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TABLE 1 Summary of Activity Schedule Studies with Students with Autism Author(s) Bryan & Gast (2000) Dauphin et al. (2004) Dettmer et al. (2000) Dooley et al. (2001) Halletal. (1995) Krantz et al. (1993) Krantz & McClannahan (1998) MacDuff et al. (1993) Massey & Wheeler (2000) Participants Age/Disability 1. 8y, autism 2. 8y, autism 3. 7y, autism 4. 8y, autism Target Behavior(s) For all participants: increase on-task and onschedule behavior 1. 3y, autism increase sociodramatic play, onschedule behavior 1. 7y, autism 2. 5y, autism For all participants: decrease transition time 1. 3y, autism decrease tantrum behavior 1. 7y, autism decrease transition time 1. 8y, autism 2. 6y, autism 3. 7y, autism 1. 5y, autism 2. 4y, autism 3. 4y, autism 1. 9y, autism 2. 9y, autism 3. 11y, autism 4. 14y, autism For all participants: increase social initiation, decrease disruptive behavior For all participants: increase participation in social exchanges For all participants: increase on-task and onschedule behavior 1. 4y, autism increase on-task behavior, decrease problem transitions Type of Schedule(s) line drawings one picture per page in photo album computer/ video, photographic Mode of Presentation Design(s) Results computer with embedded video clips, ABAB withdrawal design matrix training For all participants: increased independent on-task and on-schedule behavior learned social scripts, increased on-schedule behavior line drawings notebook Velcro ABCB decreased strips, reversal latency photo design time, album, decreased note physical cards removals line drawings PECS-based A-BC-B decreased schedule problem board behavior photographs photo multiple increased album, 1 baseline indepen- photo dent per page transitions photographs three ring multiple For all binders baseline participants: with one across increased photograph participants social per page engagement, decreased disruption photographs notebook multiple For all paired with with one baseline participants: textual cues photo across increased per page participants social engagement photographs three ring binder with one photograph per page photographs photo placed on a folder 326 / Education and Training in Developmental Disabilities-September 2008 multiple baseline across participants multiple baseline across activities For all participants: increased engagement, independent transitions increased task engagement, transitions easier
TABLE 1—(Continued) Author(s) Morrison et al. (2002) Pierce et al. (1994) Schmit et al. (2000) Watanabe et al. (2003) ule studies conducted with persons with autism. Results Participants Age/Disability 1. 4y, autism 2. 5y, autism 3. 3y, autism 4. 6y, autism 1. 8y, autism 2. 9y, autism 3. 6y, autism Demographic Characteristics Target Behavior(s) For all participants: develop independent play skills For all participants: develop independent daily living skills 1. 6y, autism decrease tantrums during transitions 1. 22y, autism 2. 40y, autism 3. 30y, autism For all participants: increase independence during work routines Participants. A total of 28 children and three adults participated in <strong>the</strong> 13 studies. All children were 14 or younger, and 25 were boys and three were girls. The three adult participants were all men from <strong>the</strong> age of 22 to 40. Ages of all participants ranged from three years to 40 years, with an average age of 8.8 years. The average age for <strong>the</strong> children alone was 6.53 years. The median age of all participants was seven years. All of <strong>the</strong> participants had been diagnosed with autism. Setting and trainers. The majority of <strong>the</strong> studies (7 of 13) were conducted in a classroom setting by psychologists, teachers, and/or graduate assistants. Four of seven studies took place in <strong>the</strong> general education classroom while three o<strong>the</strong>r studies were conducted in self-contained classrooms. Four of Type of Schedule(s) photographs clipboard with Velcro, photos in envelope on back photographs photo book with one photo per page photographs photo presented in front text schedule sheet Mode of Presentation Design(s) Results of face Schedule sheet with list of nine activities multiple baseline across participants multiple baseline probe design across behaviors multiple baseline across settings multiple baseline across participants For all participants: on-task and on-schedule play behavior increased For all participants: increase in on-task daily living skills reduced tantrums, increased transitions For all participants: significant increase in time on task <strong>the</strong> 13 studies were conducted in <strong>the</strong> home setting (Dauphin, Kinney, & Stromer, 2004; Dettmer, Simpson, Myles, & Ganz, 2000; Krantz et al., 1993; Pierce & Schreibman, 1994). One of <strong>the</strong> three home-based studies also included a participant who engaged in community outings as part of <strong>the</strong> study (Dettmer et al.), and ano<strong>the</strong>r study included two participants trained at home and one in a clinical setting (Pierce & Schreibman). One of <strong>the</strong> studies was conducted in a group home setting (MacDuff et al., 1993). The study with adult participants took place in <strong>the</strong>ir adult services program building (Watanabe & Sturmey, 2003). Target behaviors. Researchers in a majority of <strong>the</strong> studies enhanced social behaviors in <strong>the</strong> participants through <strong>the</strong> use of some form of activity schedule (i.e., photographic, line drawings, video models, computer, text). Researchers in three studies specifically targeted increasing social exchanges and initiations (Dauphin et al., 2004; Krantz & McClannahan, 1998; Krantz et al., 1993). Researchers in two studies focused on decreasing tantrum Activity Schedules and Autism / 327
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Education and Training in Developme
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Page 5 and 6: Education and Training in Developme
Page 7 and 8: Self-Determination in Relation to H
Page 9 and 10: ticipants (a) believed the<
Page 11 and 12: Field notes were used to document <
Page 13 and 14: ling information, medical history a
Page 15 and 16: Home. Jack lived with his mo<strong
Page 17 and 18: we felt strongly that we needed inf
Page 19 and 20: literature, mostly to do with <stro
Page 21 and 22: tion? The national consumer survey.
Page 23 and 24: Figure 1. Proposed intersection of
Page 25 and 26: teaching in each program for five y
Page 27 and 28: also used to support and challenge
Page 29 and 30: Despite Paula’s description of an
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37 and 38: Bouck, E. C. (2005). Service delive
Page 39 and 40: Thirty Year Review of Safety Skill
Page 41 and 42: TABLE 1 Safety Skill Studies Refere
Page 43 and 44: TABLE 1—(Continued) Reference Par
Page 45 and 46: found differences only in efficienc
Page 47 and 48: skill for integrating persons with
Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
Page 53: and on-schedule behavior and decrea
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72: ity being on the c
Page 73 and 74: communication turns (i.e., initiati
Page 75 and 76: Definitions of Target Behaviors and
Page 77 and 78: student gave the p
Page 79 and 80: Figure 2. Bob’s performance data.
Page 81 and 82: contact increased 41% from baseline
Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
Page 87 and 88: to students with severe disabilitie
Page 89 and 90: The use of arm splints has been suc
Page 91 and 92: Figure 1. Intervention results for
Page 93 and 94: sions, he engaged in hand mouthing
Page 95 and 96: Effects of a Reciprocal Questioning
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Page 99 and 100: TABLE 2 Codes of Student Question G
Page 101 and 102: TABLE 3 Examples of Elements of a S
Page 103 and 104: Figure 2. Self-monitoring checklist
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TABLE 4 Example Question Words, Thi
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Figure 4. Frequency of prompted and
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Figure 5. Frequency of unprompted s
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their children to
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and lack of random selection makes
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prehension-monitoring activities. C
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all three participants who passed b
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TABLE 2 Leisure Activities Used in
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papers were removed and the
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was 68% (range 42% to 83%). In <str
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Teaching Test-taking Strategies to
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ing experiences beginning at <stron
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short essay question. Items were ei
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plication of the t
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Figure 2. Percent correct on <stron
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aseline probes, data were highly va
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