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Picture Exchange Communication System (PECS) is a form of
augmentative and alternative communication. It is typically used as
an aid in communication for children with autism and other special
needs. The system has been used with a variety of ages including
preschoolers, adolescents and adults who have a wide array of
communicative, cognitive and physical difficulties.
The Picture Exchange Communication System (PECS) is among the
most commonly used with children and adults who have little or no
verbal ability.
A child can be trained in PECS by a parent, caregiver, or therapist
who has learned about the method. An ABA approach is used, in
which prompts are given to guide the picture exchange. Further, in
the early phases of PECS training, the child chooses a picture of a
desired food, and receives the food in exchange for the picture.
Getting the food is the positive reinforcement for using the picture
to communicate.
http://www.autismspeaks.org/what-autism/treatment/whattreatments-are-available-speech-language-and-motor-impairments
What does the Research Say?
The effectiveness of the Picture Exchange Communication System
(PECS) for children with autism spectrum disorder (ASD): A South
African pilot study
Study investigated the effects of introducing the Picture Exchange
Communication System (PECS) on the frequency of requesting and
commenting and the length of verbal utterances of two children with
autism spectrum disorder (ASD).
Participants
Two participants were recruited. Both were children diagnosed with
autism who presented with some spoken language, but had a limited use
of language in communicative exchanges.
Methodology
A mixed research design was used, including a quantitative component
– a single-subject multiple-baseline design (MBD) across three behaviors,
repeated with two participants – and a qualitative component. Data was
collected in the PECS pre-training, training, post-training and follow-up
stages, in both structured and unstructured settings.
Results
The findings indicated highly effective treatment for requesting and
mixed results for commenting and length of verbal utterances. There were
considerable increases in intentional communicative acts (ICAs) for both
participants, with marked increases in requesting (function) and the
development of forms of communication
(Travis & Geiger, 2010).
What does the Research Say?
The impact of the Picture Exchange
Communication System on requesting and
speech development in preschoolers with
autism spectrum disorders and similar
characteristics
This study reported the results of a multiple
baseline across participants investigating the
implementation of the PECS with three
preschool children with characteristics of ASD.
Three children were recruited to participate
in the study.
The first four phases of PECS were taught to
the participants: (1) basic picture exchange,
(2) increasing distance use of PECS, (3)
discriminating among a variety of pictures,
and (4) communicating in sentences
composed of pictures.
Results indicated that two of the three
participants mastered PECS.
However, participants did not significantly
increase in use of word approximations and
intelligible words.
(Ganz, Simpson, & Corbin-Newsome, 2008)
Teaching Children With Autism to Ask “What’s
That?” Using a Picture Communication With Vocal
Results
This study investigated how augmentative and
alternative communication users learn to communicate,
with methods of how vocal individuals with autism
spectrum disorders have been taught to ask whquestions, to teach non-vocal individuals with autism
spectrum disorders to ask the question “What’s that?”
using PECS.
Eight preschool-aged children were recruited to
participate in the study. Age ranged between 3-to-5
years of age.
The results showed that all 3 participants learned to
vocally ask “What’s that?” without requiring the
communication picture, and the training for all
participants was completed within 1 to 2 days.
Secondary findings included the successful
generalization of this question to non-trained settings,
communicative partners, and stimuli.
(Ostryn & Wolfe, 2011)
What does the Research Say?
Effectiveness of the Picture Exchange
Communication System (PECS) on
Communication and Speech for Children With
Autism Spectrum Disorders: A Meta-Analysis
This meta-analysis reviewed the current
empirical evidence for PECS in affecting
communication and speech outcomes for
children with ASD (Flippin, Recska, & Watson,
2010).
A systematic review of the literature on PECS w
between 1994 and June 2009 was conducted.
Eight single-subject experiments
(18 participants) and 3 group studies (95 PECS
participants, 65 in other intervention/control)
were included.
Results indicated that PECS is a promising
but not yet established evidence-based
intervention for facilitating communication in
children with ASD ages 1–11 years. Small to
moderate gains in communication were
demonstrated following training. Gains in speech
were small to negative .
