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Autism Resources: Peer-reviewed Journal Articles

Sample Articles on "Project AND Autism Spectrum Disorders (ASD)" Using EBSCO

Åsberg, J., Zander, U., Zander, E., & Dahlgren Sandberg, A. (2012). Social and individual aspects of classroom learning in students with Autism Spectrum Disorder: an action research pilot study on assessment. European Journal of Special Needs Education, 27(1), 115-127. doi:10.1080/08856257.2011.640488

Ayers, M. D., Taylor, E. L., Branscum, P., & Hofford, C. (2016). Gross motor function and health quality of life among children with autism spectrum disorder participating in a gymnastics program: a pilot study. American Journal of Health Studies31(1), 57–67. Retrieved from http://scsu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=118724246&site=ehost-live

Burger-Caplan, R., Saulnier, C., Jones, W., & Klin, A. (2016). Predicting social and communicative ability in school-age children with autism spectrum disorder: a pilot study of the Social Attribution Task, Multiple Choice. Autism: The International Journal of Research & Practice20(8), 952–962. https://doi.org/10.1177/1362361315617589

Caio Abujadi, Croarkin, P. E., Bellini, B. B., Brentani, H., & Marcolin, M. A. (2018). Intermittent theta-burst transcranial magnetic stimulation for autism spectrum disorder: an open-label pilot study. Revista Brasileira de Psiquiatria40(3), 309–311. https://doi.org/10.1590/1516-4446-2017-2279

Geretsegger, M., Holck, U., Bieleninik, Ł., & Gold, C. (2016). Feasibility of a trial on improvisational music therapy for children with autism spectrum disorder. Journal of Music Therapy53(2), 93–120. https://doi.org/10.1093/jmt/thv038

Goodman, L. R., Corkum, P., & Johnson, S. A. (2017). A metacognitive training pilot study for adolescents with autism spectrum disorder: Lessons learned from the preliminary stages of intervention development. Journal of Intellectual & Developmental Disability42(2), 204–210. https://doi.org/10.3109/13668250.2016.1210104

Guldberg, K., Parsons, S., Porayska‐Pomsta, K., & Keay‐Bright, W. (2017). Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. British Educational Research Journal, 43(2), 394-413. doi:10.1002/berj.3275

Hwang, Y.-S., Kearney, P., Klieve, H., Lang, W., & Roberts, J. (2015). Cultivating mind: mindfulness interventions for children with autism spectrum disorder and problem behaviours, and Their Mothers. Journal of Child & Family Studies24(10), 3093–3106. https://doi.org/10.1007/s10826-015-0114-x

Ip, H. H. S., Wong, S. W. L., Chan, D. F. Y., Byrne, J., Li, C., Yuan, V. S. N., . . . Wong, J. Y. W. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117, 1-15. doi:10.1016/j.compedu.2017.09.010

Juan Liu, Xiao Liu, Xue-Qin Xiong, Ting Yang, Ting Cui, Na-Li Hou, … Ting-Yu Li. (2017). Effect of vitamin a supplementation on gut microbiota in children with autism spectrum disorders - a pilot study. BMC Microbiology17, 1–14. https://doi.org/10.1186/s12866-017-1096-1

Lee, N. A., Furrow, J. L., & Bradley, B. A. (2017). Emotionally focused couple therapy for parents raising a child with an autism spectrum disorder: a pilot study. Journal of Marital & Family Therapy43(4), 662–673. https://doi.org/10.1111/jmft.12225

Macnamara, R. (2015). A group based intervention for children with special educational needs: promoting social skills and communication through shared cooking activities in a mainstream primary school. Reach, 28, 3-20.

Mazefsky, C. A., Oswald, D. P., Day, T. N., Eack, S. M., Minshew, N. J., & Lainhart, J. E. (2012). ASD, a psychiatric disorder, or both? psychiatric diagnoses in adolescents with high-functioning ASD. Journal of Clinical Child & Adolescent Psychology41(4), 516–523. https://doi.org/10.1080/15374416.2012.686102

Mazzucchelli, T. G., Jenkins, M., & Sofronoff, K. (2018). Building bridges triple p: pilot study of a behavioural family intervention for adolescents with autism spectrum disorder. Research in Developmental Disabilities76, 46–55. https://doi.org/10.1016/j.ridd.2018.02.018

