chambers
Howard P. Wills
Benjamin A. Mason
Publicatiedatum
01-05-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2272-x

Andere artikelen Uitgave 5/2015

Prevalence of Clinically and Empirically Defined Talents and Strengths in Autism

  • Open Access
  • Original Paper

Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder

  • Original Paper

Impaired Overt Facial Mimicry in Response to Dynamic Facial Expressions in High-Functioning Autism Spectrum Disorders

  • Original Paper

Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders

  • Original Paper

Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children

  • Brief Report

Cortical Variability in the Sensory-Evoked Response in Autism

  • Original Paper