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Increasing independence in self-care tasks for children with autism using self-operated auditory prompts
13 references·0 citing·52 second hopsampled
Increasing independence in self-care tasks for children with autism using self-operated auditory prompts (2011)Increasing independence in self-care task…A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism (2000)A Comparison of Video Modelin…Use of Self-Operated Auditory Prompts to Decrease Off-Task Behavior for a Student with Autism and Moderate Mental Retardation (1999)Use of Self-Operated Auditory…Training Responding Behaviors in Students with Autism (1999)Training Responding Behaviors…Using a Self-Operated Auditory Prompting System to Improve the Work Performance of Two Employees with Severe Disabilities (1998)Using a Self-Operated Auditor…Summarizing Single-Subject Research (1998)Summarizing Single-Subject Re…Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills (1994)Teaching young adults with de…TEACHING DAILY LIVING SKILLS TO CHILDREN WITH AUTISM IN UNSUPERVISED SETTINGS THROUGH PICTORIAL SELF‐MANAGEMENT (1994)TEACHING DAILY LIVING SKILLS …The Effects of Self-Operated Auditory Prompting Tapes on the Performance Fluency of Persons with Severe Mental Retardation (1992)The Effects of Self-Operated …Consistent stress profiles in mothers of children with autism (1992)Consistent stress profiles in…Generalized Use of a Self-Operated Audio Prompt System (1990)Generalized Use of a Self-Ope…Facilitating Task Acquisition through the Use of a Self-Operated Auditory Prompting System (1986)Facilitating Task Acquisition…NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING (1981)NORMAL PEER MODELS AND AUTIST…APPLICATIONS OF SELF‐CONTROL PROCEDURES BY CHILDREN: A REVIEW (1979)APPLICATIONS OF SELF‐CONTROL …AN IMPLICIT TECHNOLOGY OF GENERALIZATION 1 (1977)Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. (1995)Video Modeling for Individuals with Autism: A Review of Model Types and Effects (2007)Video Modeling Interventions for Individuals with Autism (2007)Television, Video Game and Social Media Use Among Children with ASD and Typically Developing Siblings (2012)Diagnostic and Statistical Manual of Mental Disorders (2013)TEACHING CHILDREN WITH AUTISM TO USE PHOTOGRAPHIC ACTIVITY SCHEDULES: MAINTENANCE AND GENERALIZATION OF COMPLEX RESPONSE CHAINS (1993)Teaching On-Task and On-Schedule Behaviors to High-Functioning Children with Autism Via Picture Activity Schedules (2000)The Use of Visual Supports to Facilitate Transitions of Students with Autism (2000)Teaching Daily Living Skills to Children with Autism Through Instructional Video Modeling (2002)Vineland Adaptive Behavior Scales (2010)The Empty Fortress (1967)The Empty Fortress: Infantile Autism and the Birth of the Self. (1967)Mediating influences of social support: personal, family, and child outcomes. (1986)Influence of gender, parental health, and perceived expertise of assistance upon stress, anxiety, and depression among parents of children with autism (1997)The Effectiveness of Parent Management Training to Increase Self-Efficacy in Parents of Children with Asperger Syndrome (2002)Predictors of Perceived Negative Impact in Mothers of Children With Autism Spectrum Disorder (2007)Science and Human Behavior. (1954)Training impulsive children to talk to themselves: A means of developing self-control. (1971)Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children (1982)A comparison of the relative efficacy of self-control therapy and a behavioral problem-solving therapy for depression in children (1987)Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. (1989)Single Case Experimental Designs: Strategies for Studying Behavior Change (1976)Meta-analysis in social research (1982)Advances in Learning and Behavioural Disabilities (1999)Percentage of All Non-Overlapping Data (PAND) (2007)Single-case experimental designs: A systematic review of published research and current standards. (2012)Conflict, arousal, and curiosity. (1960)Imitation of film-mediated aggressive models. (1963)INCREASING AUTISTIC CHILDREN'S SPONTANEOUS VERBALIZATIONS OF AFFECTION: AN ASSESSMENT OF TIME DELAY AND PEER MODELING PROCEDURES (1986)Handbook of clinical behavior therapy (1992)Behavioral Approaches to Promoting Play (2003)Observational learning (2006)MULTIPLE‐PROBE TECHNIQUE: A VARIATION OF THE MULTIPLE BASELINE1 (1978)Toward a functional analysis of self-injury (1982)Self-Monitoring Across Age and Ability Levels: Teaching Students to Implement Their Own Positive Behavioral Interventions (2008)Comparison of Self-Prompting of Cooking Skills via Picture-based Cookbooks and Video Recipes (2009)Review of Teacher Involvement in the Applied Intervention Research for Children with Autism Spectrum Disorders (2010)Systematic instruction of the moderately and severely handicapped (1978)Methods of instruction for severely handicapped students (1980)EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS (1983)TEACHING SUPPORTED EMPLOYEES WITH SEVERE MENTAL RETARDATION TO SOLVE PROBLEMS (1989)Self-management of instruction cues for occupation: review of studies with people with severe and profound developmental disabilities (2001)Principles of behavior modification (1969)Positive Behavioral Support: Including People with Difficult Behavior in the Community. (1996)Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling (2009)Using Video Self-Modeling Via iPads to Increase Academic Responding of an Adolescent with Autism Spectrum Disorder and Intellectual Disability (2012)Education and Treatment of Children (2014)EFFECTS OF WITHIN‐STIMULUS AND EXTRA‐STIMULUS PROMPTING ON DISCRIMINATION LEARNING IN AUTISTIC CHILDREN1 (1975)TASK DIFFICULTY AND ABERRANT BEHAVIOR IN SEVERELY HANDICAPPED STUDENTS (1981)Training Pupils With Intellectual Disability To Operate Educational Technology Using Video Prompting (1994)Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks11The authors gratefully acknowledge Clayton County Schools and the students and teachers of Lovejoy High School for their participation in this study. (1998)
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References

  • 1998Summarizing Single-Subject Research707 cited
  • 2000A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism695 cited
  • 1994TEACHING DAILY LIVING SKILLS TO CHILDREN WITH AUTISM IN UNSUPERVISED SETTINGS THROUGH PICTORIAL SELF‐MANAGEMENT363 cited
  • 1992Consistent stress profiles in mothers of children with autism300 cited
  • 1979APPLICATIONS OF SELF‐CONTROL PROCEDURES BY CHILDREN: A REVIEW263 cited
  • 1981NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING147 cited
  • 1999Training Responding Behaviors in Students with Autism134 cited
  • 1986Facilitating Task Acquisition through the Use of a Self-Operated Auditory Prompting System65 cited
  • 1999Use of Self-Operated Auditory Prompts to Decrease Off-Task Behavior for a Student with Autism and Moderate Mental Retardation60 cited
  • 1992The Effects of Self-Operated Auditory Prompting Tapes on the Performance Fluency of Persons with Severe Mental Retardation53 cited
  • 1994Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills46 cited
  • 1990Generalized Use of a Self-Operated Audio Prompt System41 cited
  • 1998Using a Self-Operated Auditory Prompting System to Improve the Work Performance of Two Employees with Severe Disabilities17 cited

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