Data Collection
Volume 2, Issue 5 ~ May, 2007
Current Autism Research
Research on Data Collection
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About the "Current Autism Research" feature:
"Current Autism Research" lists articles about autism that have been recently published. To read these articles, subscriptions to the journals in which they are published can be purchased. However, this can become expensive, and another way to obtain these articles is through local college and university libraries. Many of these libraries contain a section entitled, "Periodicals," or something similar, and the journals may be found there in alphabetical order. Often, copies can be made, or you can simply read the journal at the library and take notes. This is a great way for parents, teachers, families, and others to stay current on trends in autism research, and may help you discover new strategies for home, school, or community goals. Note: A listing of research here does not imply an endorsement of the methods or procedures by Positively Autism. Please thoroughly research any program or method that you are considering, obtaining any necessary help from professionals familiar with your situation. Title: "The Application of Short Forms of the Wechsler Intelligence Scales in Adults and Children with High Functioning Autism" Author(s): Nancy Minshew, Catherine Turner, and Gerald Goldstein Journal: Journal of Autism & Developmental Disorders Issue: February 2005 (Volume 35, Issue 1) Author's Summary: Not Available Title: "Implications of Functional Analysis Methodology for the Design of Intervention Programs" Author(s): Brian Iwata and April Worsdell Journal: Exceptionality Issue: 2005 (Volume 13, Issue 1) Author's Summary: Functional analysis methodology is an assessment strategy that identifies sources of reinforcement that maintain problem behavior and prescribes individualized interventions that directly alter the conditions under which behavior occurs. In this article we describe the environmental determinants of problem behavior, methods for conducting functional analyses, and implications for the design of intervention programs. Title: "Implementing a Curriculum-Based Assessment to Prioritize Learning Objectives in Asperger Syndrome and High-Functioning Autism" Author(s): Emily Rubin and Amy Laurent Journal: Topics in Language Disorders Issue: October - December 2004 (Volume 24, Issue 4) Author's Summary: To develop a comprehensive educational program for children and adolescents with Asperger syndrome and children and adolescents with high-functioning autism, goals and objectives need to be identified in those areas of development that support social communicative competence. The role of a child's social partners, however, is often neglected by relying on curricula that focus solely on prioritizing these child-specific objectives. Thus, it is important to consider that how a partner interacts with a child and how an environment is adapted with learning supports has a significant and long-term impact on that child's development. This article provides a description of the SCERTS Model, a comprehensive educational approach that includes a curriculum-based assessment designed to prioritize developmental objectives for the child as well as that child's partners. In this approach, the role of a child's partners in fostering more sophisticated language forms, the social conventions for appropriate behavior in different social situations, greater sensitivity to others' perspectives and emotional states, and the ability to plan and prepare for experiences is emphasized. Title: "The Use of Portfolios for Students with Autism" Author(s): Douglas E. Carothers and Ronald L. Taylor Journal: Focus on Autism & Other Developmental Disabilities Issue: Summer 2003 (Volume 18, Issue 2) Author's Summary: Portfolios are increasingly being used in educational settings and provide benefits to all stakeholders in the educational process. They are especially useful for students with autism spectrum disorders because they allow for the collection and communication of authentic data across a variety of skill areas and settings. This article explains the benefits of portfolio usage for students with autism spectrum disorders and details what to include and how to organize the portfolio so that students, parents, and professionals reap the maximum benefit. Title: "Designing an Outcome Study to Monitor the Progress of Students with Autism Spectrum Disorders" Author(s): Joel R. Arick, Helen E. Young, Ruth A. Falco, Lauren M. Loos, David A. Krug, Marilyn H. Gense, and Steven B. Johnson Journal: Focus on Autism & Other Developmental Disabilities Issue: Summer 2003 (Volume 18, Issue 2) Author's Summary: The Autism Spectrum Disorders Outcome Study is tracking the educational progress of 67 students, between the ages of 2 and 6 years, whose primary diagnosis for services is an autism spectrum disorder. This article describes the study, how student outcomes have been measured, and how student progress has been reported to service providers and parents. Outcome data has been collected from performance observations, parent and teacher surveys, and standardized assessments. The strength of this data-collection approach is that it uses a variety of sources and multiple methods to monitor student progress. Initial results, based on the first 16 months of the study, have shown that the majority of the children have made significant progress in the areas of social interaction, expressive speech, and use of language concepts. In addition, they have displayed significant decreases in behaviors associated with autism spectrum disorders. This study began in 1998 and will continue at least through August of 2003. |
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