(Flippin, Recska, & Watson, 2010).
A Communication-Based Intervention for
Nonverbal Children With Autism: What
Changes? Who Benefits?
This study examined the form and function of
spontaneous communication and outcome
predictors in nonverbal children with autism using
PECS.
Eighty-four children from 15 schools participated
in a randomized controlled trial of PECS. They were
aged 4–10 years (73 boys).
Spontaneous communication using picture cards,
speech, or both increased significantly following
training.
Spontaneous communication to request objects
significantly increased, but spontaneous requesting
for social purposes did not.
Less severe baseline autism symptomatology was
associated with greater increase in spontaneous
speech and less severe baseline expressive language
impairment , with larger increases in spontaneous
use of speech and pictures together.
(Gordon et al., 2011).
VIDEO and CONCLUSION
http://www.youtube.com/watch?v=eTzedhezar8
Studies observing the effects of the picture exchange communication system
(PECS) have shown promising practices. However, consistency of the effectiveness
of PECS has not be fully established.
Individuals with least severe symptomatology have been observed as benefiting
from PECS while others with more severity have not seen benefits.
Therefore, I believe that interventions created for individuals with autism can
use PECS as a n extra resource or in combination with another empirically-based
alternative in the intervention process. Studies have shown positive results;
however, using this intervention as solely.
Applied behavior analysis was originally described by B.F. Skinner in
the 1930's. The principles and methods of behavior analysis have
been applied effectively in many circumstances to develop a wide
range of skills in learners with and without disabilities.
Behavior analysis is a scientific approach to understanding behavior
and how it is affected by the environment.
The science of behavior analysis focuses on principles (general
laws) about how behavior works, or how learning takes place.
By functionally assessing the relationship between a targeted
behavior and the environment, the methods of ABA can be used to
change that behavior. Research in applied behavior analysis ranges
from behavioral intervention methods to basic research which
investigates the rules by which humans adapt and maintain
behavior.
http://www.autismspeaks.org/what-autism/treatment/appliedbehavior-analysis-aba
What does the Research Say?
Some Generalization and Follow-Up Measures on Autistic
Children in Behavior Therapy
In this study 20 children with autism were treated by applied behavior
analysis. At intake, most of the children were severely disturbed, having
symptoms indicating an extremely poor prognosis.
The children were treated in separate groups, and some were treated
more than once, allowing for within- and between-subject replications of
treatment effects.
The findings can be summarized as follows:
•Inappropriate behaviors (self-stimulation and echolalia) decreased
during treatment
•appropriate behaviors (appropriate speech, appropriate play, and
social non-verbal behaviors) increased
•Spontaneous social interactions and the spontaneous use of
language occurred about eight months into treatment for some of
the children.
•1 to 4 yr after treatment showed that large differences between
groups of children depended upon the post-treatment environment
(those groups whose parents were trained to carry out behavior
therapy continued to improve, while children who were
institutionalized regressed).
(Lovaas, Koegel, Simons, & Long, 1973). Okay on date, seminal study
What does the Research Say?
Effects of Non-contingent Reinforcement on
Problem Behavior and Stimulus Engagement:
The Role of Satiation, Extinction, and
Alternative Reinforcement
This study examined the effects of noncontingent reinforcement (NCR) with and
without extinction on problem behavior.
Four participants were recruited to participate
in the study. They were children who had been
admitted to an inpatient behavioral unit for the
assessment and treatment of severe behavior
problems.
Frequency data were collected on target
problem behaviors during Phases 1 (functional
analysis) and 2 (treatment analysis) and are
presented as number of responses per minute.
Results found that problem behavior was
reduced to near-zero levels during NCR without
extinction
(Hagopian, Corckett, Van Stone, De Leon, &
Bowman, 2000).
Social Stories, Written Text Cues, and Video
Feedback: Effects on Social Communication of
Children with Autism
This study investigated the effects of written text
and pictorial cuing with supplemental video
feedback on the social communication of 5 students
with autism and social deficits.
Five children with social impairments (with ASDs)
and 10 of their peers without disabilities participated
in the study.
