The Problem Solver: A Behavioral Intervention for Teaching Problem Solving to High-Functioning Students With Autism

2022 ◽  
pp. 004005992110684
Author(s):  
Shiri Ayvazo ◽  
Alit Brill ◽  
Karen Samuel Magal
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
Autism Spectrum ◽  
Token Economy ◽  
Problem Solver ◽  
Successful Implementation ◽  
High Functioning ◽  
Problems And Solutions ◽  
School Day ◽  
Students With Autism

Problem-solving is a skill of fundamental importance for populations with developmental delays, and especially for students with Autism Spectrum Disorder (ASD). Training students with ASD to solve ill-defined problems is a challenging objective for educational and therapeutic teams. This is due to the myriad of unpredictable situations presented during the school day and the various responses, socially appropriate or inappropriate, that may be emitted to solve one's problem. The purpose of this paper is to present a systematic clinical behavioral program named the Problem Solver (PS) specifically designed to teach problem-solving to high-functioning students with ASD. The authors detail the three stages of the PS program (i.e., determining a set of problems and solutions for each student, skill acquisition and practice, and implementation of whole-class token economy). The authors conclude with recommendations for successful implementation in school settings.

scholarly journals Peer Perceptions of Students With Autism Spectrum Disorders

2018 ◽  
Vol 34 (3) ◽  
pp. 183-192 ◽  
Author(s):  
Whitney B. Griffin
Keyword(s):  
Behavioral Intentions ◽  
Autism Spectrum ◽  
Essential Elements ◽  
Typically Developing ◽  
High Functioning ◽  
Level Of Functioning ◽  
Perceptions Of Students ◽  
Quasi Experimental ◽  
Students With Autism ◽  
Spectrum Disorders

This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed.

Executive functions disorders in high functioning autism and rehabilitation implications

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
A. Di Santantonio ◽  
M. Manfredini ◽  
N. Varucciu ◽  
M. Fabbri ◽  
M.C. Cutrone ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
High Functioning Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Cognitive Screening ◽  
Card Sorting ◽  
High Functioning

IntroductionThe term executive functions (EFs) includes a set of cognitive processes such as planning, working memory, attention, problem solving, inhibition, mental flexibility, multi-tasking, and initiation and monitoring of actions. EFs are the higher order control processes to guide behaviour.Some studies on the relationship between EFs and autism spectrum disorder (ASD) showed deficit in the cognitive flexibility and speed processing, particularly with Asperger syndrome. Recently, Merchán-Naranjo et al. [1] supported that children's and adolescents with autism without intellectual disability are insufficient in at least 5 domains: attention, working memory, cognitive flexibility, inhibitory control and problem-solving.AimsOur work is aimed at verifying if the presence of a dysexecutive syndrome significantly impacts on the adaptive functioning of people with high functioning autism.MethodsA group of young adults with ASD were administered traditional neuropsychological assessment, specific assessment, focusing on the planning strategies for solving problems (Test Tower of London), abstraction and categorization (Wisconsin Card Sorting Test), and the Dysexecutive Questionnaires.ResultsThe results showed the presence of a specific deficit in the executive functioning in an average cognitive functioning.ConclusionsIntegrate the standard cognitive screening with a specific EFs assessment resulted to be very useful for the clinician to realize neuropsychological and psychotherapeutic individualized treatment.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Schema-Based Instruction With Concrete and Virtual Manipulatives to Teach Problem Solving to Students With Autism

2016 ◽  
Vol 38 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jenny R. Root ◽  
Diane M. Browder ◽  
Alicia F. Saunders ◽  
Ya-yu Lo
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Virtual Manipulatives ◽  
Future Research ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Students With Autism ◽  
Based Instruction

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In addition, researchers compared the effects of concrete and virtual manipulatives within the treatment package. Results of the multiple probes across participants with an embedded alternating treatments design showed a functional relation between modified schema-based instruction and word problem solving. Two of three participants performed more steps in the virtual condition and one participant had equal performance in both concrete and virtual conditions. When given a choice between conditions upon skill mastery, all three participants preferred the virtual condition and maintained treatment effects. Implications for practice and future research are discussed.

Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder

2021 ◽  
pp. 016264342199632
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root ◽  
Deidre Gilley
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Problem Solving ◽  
High Quality ◽  
Students With Autism ◽  
Based Instruction

The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utilizing VBI has successfully been used by teachers and researchers to improve additive and multiplicative problem solving skills for students with ASD. This manuscript describes how special education teachers can support students and their caregivers by providing high-quality problem solving instruction in a virtual environment.

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