The Impact of Combined Within- and Across-Activity Choice on the Indices of Happiness and Unhappiness of Autistic Children

Agarwal, T., & Ramey, D. (2024). Identifying and validating indices of happiness and unhappiness in autistic children and examining them as quality of life indicators during presession pairing. Advances in Neurodevelopmental Disorders, 8(3), 429–444. https://doi.org/10.1007/s41252-023-00352-3

Article  Google Scholar 

Agran, M., & Krupp, M. (2011). Providing choice making in employment programs: The beginning or end of self-determination? Education and Training in Autism and Developmental Disabilities, 46(4), 565–575. https://www.jstor.org/stable/24232367

Ayres, M., Parr, J. R., Rodgers, J., Mason, D., Avery, L., & Flynn, D. (2018). A systematic review of quality of life of adults on the autism spectrum. Autism, 22(7), 774–783. https://doi.org/10.1177/1362361317714988

Article  PubMed  Google Scholar 

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91

Article  PubMed  PubMed Central  Google Scholar 

Brown, F., Belz, P., Corsi, L., & Wenig, B. (1993). Choice diversity for people with severe disabilities. Education and Training in Mental Retardation, 28(4), 318–326. https://www.jstor.org/stable/23878879

Burgess, A. F., & Gutstein, S. E. (2007). Quality of life for people with autism: Raising the standard for evaluating successful outcomes. Child and Adolescent Mental Health, 12(2), 80–86. https://doi.org/10.1111/j.1475-3588.2006.00432.x

Article  PubMed  Google Scholar 

Cannella, H. I., O’Reilly, M. F., & Lancioni, G. E. (2005). Choice and preference assessment research with people with severe to profound developmental disabilities: A review of the literature. Research in Developmental Disabilities, 26(1), 1–15. https://doi.org/10.1016/j.ridd.2004.01.006

Article  PubMed  Google Scholar 

Carbone, V. J., Morgenstern, B., Zecchin-Tirri, G., & Kolberg, L. (2010). The role of the reflexive-conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Focus on Autism and Other Developmental Disabilities, 25(2), 110–124. https://doi.org/10.1177/1088357610364393

Article  Google Scholar 

Carnett, A., Neely, L., Chen, M., Cantrell, K., Santos, E., & Ala’i-Rosales, S. (2022). How might indices of happiness inform early intervention research and decision making? Advances in Neurodevelopmental Disorders, 6(4), 567–576. https://doi.org/10.1007/s41252-022-00288-0

Article  PubMed  PubMed Central  Google Scholar 

Carr, J. E. (2005). Recommendations for reporting multiple-baseline designs across participants. Behavioral Interventions, 20(3), 219–224. https://doi.org/10.1002/bin.191

Article  Google Scholar 

Carr, E. G. (2007). The expanding vision of positive behavior support: Research perspectives on happiness, helpfulness, hopefulness. Journal of Positive Behavior Interventions, 9(1), 3–14. https://doi.org/10.1177/10983007070090010201

Article  Google Scholar 

Chapman, R., & Bovell, V. (2022). Neurodiversity, advocacy, anti-therapy. In J. L. Matson & P. Sturmey (Eds.), Handbook of autism and pervasive developmental disorder: Assessment, diagnosis, and treatment (pp. 1519–1536). Springer. https://doi.org/10.1007/978-3-030-88538-0_67

Chou, Y., Wehmeyer, M. L., Palmer, S. B., & Lee, J. (2017). Comparisons of self-determination among students with autism, intellectual disability, and learning disabilities: A multivariate analysis. Focus on Autism and Other Developmental Disabilities, 32(2), 124–132. https://doi.org/10.1177/1088357615625059

Article  Google Scholar 

Dibley, S., & Lim, L. (1999). Providing choice making opportunities within and between daily school routines. Journal of Behavioral Education, 9(2), 117–132. https://doi.org/10.1023/A:1022888917128

Article  Google Scholar 

Dillon, C. M., & Carr, J. E. (2007). Assessing indices of happiness and unhappiness in individuals with developmental disabilities: A review. Behavioral Interventions, 22(3), 229–244. https://doi.org/10.1002/bin.240

Article  Google Scholar 

Elliott, C., & Dillenburger, K. (2016). The effect of choice on motivation for young children on the autism spectrum during discrete trial training. Journal of Research in Special Educational Needs, 16(3), 187–198. https://doi.org/10.1111/1471-3802.12073

Article  Google Scholar 

Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney, N. M., Polick, A. S., & Heinicke, M. R. (2012). Teaching receptive discriminations to children with autism: A comparison of traditional and embedded discrete trial teaching. Behavior Analysis in Practice, 5(2), 49–59. https://doi.org/10.1007/bf03391823