Treatment was implemented twice per week and
consisted of 10 min of systematic instruction using
visual stimuli, 10 minutes of social interaction, and
10 minutes of self-evaluation using video feedback.
Results showed increases in targeted social
communication skills when the treatment was
implemented.
Some generalized treatment effects were
observed across untrained social behaviors, and 1
participant generalized improvements within the
classroom. In addition, naive judges reported
perceived improvements in the quality of reciprocal
interactions.
(Thierman & Goldstein, 2011).
What does the Research Say?
Self-Control in Children with Autism:
Response Allocation During Delays of
Reinforcement
Choices Between Positive and Negative
Reinforcement During Treatment For
Escape-Maintained Behavior
This study examined the use of a progressivedelay schedule of reinforcement to increase
self-control and decrease disruptive behavior in
children with autism.
Three children with autism served as
participants. All children were able to follow
simple instructions, speak in two- and threeword phrases and make requests.
When initially given the choice between an
immediate smaller reinforcer and a larger
delayed reinforcer, all participants chose the
smaller reinforcer.
When access to the larger reinforcer required
either no activity or engaging in a concurrent
task during the delay, all participants
demonstrated both self-control and preference
for a response requirement.
Disruptive behavior decreased during delays
that required a concurrent task compared to
sessions without an activity requirement
(Dixon & Cummings, 2001). Too old
In this study, they examined the relative effects of
positive and negative reinforcement for compliance,
without extinction, on levels of compliance and
escape-maintained problem behavior.
One participant 10-year old girl diagnosed with
autism, had been admitted to an inpatient unit for
the assessment and treatment of severe behavior
disorders.
A combined multi-element and reversal design was
used to compare the relative efficacy of providing
negative (a 30-s break) or positive (a potato chip)
reinforcement for compliance while problem
behavior continued to produce a 30-s escape.
Positive reinforcement was more effective than
negative reinforcement in promoting compliance
and reducing escape-maintained problem behavior
for a child with autism.
Reference too old
(DeLeon, Neidert, Anders, & Roriguez-Catter, 2000).
VIDEO
http://www.youtube.com/watch?v=iyCx-OLzgJw
Many published studies have shown that specific ABA techniques can help
individuals with autism learn specific skills, such as how to communicate, develop
relationships, play, care for themselves, learn in school, succeed at work, and
participate fully and productively in family and community activities, regardless of their
age.
A number of peer-reviewed studies have examined the effects of combining multiple
ABA techniques into comprehensive, individualized, intensive early intervention
programs for children with autism.
Therefore, I believe that the use of ABA to help children with autism is the gold
standard. Families, teachers, and therapists can all use ABA techniques to help children
in a variety of different settings.
ASSISTIVE
TECHNOLOGY (AT)
Assistive technology (AT) is an umbrella term that includes
assistive, adaptive, and rehabilitative devices for people with
disabilities and also includes the process used in selecting,
locating, and using them. AT promotes greater independence by
enabling people to perform tasks that they were formerly unable
to accomplish, or had great difficulty accomplishing, by providing
enhancements to, or changing methods of interacting with, the
technology needed to accomplish such tasks.
According to the Technology-Related Assistance for Individuals
with Disabilities Act of 1988 (Public Law 100-407), an assistive
technology means any item, piece of equipment, or product
system, whether acquired commercially, off-the-shelf, modified or
customized, that is used to increase, maintain, or improve
functional capabilities of individuals with disabilities. Assistive
technology service is any service that directly assists an individual
with a disability in the selection, acquisition, or use of an assistive
technology device.
http://www.specialed.us/autism/assist/asst10.htm
What does the Research Say?
Key factors mediating the use of a mobile technology tool
designed to develop social and life skills in children with Autistic
Spectrum Disorders
This study used a qualitative design to examine intergenerational
relationships facilitated by an intervention employing Google Sketc-hUp, a
freeware 3D design program .
Seven high-functioning boys (ages 8–17) with autism spectrum disorders
(ASD) participated in computer workshops. The investigators capitalized on
the boys’ strengths in visual–spatial skills.
The interdisciplinary team structured the workshops to facilitate
computer skill development as well as social interaction.