McLaren, J., Lichtenstein, J., Lynch, D., Becker, D., & Drake, R. (2017). Individual placement and support for people with autism spectrum disorders: a pilot program. Administration & Policy in Mental Health & Mental Health Services Research44(3), 365–373. https://doi.org/10.1007/s10488-017-0792-3

Mintz, J., Branch, C., March, C., & Lerman, S. (2012). Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders. Computers & Education, 58(1), 53-62. doi:10.1016/j.compedu.2011.07.013

Olivar-Parra, J.-S., De-La-Iglesia-Gutiérrez, M., & Forns, M. (2011). Training referential communicative skills to individuals with autism spectrum disorder: a pilot study. Psychological Reports109(3), 921–939. https://doi.org/10.2466/10.11.15.28.PR0.109.6.921-939

Parsons, S., & Cobb, S. (2014). Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum. International Journal of Research & Method in Education, 37(4), 421-441. doi:10.1080/1743727X.2014.890584

Rämä, I., Kontu, E., & Pirttimaa, R. (2014). Communicative spontaneity in autism: exploring supportive prompts in an educational context. European Journal of Special Needs Education, 29(2), 184-199. doi:10.1080/08856257.2014.891720

Sankardas, S. A., & Rajanahally, J. (2017). iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom. Support for Learning, 32(2), 144-157. doi:10.1111/1467-9604.12160

Siew, C. T., Mazzucchelli, T. G., Rooney, R., & Girdler, S. (2017). A specialist peer mentoring program for university students on the autism spectrum: A pilot study. PLoS ONE12(7), 1–18. https://doi.org/10.1371/journal.pone.0180854

Studenka, B. E., Gillam, S. L., Hartzheim, D., & Gillam, R. B. (2017). Motor and verbal perspective taking in children with Autism Spectrum Disorder: Changes in social interaction with people and tools. Research in Developmental Disabilities, 66, 64-79. doi:10.1016/j.ridd.2017.02.017

Assistive Technology & ASD

Alzahrani, N. (2014). Meta analysis of the effectiveness of using assistive technology to enhance social skills with students diganosed with autism. In C. J. Sheperis, G. Martin, & A. Nguyen (Eds.): ProQuest Dissertations Publishing.

Boedigheimer, T. (2015). Using video chat to improve communication skills in children with autism spectrum disorder. In E. Cumella, N. Chung, D. Mihalcin, J. Moore, & J. Tischner (Eds.): ProQuest Dissertations Publishing.

Boyd, T. K., Hart Barnett, J. E., & More, C. M. (2015). Evaluating ipad technology for enhancing communication skills of children with autism spectrum disorders. Intervention in School and Clinic, 51(1), 19-27. doi:10.1177/1053451215577476

Cardon, T. A., Wilcox, M. J., & Campbell, P. H. (2011). Caregiver perspectives about assistive technology use with their young children with autism spectrum disorders. Infants and Young Children, 24(2), 153-173.

Ciccarelli, M., & Hodges, A. (2016). A personal digital assistant intervention reduced job coaching support hours without reducing work performance among workers with autism. Australian Occupational Therapy Journal, 63(6), 441-442. doi:10.1111/1440-1630.12324

Concepcion, H. (2017). Video game therapy as an intervention for children with disabilities literature review and program protocol. Therapeutic Recreation Journal, 51(3), 221-228.

Curran, D. (2017). Parents of autistic children and their experiences with assistive technology. In K. Conn, J. Kelly, & V. Taylor (Eds.): ProQuest Dissertations Publishing.

Davis, M. (2014). New tools evolve to address autism. In (Vol. 33, pp. 18). Bethesda.

Eason, L. (2014). Computer assisted instruction to improve theory of mind in children with autism. In: ProQuest Dissertations Publishing.

Echaniz, C., & Cronin, K. A. (2014). Autism spectrum disorders and implications for teachers. Journal of the American Academy of Special Education Professionals, 27-46.

Eysenbach, G., Aggarwal, S., Bul, K., Benis, A., Vahabzadeh, A., Keshav, N. U., . . . Sahin, N. T. (2018). Improvement of attention-deficit/hyperactivity disorder symptoms in school-aged children, adolescents, and young adults with autism via a digital smartglasses-based socioemotional coaching aid: short-term, uncontrolled pilot study. JMIR Mental Health, 5(2). doi:10.2196/mental.9631

Fay, R. (2013). To what extent does smart board technology increase motivation and participation during writing lessons for a student with autism? In E. Ries (Ed.): ProQuest Dissertations Publishing.

