Badania nad AutismPro na świecie
Badania opinii rodziców na temat AutismPro
Podejście behawioralne
Discrete Trial Training
- Dr. O. Ivar Lovaas www.lovaas.com
- Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9.
- McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97(4), 359–372.
Verbal Behavior Training
- Dr. James W. Partington www.behavioranalysts.com
- Partington, J.W., Sundberg, M.L., Newhouse, L, & Spengler, S. (1994). Overcoming an autistic child's failure to acquire a tact repertoire. Journal of Applied Behavior Analysis, 27, 733–734.
- Osnes, P.G., Guevremont, D.C., & Stokes, T.F. (1987). Increasing a child's prosocial behaviors: Positive and negative consequences in correspondence training. Journal of Behavior Therapy and Experimental Psychiatry, 8, 71–76.
- Gena, A., Krantz, P.J., McClannahan, L. E., Pelios, L., & Poulson, C.L. (1996). Training and generalization of affective behavior displayed by youth with autism. Journal of Applied Behavior Analysis, 29, 291–304.
- Hall, L.J., McClannahan, L.E. & Krantz, P.J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and training in mental retardation and developmental disabilities. 30(3), 208–217.
- Weiss, M.J. (2005). Comprehensive ABA Programs: Integrating and evaluating the implementation of varied instructional approaches. Behavior Analyst Today, 6(4), 249–256.
- Weiss, M.J. & Delmolino, L. (2006). The relationship between early learning rates and treatment outcome for children with autism receiving intensive home-based applied behavior analysis. The Behavior Analyst Today, 7(1), 96–110.
Princeton ABA Model
- Dr. Patricia J. Krantz & Dr. Lynn E. McClannahan, www.pcdi.org
Rutgers ABA Model
- http://gsappweb.rutgers.edu/dddc
Podejście rozwojowe
Pivotal Response Training
- Dr. Robert L. Koegel & Dr. Laura Schreibman www.psy3.ucsd.edu/~autism
- Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders. 36(4), 487–505.
- Whalen, C., Schreibman, L. & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders. 36(5), 655–664.
TEACCH
- Dr. Eric Schopler www.teacch.com
- Ozonoff, S., Catcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism Developmental Disorders, 1998, February 28(1), 25–32.
- Panerai, S., Ferrante, L., Caputo,V. & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 28, 25–32.
- McGee, G.G., Morrier, M.J. & Daly, T. (2001). The Walden Early Childhood Programs. In J.S. Handleman & S.L. Harris (Eds.), Preschool education programs for children with autism (2nd ed.) (pp. 157–190). Austin, TX: PRO-ED.
- McGee, G.G., Morrier, M.J. & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24, 133–146.
- Girolametto, L.E., Verbey, M. & Tannock, R. (1994). Improving Joint Engagement in Parent-Child Interaction: An Intervention Study. Journal of Early Intervention, 18(2), 155–167.
- Girolametto, L.E., Weitzman, E. & Greenberg, J. (2004). The Effects of Verbal Support Strategies on Small-Group Peer Interactions. Language, Speech, and Hearing Services in Schools, 35(3), 254–268.
Emory University Incidental Teaching
- Dr. Gail McGee http://www.psychiatry.emory.edu
Hanen
- Dr. F. Sussman www.hanen.org
Podejście społeczne
Integrated Play Groups
-Dr. Pamela Wolfberg
- Lantz, J.F., Nelson, J.M. & Loftin, R.L. (2004). Guiding children with autism in play: Applying the Integrated Play Group Model in School Settings. Exceptional Children, 37(2), 8–14.
- Schuler, A.L. & Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism: The International Journal of Research and Practice, 5, 374–398.
SCERTS
- Dr Barry Prizant & Dr. Amy Wetherby
- Bricker, D. & Cripe, J.J.W. (1992). An activity-based approach to early intervention. Baltimore: Paul H. Brookes Publishing Co.
- Hodgdon, L. (1995). Visual strategies for improving communication. Troy, MI: Quirk Roberts Publishing.
- Gutstein, S. (2005). Preliminary Evaluation of Relationship Development Intervention. The Journal of Autism and Developmental Disabilities. Accepted for publication.
- Gutstein, Burgess & Montfort. (2006). Evaluation of the Relationship Development Intervention Program. The Journal Autism. Submitted for review.
- Greenspan, S.I. & Wieder, S. (1997). An integrated developmental approach to interventions for young children with severe difficulties in relating and communicating. Zero To Three: National Center for Infants, Toddlers, and Families, 17(5), 518.
- Greenspan, S.I. & Wieder, S. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. Journal of Developmental and Learning Disorders, 1(1), 87–141.
Relationship Development Intervention (RDI)
- Dr. S. Gutstein www.rdiconnect.com
Floor Time (DIR)
- Dr. S.I. Greenspan & Dr. S. Wieder www.floortime.org
Opinia Polskiej Rady Naukowej
AutismPro rekomendowany jest przez Polską Radę Naukową, która monitorowała przebieg Polskiego Programu Pilotażowego. Rekomendacja podkreśla użyteczność programu AutismPro w przypadku rodzin z ograniczonym dostępem do regularnej terapii dziecka oraz wagę roli konsultanta.
W skład Rady Naukowej wchodzili:
- prof. dr hab. Ewa Pisula – Katedra Psychologii Rehabilitacyjnej, Uniwersytet Warszawski
- prof. dr hab. Tadeusz Gałkowski – Prezes Krajowego Towarzystwa Autyzmu
- dr Michał Wroniszewski – lekarz psychiatra, prezes Fundacji SYNAPSIS
- dr Beata Kozielec – lekarz psychiatra
Przeczytaj całość rekomendacji Polskiej Rady Naukowej.
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