Qualitative analysis involved thematic analysis of transcripts from focus
groups with parents and grandparents.
The two key themes that emerged were as follows:
•reframing expectations (parental efficacy and creating a safe
environment)
•building intergenerational bridges among parents, children, siblings,
and grandparents.
These findings indicate that technology can build on the strengths of
children with ASD and promote social engagement of the children with
their families
(Mintz, Branch, March, & Lerman, 2012).
What does the Research Say?
Effects of Peer-Mediated Instruction to Teach
Use of Speech-Generating Devices to
Students with Autism in Social Game
Routines
Use of Computer-Based Interventions to Teach
Communication Skills to Children with Autism
Spectrum Disorders: A Systematic Review
Study evaluates intervention outcomes, appraises
the certainty of evidence, and describes software and
system requirements.
This review has three main aims:
• to evaluate the evidence-base regarding CBI
• to inform and guide practitioners interested
in using CBI (assistive technology)
• to stimulate and guide future research
aimed at improving the efficiency and
effectiveness of CBI in communication for
individuals with ASD.
10 studies provided intervention to a total of 70
participants. The sample size of individual studies
ranged from 1 to 14. Participant ages ranged from 3
to 14 years. Fifty-four (77%) of the participants were
male and 16 (23%) were female.
Results suggest that CBI should not yet be
considered a researched-based approach to teaching
communication skills to individuals with ASD.
This study investigated the effects of a peermediated intervention designed to teach two
students with ASD to use speech-generating
devices (SGDs) to engage in interactions with
peers at school.
Six peer confederates (three from each student
with ASD’s general education classroom) were
taught to support SGD use during game activities.
A multiple baseline design was used to
examine the relationship between peermediated instruction and an increase in total
communicative acts (CAs) by the two students
with ASD.
Results provide evidence that the confederates
acquired the skills needed to support SGD use by
students with ASD. The results also suggest that
the intervention was effective at increasing total
appropriate CAs by students with ASD. In
addition, social validity ratings by all of the
(Ramdoss et al., 2011).
confederates were positive.
(Trottier, Kamp, & Mirenda, 2011).
What does the Research Say?
Extending Research on a Computer-Based
Sight-Word Reading Intervention to a
Student with Autism
Caregiver Perspectives About Assistive
Technology Use With Their Young Children With
Autism Spectrum Disorders
The study, initiated by a special education
teacher who requested assistance in
enhancing reading in a student with autism, was
designed to replicate and extend the CBSWRI
research base.
A multiple-baseline design across tasks (i.e.,
word lists) was used to evaluate the effects of a
computer-based sight-word reading
intervention (CBSWRI) on the sight-word
reading of a sixth-grade student with Autism.
The study was conducted in a rural
elementary school in the Southeastern United
States. One 12-year-old boy was selected to
participate in the study.
Across 3 lists of primer and first-grade Dolch
words, the student showed immediate increases
in sight-word reading after the CBSWRI was
applied. As the student learned 25 words
in 16 brief (i.e., 200 s) sessions. Results
suggested that the assistive technology was
effective at teaching the participant 25-words.
(Yaw et al., 2011).
The purpose of the study was to examine how
caregivers of children with autism spectrum disorder
view their daily activities and in what way, if any,
assistive technology (AT) acts as a support.
A total of 134 families who reported their child’s
disability as autism spectrum disorder completed a
survey designed to gain information about activities
(e.g., mealtime) and potential use of AT to support a
child’s participation in the routine.
Frequency counts were utilized to determine the
percentage of caregiver responses in each
activity/routine category.
Results indicated that caregivers reported
difficulties with all sampled activities. The problem
reported most frequently (39.9%) was a child’s
inability to participate in the routine. Less than half
of the caregivers reported being able to find
solutions that incorporated the use of AT. Although
some caregivers reported using AT, actual use of AT
was minimal.
(Cardon, Wilcox, & Campbell, 2011).
VIDEO
http://www.youtube.com/watch?feature=endscreen&NR=1&v=nDnTgJJxVjQ
The use of assistive technology does seem a promising practice that warrants
future research.
