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Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees
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Vermeulen, Peter – Focus on Autism and Other Developmental Disabilities, 2015
Because of the importance of contextual sensitivity in several cognitive processes that are affected in autism spectrum disorder (ASD), such as social cognition, understanding of language, or cognitive shifting, we argue that a lack of contextual sensitivity or "context blindness" should be given more attention in a neurocognitive…
Descriptors: Autism, Pervasive Developmental Disorders, Context Effect, Cognitive Processes
Using Comparison Peers as an Objective Measure of Social Validity: Recommendations for Researchers
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Ennis, Robin Parks; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A. – Focus on Autism and Other Developmental Disabilities, 2013
In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…
Descriptors: Behavior Problems, Attention Deficit Hyperactivity Disorder, Autism, Pervasive Developmental Disorders
COMPASS: A Parent-Teacher Collaborative Model for Students with Autism.
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Ruble, Lisa A.; Dalrymple, Nancy J. – Focus on Autism and Other Developmental Disabilities, 2002
A consultation framework with strong theoretical and conceptual support is presented, called the Collaborative Model for Promoting Competence and Success (COMPASS). The overall goal of COMPASS is to provide indirect intervention to help students with autism achieve competence. COMPASS was also designed to provide collaboration among educators and…
Descriptors: Academic Achievement, Autism, Behavior Modification, Behavior Problems
Facilitating Comprehensive Behavioral Assessments.
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Groden, Gerald; And Others – Focus on Autism and Other Developmental Disabilities, 1997
Discusses the lack of thorough behavioral assessments prior to treatment interventions and describes a sequenced, structured format for conducting a comprehensive behavioral analysis. The procedures for the assessment are described, including recording observations, organizing information to clarify recurring patterns, interpreting observations,…
Descriptors: Behavior Change, Behavior Modification, Behavior Patterns, Behavior Problems
Functional Communication Training: A Contemporary Behavior Analytic Intervention for Problem Behaviors.
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Durand, V. Mark; Merges, Eileen – Focus on Autism and Other Developmental Disabilities, 2001
This article describes functional communication training (FCT) with students who have autism. FCT involves teaching alternative communication strategies to replace problem behaviors. The article reviews the conditions under which this intervention is successful and compares the method with other behavioral approaches. It concludes that functional…
Descriptors: Autism, Behavior Problems, Communication Disorders, Communication Skills
Three Behavioral Functions of Classroom Noncompliance: Diagnostic and Treatment Implications.
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Cipani, Ennio – Focus on Autism and Other Developmental Disabilities, 1998
Explains three possible behavioral functions of child noncompliance in the classroom: (1) attention-seeking, (2) mild escape/avoidance, and (3) extreme aversion. Each function is delineated in terms of its environmental effect and behavioral indicators. Educational and treatment implications are discussed for each function. (Author/DB)
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Compliance (Psychology)
Application of Choice-Making Intervention for a Student with Multiply Maintained Problem Behavior.
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Peterson, Stephanie M. Peck; Caniglia, Cyndi; Royster, Amy Jo – Focus on Autism and Other Developmental Disabilities, 2001
A functional behavioral assessment for a 10-year-old boy with autism found both teacher attention and escape from task demands maintained his problem behavior. A choice-making intervention involving either completing work alone followed by a break with teacher attention versus working with teacher assistance was found to decrease problem behavior…
Descriptors: Autism, Behavior Change, Behavior Problems, Case Studies