News In Research and Intervention
Train the Trainer Effectiveness for Individuals with Autism
In a recent article, published in the American Journal on Intellectual and Developmental Disabilities, Yoshiko-Shire and Kasari (2014) compiled a systematic review of train the trainer effectiveness of behavior interventions. Results indicated that participants are benefiting from behavioral interventions in the areas of cognition, language and autism symptoms post-community delivered interventions. Applied Behavior Analysis (ABA) is the primary behavioral intervention used in the examined studies. The outcome effects for participants with ASD varied based on their developmental level. Train the trainer supports interventionists and community trainers to provide preliminary support for the provision of behavior services to individuals with ASD. Yoshiko-Shire and Kasari (2014) indicate that train the trainer literature should expand to include social communication skills to include varied participant outcomes.
Reference: Yoshiko-Shire, S., & Kasari, C. (2014). Train the trainer effectiveness trials of behavioral intervention for individuals with autism: A systematic review. American Journal on Intellectual and Developmental Disabilities, 119(5), 436-451.
How Do We Make the Transition to College Successful for Learners with Autism Spectrum Disorder (ASD)?
We are conducting a survey on the challenges and strengths of young people with Autism Spectrum Disorder (ASD) related to transition out of high-school and into higher education. We are conducting this study to inform development of a new transition support program.
Participation involves completion of a brief, anonymous online survey. We are enrolling three groups of participants: (1) young people with ASD (between 16 and 25 years of age), including high-school students (who are at least 16 years old), college students (either 2-year or 4-year college), (2) parents of children/adults with ASD (who are between 16 and 25 years of age); and (3) professionals working with students with disabilities, especially high-school students and undergraduate students with ASD. Participants receive a $10.00 gift card for their time upon completion of the survey (the survey takes about 40 minutes).
If you would like to complete the survey, please send an email to psyc.soc.interventions@gmail.
Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence
Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while we aren’t born with these skills, we are born with the potential to develop them through interactions and practice. A new 16-page guide describes a variety of activities and games that represent age-appropriate ways for adults to support and strengthen various components of EF/SR in children.
Each chapter of this guide contains activities suitable for a different age group, from infants to teenagers. The guide may be read in its entirety (which includes the introduction and references) or in discrete sections geared to specific age groups.
Click here to download this guide.
Personalized Approach to Teaching Communication Skills
On July 17, 2014, the ScienceDaily highlighted a study on the success of personalized communication interventions for children with autism, between the 5-8 years old. In particular, Kasari et al. (2014) focused on the impact of using computer tablets for communication instruction, in addition to speech-generating devices, to teach socio-communication skills. The researchers found that children receiving behavioral intervention, in conjunction with socio-communication therapy and technology, learned to communicate faster. Unique to this study was the researchers’ ability to tweak interventions to the individual child based on their progress.
Click here to gain access to the full article.