Assistive technologies in general, however, have a history of problems in their
adoption and continued use. Families have reported problems with its usage.
However, when people are trained, results have proven effective.
Using devices to help children on the spectrum should be used when applicable.
But, training people who will be involved with the process is a necessary.
Treatment and education of autistic and related communication
handicapped children (TEACCH) is a service, training, and research
program for individuals of all ages and skill levels with autism
spectrum disorders. It was developed at the University of North
Carolina, originating in a child research project begun in 1964 by Dr
Eric Schopler and Dr Robert Reichler.
The TEACCH philosophy recognizes autism as a lifelong condition and
does not aim to cure but to respond to autism as a culture. Core
tenets of the TEACCH philosophy include an understanding of the
effects of autism on individuals; use of assessment to assist program
design around individual strengths, skills, interests and needs.
TEACCH methodology is rooted in behavior therapy, more recently
combining cognitive elements, guided by theories suggesting that
behavior typical of people with autism results from underlying
problems in perception and understanding.
http://www.autismspeaks.org/what-autism/treatment/training-andeducation-autistic-and-related-communication-handicapped-children
What does the Research Say?
Effects of an Individual Work System on the Independent
Functioning of Students with Autism
This study examined the effects of a work system on the independent
work and play skills of students with autism.
•Work systems, an element of structured teaching developed by
Division TEACCH, are organized sets of visual information that inform
a student about participation in work or play areas.
A single subject withdrawal of treatment design, with replications
across three participants, was used to assess the on task behavior and
work completion skills of the students in classroom and employment
settings as a result of the intervention.
Three students with autism participated in this study. Each was selected
on the recommendation of school district special education personnel.
Students were selected according to the following criteria: formal
diagnosis of autism, teacher report of difficulty completing tasks
independently (confirmed by researcher observation), familiarity with
visual schedules and/or following visual sequences of information, and no
prior experience with the use of work systems.
Observational data indicated that all students showed increases in ontask behavior, increases in the number of tasks completed or play
materials utilized, and reduction of teacher prompts.
The results were maintained through the 1-month follow-up.
(Hume & Odom, 2007).
What does the Research Say?
Effectiveness of a Home Program
Intervention for Young Children with
Autism
This study evaluated the effectiveness of a
TEACCH-based home program for young
children with autism.
Parents were taught how to work with their
preschool child in the home setting, focusing
on cognitive, academic, and prevocational
skills essential to later school success.
Two matched groups of children were
compared, a treatment group and a notreatment control group, each consisting of 11
subjects. The treatment group was provided
with approximately 4 months of home
programming and was tested before and after
the intervention . The control group did not
receive the treatment but was tested at
the same 4-month interval.
Results demonstrated that children in the
treatment group improved significantly more
than those in the control group on the PEP-R
subtests of imitation, fine motor, gross motor,
and nonverbal conceptual skills.
(Ozonoff & Cathcart, 1998). Okay on
Benefits of the Treatment and Education of Autistic
and Communication Handicapped Children
(TEACCH) Programme as Compared with a NonSpecific Approach
Two educational treatments were compared, the
Treatment and Education of Autistic and Communication
Handicapped Children (TEACCH) program and the
integration program for individuals with disabilities.
Two groups of eight subjects were matched by gender,
chronological and mental age, and nosographic diagnosis
(i.e. autism associated with severe intellectual disability,
DSM-IV criteria and Childhood Autism Rating Scale
scored.
The TEACCH program was applied to the experimental
group, while the control group was integrated in regular
schools with a support teacher.
The Psycho-Educational Profile – Revised and the
Vineland Adaptive Behaviour Scale were administered
twice with a one-year interval between assessments.
The scores of the experimental group increased more
than the control group scores. Statistically significant
differences were obtained in both groups because of the
differences in the two approaches.
(Panerai, Ferrante, & Zingale, 2002).
What does the Research Say?
Special Education Versus Inclusive
Education: The Role of the TEACCH Program
This study aimed at comparing, over a period
of 3 years, the effectiveness of three different
educational approaches addressed to children
with autism and severe mental retardation.