Article  PubMed  PubMed Central  Google Scholar 

Hanley, G. P. (2010). Toward effective and preferred programming: A case for the objective measurement of social validity with recipients of behavior-change programs. Behavior Analysis in Practice, 3(1), 13–21. https://doi.org/10.1007/BF03391754

Article  PubMed  PubMed Central  Google Scholar 

Hanley, G. P., Iwata, B. A., & Roscoe, E. M. (2006). Some determinants of changes in preference over time. Journal of Applied Behavior Analysis, 39(2), 189–202. https://doi.org/10.1901/jaba.2006.163-04

Article  PubMed  PubMed Central  Google Scholar 

Howell, M., Dounavi, K., & Storey, C. (2019). To choose or not to choose?: A systematic literature review considering the effects of antecedent and consequence choice upon on-task and problem behaviour. Review Journal of Autism and Developmental Disorders, 6(1), 63–84. https://doi.org/10.1007/s40489-018-00154-7

Article  Google Scholar 

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2

Article  PubMed  PubMed Central  Google Scholar 

Kautz, M. E., DeBar, R. M., Vladescu, J. C., & Graff, R. B. (2018). A further evaluation of choice of task sequence. The Journal of Special Education, 52(1), 16–28. https://doi.org/10.1177/0022466917735655

Article  Google Scholar 

Kennedy, C. H. (2005). Single-case designs for educational research. Pearson Education Inc.

Kestner, K. M., Finch, K. R., & Kolb, R. L. (2023). Systematic review of procedures and outcomes of choice-based interventions with children. Education & Treatment of Children, 46(1), 77–106. https://doi.org/10.1007/s43494-023-00088-8

Article  Google Scholar 

Koegel, L. K., Singh, A. K., & Koegel, R. L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Other Developmental Disorders, 40(9), 1057–1066. https://doi.org/10.1007/s10803-010-0962-6

Article  Google Scholar 

Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M.-C., Courbois, Y., Keith, K. D., Schalock, R., Verdugo, M. A., & Walsh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49(10), 740–744. https://doi.org/10.1111/j.1365-2788.2005.00743.x

Article  PubMed  Google Scholar 

Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Oliva, D., & Basili, G. (2005). An overview of research on increasing indices of happiness of people with severe/profound intellectual and multiple disabilities. Disability & Rehabilitation, 27(3), 83–93. https://doi.org/10.1080/09638280400007406

Article  Google Scholar 

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310

Article  PubMed  Google Scholar 

Lane, J. D., & Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3–4), 445–463. https://doi.org/10.1080/09602011.2013.815636

Article  PubMed  Google Scholar 

Lane, K. L., Royer, D. J., Messenger, M. L., Common, E. A., Ennis, R. P., & Swogger, E. D. (2015). Empowering teachers with low-intensity strategies to support academic engagement: Implementation and effects of instructional choice for elementary students in inclusive settings. Education & Treatment of Children, 38(4), 473–504. https://doi.org/10.1353/etc.2015.0013

Article  Google Scholar 

Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic self-advocacy and the neurodiversity movement: Implications for autism early intervention research and practice. Frontiers in Psychology, 12, 635690. https://doi.org/10.3389/fpsyg.2021.635690

Article  PubMed  PubMed Central  Google Scholar 

Ledford, J. R., & Zimmerman, K. N. (2023). Rethinking rigor in multiple baseline and multiple probe designs. Remedial and Special Education, 44(2), 154–167. https://doi.org/10.1177/07419325221102539

Article  Google Scholar 

Lee, A., Lang, R., Davenport, K., Moore, M., Rispoli, M., van der Meer, L., Carnett, A., Raulston, T., Tostanoski, A., & Chung, C. (2015). Comparison of therapist implemented and iPad-assisted interventions for children with autism. Developmental Neurorehabilitation, 18(2), 97–103. https://doi.org/10.3109/17518423.2013.830231

Article  PubMed  Google Scholar 

Levin, J. R., Kratochwill, T. R., & Ferron, J. M. (2019). Randomization procedures in single- case intervention research contexts: (Some of) “The rest of the story. Journal of the Experimental Analysis of Behavior, 112(3), 334–348. https://doi.org/10.1002/jeab.558

Article  PubMed  Google Scholar 

McConachie, H., Wilson, C., Mason, D., Garland, D., Parr, J. R., Rattazzi, A., Rodgers, J., Skevington, S., Uljarevic, M., & Magiati, I. (2020). What is important in measuring quality of life? Reflections by autistic adults in four countries. Autism in Adulthood, 2(1), 4–12. https://doi.org/10.1089/aut.2019.0008

Article  PubMed  PubMed Central 

留言 (0)

沒有登入
gif