Flores, M. M., Hill, D. A., Faciane, L. B., Edwards, M. A., Tapley, S. C., & Dowling, S. J. (2014). The apple ipad as assistive technology for story-based interventions. Journal of Special Education Technology, 29(2), 27-37.

Floyd, K. K., & Mayton, M. R. (2018). Riding fences. Rural Special Education Quarterly, 37(4), 195-196. doi:10.1177/8756870518805434

Gentry, T., Kriner, R., Sima, A., McDonough, J., & Wehman, P. (2015). Reducing the need for personal supports among workers with autism using an ipod touch as an assistive technology: delayed randomized control trial. Journal of Autism & Developmental Disorders, 45(3), 669-684. doi:10.1007/s10803-014-2221-8

Grosberg, D. (2013). Teaching conversational speech to children with autism using a text messaging intervention (TMI). In M. H. Charlop, T. Berry, J. Symon, & L. Wray-Lake (Eds.): ProQuest Dissertations Publishing.

Hedges, S. (2016). Technology use as a support tool by secondary students with autism: A mixed methods investigation. In S. Odom, K. Hume, H. Able, S. Fletcher-Watson, G. Mesibov, & R. Simeonsson (Eds.): ProQuest Dissertations Publishing.

Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, M. L. (2008). Autism treatment survey: services received by children with autism spectrum disorders in public school classrooms. Journal of Autism & Developmental Disorders, 38(5), 961-971. doi:10.1007/s10803-007-0470-5

Kenney, S. (2013). The impact of using assistive technology on writing productivity of young writers with autism. In M. M. Behrmann, Y. Chung, A. Evmenova, & M. Mastropieri (Eds.): ProQuest Dissertations Publishing.

Lindsey-Glenn, P. F., & Gentry, J. E. (2008). Improving vocabulary skills through assistive technology: rick's story. Teaching Exceptional Children Plus, 5(2), 1-11.

Mullican, R. (2012). Family experiences and children with autism who use speech generating devices. In H. Filce (Ed.): ProQuest Dissertations Publishing.

Odom, S., Thompson, J., Hedges, S., Boyd, B., Dykstra, J., Duda, M., . . . Bord, A. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3805-3819. doi:10.1007/s10803-014-2320-6

Ploog, B., Scharf, A., Nelson, D., & Brooks, P. (2013). Use of computer-assisted technologies (cat) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2), 301-322. doi:10.1007/s10803-012-1571-3

Ramdoss, S., Lang, R., Mulloy, A., Franco, J., Reilly, M., Didden, R., & Lancioni, G. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: a systematic review. Journal of Behavioral Education, 20(1), 55-76. doi:10.1007/s10864-010-9112-7

Schafer, E. C., Wright, S., Anderson, C., Jones, J., Pitts, K., Bryant, D., . . . Reed, M. P. (2016). Assistive technology evaluations: remote-microphone technology for children with autism spectrum disorder. Journal of Communication Disorders, 64, 1-17. doi:10.1016/j.jcomdis.2016.08.003

Siko, L. (2018). Wearable technology for self-monitoring of academic engagement in college students with autism spectrum disorder. In A. S. Evmenova, J. Duke, & A. Swan (Eds.): ProQuest Dissertations Publishing.

Sitdhisanguan, K., Chotikakamthorn, N., Dechaboon, A., & Out, P. (2012). Using tangible user interfaces in computer-based training systems for low-functioning autistic children. Personal and Ubiquitous Computing, 16(2), 143-155. doi:10.1007/s00779-011-0382-4

Southall, C. (2013). Use of technology to accommodate differences associated with autism spectrum disorder in the general curriculum and environment. Journal of Special Education Technology, 28(1), 23-34.

Vahabzadeh, A., Keshav, N. U., Abdus-Sabur, R., Huey, K., Liu, R., & Sahin, N. T. (2018). Improved socio-emotional and behavioral functioning in students with autism following school-based smartglasses intervention: multi-stage feasibility and controlled efficacy study. Behavioral Sciences (2076-328X), 8(10), N.PAG-N.PAG. doi:10.3390/bs8100085

West, E. A., Jones, P., Chambers, D., & Whitehurst, T. (2012). A Multi-Perspective Collaborative On Teacher Learning For Teachers Of Students With Autism Spectrum Disorder. Una Multi-Perspectiva Colaborativa En El Aprendizaje Docente De Profesores De Estudiantes Con El Desorden Del Espectro Autista., 15(1), 24-43.