The first one was a treatment and education
of autistic and related communication
handicapped children (TEACCH) program
implemented in a residential center; the second
was a TEACCH program implemented at home
and at mainstream schools, after a specific
parent psycho-educational training; the third
approach referred to inclusive education in
mainstream schools, in which a nonspecific
approach was implemented.
Each subject was assessed twice, using the
Psycho- Educational Profile-Revised (PEP-R) and
Vineland Adaptive Behavior Scale (VABS)-survey
form. Effectiveness of TEACCH appeared to be
confirmed, showing positive outcomes in the
natural setting, and revealing its inclusive value.
(Panerai et al., 2009).
Preschoolers with Autism Spectrum Disorders:
Evaluating the Impact of a Home-Based
Intervention to Promote Their Communication
An early intervention program based mainly around
Treatment and Education of Autistic and Related
Communications Handicapped CHildren (TEACCH),
Picture Exchange Communication System (PECS) and
Hanen approaches, was delivered to 35 families
through 15–18 home visits over a nine-month period.
In addition, 26 families acted as a contrast group. A
range of measures were used on a pre–post basis
along with qualitative data from participants. The
children as a whole showed significant improvements
on different indices of communication and these were
greater than those reported in the contrast group.
Mothers too improved on measures of health but not
of stress.
These findings add to the accumulating evidence
that family-delivered, communication-based
interventions are effective. Lesson for service-based
evaluations are drawn; in particular the reasons for
the individual variation in children’s and parental
responses require closer investigation.
(McConkey et al., 2010).
VIDEO
http://www.youtube.com/watch?v=ddGLJ2r4rcw
Studies have shown the effectiveness of TEACCH.
Children who were treated by TEACCH techniques have shown
improvements.
The program utilizes structured and continuous interventions , needed in
the lives of children with autism, which attempts to minimize the child’s
difficulties.
Follow-up studies have shown that treatment effects have lasted posttreatment.
Donald Meichenbaum is a psychologist noted for his contributions to
cognitive behavioral therapy (CBT). He developed a therapeutic
technique called cognitive behavior modification (CBM), which
focuses on identifying dysfunctional self-talk in order to change
unwanted behaviors.
Cognitive behavior modification is a method of mental health therapy
commonly used to treat a range of neuroses and anxiety disorders. In
cognitive behavior modification, the patient or client is trained to
recognize destructive or harmful thought patterns or behaviors, then
replace them with helpful or constructive thoughts and behaviors.
Cognitive behavior modification is administered in the course of
treatment by a licensed mental health professional. Cognitive
behavior modification works on a principle called "thought stopping."
By making thought patterns conscious, the patient is able to
recognize when she is about to perform an undesirable behavior,
such as compulsive hand-washing, or when she is engaging in
negative thoughts that are not supported by logic or reality.
http://www.nami.org/Template.cfm?Section=About_Treatments_and
_Supports&template=/ContentManagement/ContentDisplay.cfm&Co
ntentID=7952
What does the Research Say?
Cognitive, Behavior and Intervention Outcome in Young Children
with Autism
The relations between cognition and autism severity, head size and
intervention outcome, were examined. Change in cognitive level with
intervention was measured in children with autism and compared
to children with developmental disabilities (DD).
Eighty-one children with autism (n = 44) and DD (n = 37) were assessed at
pre- and post 1 year of intervention. Cognitive abilities and autism
severity were measured by standardized tests.
Three pre-intervention cognitive level groups: normal (IQ > 90),
borderline (70 < IQ < 89) and impaired (50 < IQ < 69) were examined. The
impaired group had more severe autism symptoms than the borderline and
the normal cognitive groups.
IQ scores increased significantly more in the autism group than in the DD
group. IQ improvements correlated significantly with reduction in autism
symptoms and mostly in stereotyped behaviors.
Cognitive ability in autism is associated with autism severity. Two distinct
subtypes based on cognitive level are identified. However, baseline
cognitive level cannot predict the progress rate in autism symptoms with
intervention. Improvement of social–communicative behaviors and the
intensive intervention are related to significant cognitive increments in
autism.
