Recommended Reading

 

Brady, M.P., Cadette, J. and Honsberger, T., (2016). Effects of a Peer-Mediated Literacy Based Behavioral Intervention on the Acquisition and Maintenance of Daily Living Skills in Adolescents with Autism. Education and Training in Autism and Developmental Disabilities, 51 (2), pp. 122 – 131.

Beresford, B., Tozer, R., Rabiee, P. and Sloper, P., (2007). Desired Outcomes for Children and Adolescents with Autistic Spectrum Disorder. Children and Society, 21 (1), pp. 4 – 16.

Carlile, K.A., Reeve, S.A., Reeve, K.F. and DeBar, R.M., (2013). Using Activity Schedules on the iPod touch to Teach Leisure Skills to Children with Autism. Education and Treatment of Children, 36 (2), pp. 33 – 57.

Case-Smith, J., Weaver, L.L., and Fristad, M.A. (2014) http://sensory-processing.middletownautism.com/wp-content/uploads/sites/3/2015/07/CASE-SMITH-2014.pdf

Chan, J.M., Lambdin, L., Laarhoven, T.V. and Johnson, J.W., (2013). Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package. Education and Training in Developmental Disabilities, 48 (3), pp. 412 – 420.

Cote, D.L., Jones, V.L., Barnett, C., Pavelek, K., Nguyen, H. and Sparks, S.L., (2014). Teaching Problem Solving Skills to Elementary Age Students with Autism. Division on Autism and Developmental Disabilities, 49 (2), pp. 189 – 199.

Dery, A.A, (2007). Process-Oriented Versus Task-Oriented Treatment for Children with Autism. Senior Honors Theses. Paper 139.

Dodge, R., Daly, A.P., Huyton, J. and Sanders, L.D., (2012). The Challenges of defining wellbeing. International Journal of Wellbeing, 2 (3), pp. 222 – 235.

Domire, S.C and Wolfe, P., (2014). Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children with Autism Spectrum Disorders: A Review. Research and Practice for Persons with Severe Disabilities, 39 (3), pp. 211 – 226.

Duncan, A.W. and Bishop, S.L., (2015). Understanding the Gap Between Cognitive Abilities and Daily Living Skills in Adolescents with Autism Spectrum Disorders with Average Intelligence. Autism, 19 (1), pp. 64 – 72.

http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks1_2_bigpicture.pdf

http://ccea.org.uk/sites/default/files/docs/curriculum/assessment/BigPictureKS3.pdf

http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks4_bigpicture.pdf

Foley, K.R., Blackmore, A.M., Girdler, S., O’Donnell, M., Glauert, R., Llewellyn, G. and Leonard, H., (2012). To Feel Belonged: The Voices of Children and Youth with Disabilities on the Meaning of Wellbeing. Child Indicators Research, 5 (2), pp. 375 – 391.

Howlin, P., (2003). Outcome in High-Functioning Adults with Autism with and Without Early Language Delays: Implications for the Differentiation Between Autism and Asperger Syndrome. Journal of Autism and Developmental Disorders, 33 (1), pp. 3 – 13.

https://iancommunity.org/cs/challenging_behavior/activities_of_ daily_living

Jull, S. and Mirenda, P., (2016). Effects of Staff Training Program on Community Instructors’ Ability to Teach Swimming Skills to Children with Autism. Journal of Positive Behavior Interventions, 18 (1), pp. 29 – 40.

Krasny, L., Williams, B.J., Provencal, S. and Ozonoff, S., (2003). Social Skills Interventions for the Autism Spectrum: Essential Ingredients and a Model Curriculum. Child and Adolescent Psychiatric Clinics, 12, pp. 107 – 122.

Laarhoven, T.V., Zurita, L.M., Johnson, J.W., Grider, K.M. and Grinder, K.L., (2009). Comparison of Self, Other and Subjective Video Models for Teaching Daily Living Skills to Individuals with Developmental Disabilities. Education and Training in Developmental Disabilities, 44 (4), pp. 509 – 522.

tp://www.lifeskillshandbooks.com/2009/11/life-skills-definitions-ideas-resources/

Maslow, A.H., (1987). Motivation and Personality. (3rd ed.). New York, NY: Harper & Row.

Mills, C., Chapparo, C. and Hinitt, J., (2016). The Impact of an In- Class Sensory Activity Schedule on Task Performance of Children with Autism and Intellectual Disability: A Pilot Study. British Journal of Occupational Therapy, 79 (9), pp. 530 – 539.

Milton, D.E.M. and Bracher, M., (2013). Autistics speak but are they heard?. Medical Sociology Online, 7 (2), pp. 61 – 69. http://www.medicalsociologyonline.org/resources/MSo-%26-MSN-Archive/MSo_v.7/MSo-Volume-7-Issue-2.pdf#page=63

Myles, B.S., Endow, J. and Mayfield, M. (2013). The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment: a Guide for Individuals with Autism Spectrum and Other Social-cognitive Challenges. AAPC Publishing.

Ninci, J., Neely, L.C., Hong, E.R., Boles, M.B., Gilliland, W.D., Ganz, J.B., Davis, J.L. and Vannest, K.J., (2015). Meta – Analysis of Single Case Research On Teaching Functional Living Skills To Individuals With Autism. Review Journal of Autism and Developmental Disorders, 2, pp 184 – 198.

Saiano, M., Pellegrino, L., Casadio, M., Summa, S., Garbarino, E., Rossi, V., Dall’Agata, D. and Sanguineti, V., (2015). Natural Interfaces and Virtual Environments for the Acquisition of Street Crossing and Path Following Skills in Adults with Autism Spectrum Disorders: A Feasibility Study. Journal of NeuroEngineering and Rehabilitation, 12 (7), pp. 1 – 13.

Schack, E., (2014). Promoting Independence among Individuals with Autism Spectrum Disorders. The Review: A Journal of Undergraduate Student Research, 15 (2014): 23-27. Web. [On-line]: UK Available http://fisherpub.sjfc.edu/ur/vol15/iss1/7 Last accessed 06 April 2017

Slocum, S.K. and Tiger, J.H., (2011). An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining. Journal of Applied Behaviour Analysis, 4, pp. 793 – 805.

Snodgrass, M.R., Meadan, H., Ostrosky, M.M. and Cheung, W.C., (2017). One Step at a Time: Using Task Analyses to Teach Skills. Childhood Education Journal, online doi:10.1007/s10643-017-0838-x.

Withey, K.L., (2017). Using Apps to Develop Social Skills in Children with Autism Spectrum Disorder. Intervention in School and Clinic, 52 (4), pp. 250 – 255.