The impact of using the "Preschool Inventory of Repertoires for Kindergarten" (PIRK®) on school outcomes of children with Autistic Spectrum Disorders

Research in Autism Spectrum Disorders

Volumn 3, Issue 3, 2009, Pages 809-827

  Waddington, Emma M ^a   Reed, Phil ^a  

^a SWANSEA UNIVERSITY   (United Kingdom)

Author keywords

ABA; School preparation; Special education

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENT; ARTICLE; AUTISM; CHILD; CHILD BEHAVIOR; CLINICAL ARTICLE; CONTROLLED STUDY; CURRICULUM; DAILY LIFE ACTIVITY; EDUCATION PROGRAM; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; MALE; OUTCOME ASSESSMENT; PRIORITY JOURNAL; SOCIAL ADAPTATION; SOCIALIZATION;

EID: 67349287856     PISSN: 17509467     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.rasd.2009.03.002     Document Type: Article

References (53)

1. Barnard J., Prior A., and Potter D. Inclusion and autism: Is it working? (2000), National Autistic Society, London
2. Boutot A.E., and Bryant D.P. Social integration of students with Autism in inclusive settings. Education and Training in Developmental Disabilities 40 (2005) 14-23
3. Carr E.G., and Durand V.M. Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis 18 (1985) 111-126
4. Carta J.J., Atwater J.B., Schwartz L.S., and Miller P.A. Applications of ecobehavioural analysis to the study of transitions across early education settings. Education and Treatment of Children 13 (1990) 296-315
5. Charman T., Howlin P., Berry B., and Prince E. Measuring developmental progress of children with Autistic Spectrum Disorders on school entry using parent report. Autism 8 (2004) 89-100
6. Coleman J.M. Self-concept and the mildly handicapped: The role of social comparisons. Journal of Special Education 17 (1983) 37-45
7. Department for Education and Employment. Excellence for all children: Meeting special educational needs (1997), DfEE Publications, London
8. Downing J.E., Morrison A.P., and Berecin-Rascon M.A. Including elementary students with Autism and intellectual impairments in their typical classrooms: Process and outcomes. Developmental Disabilities Bulletin 24 (1996) 20-42
9. Dunn L.M. Special education for the mildly retarded-is much of it justifiable?. Exceptional Children 35 (1968) 5-22
10. Evans J., and Lunt I. Inclusive education: Are there limits?. European Journal of Special Needs Education 17 (2002) 1-14
11. Farmer M., and Oliver A. Assessment of pragmatic difficulties and socioeconomic adjustment in practice. International Journal of Language and Communication 40 (2005) 403-429
12. Frederickson N., Osborne L.A., and Reed P. Judgments of successful inclusion by education service personnel. Educational Psychology 24 (2004) 263-290
13. Fredricksen N., and Turner J. Utilizing the classroom peer group to address children's social needs: An evaluation of the circle of friend's intervention approach. The Journal of Special Education 36 (2003) 234-245
14. Fuchs D., and Fuchs L.S. Special education can work. In: Kauffman J.M. (Ed). Issues in educational placement: Students with emotional and behavioural disorders (1995), Erlbaum, Hillside, NJ
15. Fuchs D., Fuchs L.S., and Bishop N. Teaching planning for students with learning disabilities: Differences between general and special educators. Learning Disabilities: Research and Practice 7 (1992) 120-128
16. Fuchs D., Fuchs L.S., and Fernstrom P. A conservative approach to special education reform: Mainstreaming through transenvironmental programming and curriculum-based measurement. American Education Research Journal 30 (1993) 149-177
17. Gersten R., and Woodward J. Rethinking the regular education initiative: Focus on the classroom teacher. Remedia and Special Education 11 (1990) 7-16
18. Gilliam J.E. Gilliam Autism Rating Scale (1995), Pro-Ed, Austin, TX
19. Goodman R. The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry 38 (1997) 581-586
20. Greer R.D. Designing teaching strategies, an applied behavioural analysis systems approach (2002), Academic Press
21. Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript.
22. Gresham F.M. Social skills training with children: Social learning and applied behavioral analytic approaches. In: Watson T.S., and Gresham F.M. (Eds). Handbook of child behavior therapy (1998), Plenum Press, New York 475-497
23. Hains A.H., Fowler S.A., Schwartz I.S., Kottwitz E., and Rosenkoeter S. A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly 4 (1989) 75-88
24. Harris S.L., and Handleman J.S. Helping children with autism enter the mainstream. In: Cohen D., and Volkmar F.R. (Eds). Handbook of autism and pervasive developmental disorders (1997), Wiley, New York pp. 665-675