(Itzchak, Lahat, Burgin, & Zachor, 2008).
What does the Research Say?
Effects of Cognitive-Behavioral Therapy on
Anxiety in Children with Autism Spectrum
Disorders: A Randomized Controlled Trial
The study looked at the effects of a 16-week
Cognitive-Behavioral program and a Social
Recreational (SR) program on anxiety in
children with Autism Spectrum Disorders.
Seventy children (9–16 years old) were
randomly assigned to either of the programs.
 Measures on child’s anxiety using the
Spence Child Anxiety Scale—Child (SCAS-C)
and the Clinical Global Impression—
Severity scale (CGI-S) were administered at
pre-, post-treatment, and follow-ups (3- and
6-month).
Children in both programs showed
significantly lower levels of generalized
anxiety and total anxiety symptoms at 6month follow-up on SCAS-C. Clinician ratings
on the CGI-S demonstrated an increase in the
percentage of participants rated as ‘‘Normal’’
and ‘‘Borderline’’ for both programs.
Anxiety Disorders in Typically Developing Youth:
Autism Spectrum Symptoms as a Predictor of
Cognitive-Behavioral Treatment
Symptoms of autism spectrum disorder (ASD)
were assessed (Social Responsiveness Scale-Parent
(SRSP); coded in-session behavior) in typicallydeveloping, anxiety-disordered children (N = 50)
treated with cognitive- behavioral therapy (CBT).
Study 1: children with moderate autistic
symptomology (per SRS-P) were significantly
more likely to improve from family CBT (FCBT)
than individual CBT (ICBT; OR = 8.67). Coded behavior
did not predict outcome.
Study 2: CBT components were compared by
treatment and ASD symptom status. At-home exposure
completion was greater in FCBT and there was an
interaction in child involvement for treatment and ASD
status.
Though both treatments reduced anxiety, FCBT
outperformed ICBT for children with moderate ASD
symptoms, a benefit potentially linked to more at-home
exposures and greater child involvement in FCBT.
(Drahota, Wood, Sze, & Van Dyke, 2011).
(Puleo & Kendall, 2011).
What does the Research Say?
Anxiety problems in young people with autism
spectrum disorder: A case series
This study reports a case series of children
and adolescents with ASD and an anxiety
disorder who were treated with a standard
cognitive behavior therapy (CBT).
The participants were drawn from
consecutive referrals to a neuro-developmental
disorders clinic for cognitive behavioral
treatment of anxiety. All had a diagnosis of ASD.
Treatment was delivered by the same
therapist in all cases. A standard cognitive
behavioral package was delivered, using
individualized case conceptualizations based on
the cognitive model of anxiety arising from
increased threat perception and decreased
perceptions of control over threat, as well as
considering environmental and parental factors
in the maintenance of anxiety.
Cognitive-behavioral group treatment for social
phobia: Effectiveness at five-year follow up.
The researchers reported on the follow-up
evaluation of cognitive-behavioral group therapy
(CBGT) for social phobia. Patients who received CBGT
or a credible alternative treatment were re-contacted
aider a period of 4.5 to 6.25 years and completed a
battery of self-report questionnaires, an
individualized behavioral test, and a structured
interview with an independent assessor.
Examined 19 patients who received cognitivebehavioral group therapy (CBGT) for social phobia.
The 15 patients who received CBGT improved
greatly compared to the 4 individuals who received
an alternative treatment.
One of the most effective treatments for social
phobia is an intervention package called cognitivebehavioral group treatment (CBGT), which includes
exposure, cognitive restructuring, and homework
assignments.
(Sung et al., 2011).
(Heimberg, Salzman, Holt, & Blendell, 1993).
VIDEO
http://www.youtube.com/watch?v=1AYAJcOcXFE&feature=related
Cognitive behavior modification has been proven to help children with
ASDs cope with their anxiety.
Studies have shown the benefits of the treatment.
Presently, cognitive-behavior therapists have started to use behavior
modification techniques to improve overt behavior by helping their
clients to change their maladaptive thought processes.
Using these techniques with children on the spectrum can help ease
feelings of anxiety for children and/or adolescents who have fears.
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