25. Hocutt A.M. Effectiveness of special education: Is placement the critical factor?. The Future of Children 6 (1996) 77-102
26. Horner R.D., and Keilitz I. Training mentally retarded adolescents to brush their teeth. Journal of Applied Behaviour Analysis 8 (1975) 301-309
27. Huguenin N.H., Weidenman L.E., and Mulick J.A. Programmed inclusion. In: Matson J.L., and Mulick J.A. (Eds). Handbook of mental retardation. 2nd ed. (1991), Picasso, NY 451-467
28. Kauffman J.M., Agard T.A., and Semmel M.I. Mainstreaming: Learners and their environment (1985), Brookline Books, Cambridge, MA
29. Koegel R.L., Koegel L.K., and Surratt A. Language intervention and disruptive behaviour in preschool children with autism. Journal of Autism and Developmental Disorders 22 (1992) 141-153
30. Kupersmidt J.B., and DeRosier M.E. How peer problems lead to negative outcomes: An integrative mediational model. In: Kupersmidt J.B., and Dodge K.A. (Eds). Children's peer relations: From development to intervention (2004), American Psychological Association, Washington, DC 119-138
31. Lerman D.C., Vorndran C.M., Addison L., and Kuhn S.C. A rapid assessment of skills in young children with autism. Journal of Applied Behaviour Analysis 37 (2004) 11-26
32. Lindsay G. Inclusive education a critical perspective. British Journal of Special Education 30 (2003) 3-12
33. Lovaas O.I. Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology 55 (1987) 3-9
34. Marston D. The effectiveness of special education: A time series analysis of reading performance regular and special education settings. Journal of Special Education 27 (1987) 466-480
35. McIntyre L.L., Blacher J., and Baker B.L. The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research 50 (2006) 349-361
36. Mesibov G.B., Schopler E., and Hearsey K.A. Structured teaching. In: Schopler E., and Mesibov G.B. (Eds). Behavioral issues in Autism (1994), Plenum Press, New York, NY 195-207
37. Mesibov G., and Shea V. Full inclusion and students with autism. Journal of Autism and Developmental Disorders 26 (1996) 337-346
38. Norwich B., and Lewis A. How specialised is teaching pupils with disabilities and difficulties?. In: Lewis A., and Norwich B. (Eds). Special teaching for special children? Pedagogies for inclusion (2005), Open University Press
39. Office of Special Education Programs. Implementation of the individuals with disabilities education act: Sixteenth annual report to Congress (1994), U.S. Department of Education, Washington, DC
40. Ofsted (Office for Standards in Education). Inclusion: Does it matter where pupils are taught? (2006), Ofsted, London
41. Osborne L.A., McHugh L., Saunders J., and Reed P. Parenting stress reduces the effectiveness of early teaching interventions for Autistic Spectrum Conditions. Journal of Autism and Developmental Disorders 38 (2008) 1092-1103
42. Renick M.J., and Harter S. Impact of social comparisons on the developing self-perceptions of learning disabled students. Journal of Educational Psychology 81 (1989) 631-638
43. Salend S.J., and Lutz J.G. Mainstreaming or mainlining: A competency based approach to mainstreaming. Journal of Learning Disabilities 17 (1984) 27-29
44. Sainato D., and Lyon S. Promoting successful mainstreaming transitions for handicapped preschool children. Journal of Early Intervention 13 (1989) 305-314
45. Sherratt D. Developing pretend play in children with autism: A case study. AUTISM 6 (2002) 169-179
46. Shields A., Dickstein S., Seifer R., Giusti L., Magee K.D., and Spritz B. Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development 12 (2001) 73-96
47. Skinner B.F. Verbal behavior (1957), Appleton Century Crofts, New York
48. Sparrow S., Balla D., and Cicchetti D. Vineland Adaptive Behavior Scales (1990), CirclePines American Guidance Service
49. Sulzer-Azaroff B., and Mayer G.R. Applying behavior analysis procedures with children and youth (1977), Holt, Rinehart and Winston, NY
50. UNESCO (United Nations Educational, Scientific and Cultural Organisation). The Salamanca statement and framework for action on special needs education (1994), UNESCO, Paris
51. Walker H.M., Colvin G., and Ramsey E. Antisocial behavior in school: Strategies and best practices (1995), Brookes/Cole Publishing, Pacific Grove, CA
52. Williams G., and Greer R.D. A comparison of verbal and linguistic curricula. Behaviorology 1 (1993) 31-46
53. Zigmond N. Where should students with disabilities receive special education services?. The Journal of Special Education 37 (2003) 193-199