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Self-Management for Girls with Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-Management for Girls with Autism Spectrum Disorder./
Author:	Mills, Rachel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	46 p.
Notes:	Source: Masters Abstracts International, Volume: 83-04.
Contained By:	Masters Abstracts International83-04.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491830
ISBN:	9798538141609

Self-Management for Girls with Autism Spectrum Disorder.
Mills, Rachel.

Self-Management for Girls with Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 46 p.

Source: Masters Abstracts International, Volume: 83-04.

Thesis (S.S.P.)--Southern Illinois University at Edwardsville, 2021.

This item must not be sold to any third party vendors.

ASD has one of the largest gender ratio differences across all non-gender specific disorders, (APA, 2013). Females with ASD are in the minority and, thus, are often under-represented in intervention research for ASD. Self-management is an evidence-based intervention (EBI) for ASD (Steinbrenner et al., 2020). The research supporting self-management as an EBI uses a 90.4% male sample and has one of the smallest percentages of female inclusion. The research supporting self-management as an EBI for females diagnosed with ASD shows promising results, but lacks a large enough pool of evidence. The aim of this study was to examine if self-management would be an effective behavioral intervention for females with ASD. This study examined the effect of self-management of initiating conversation, question asking, and organization for a female with ASD. Using a consultative relationship with the principal investigator the teacher taught their student to use self-management. This study found improvement in all three targeted behaviors when compared to the baseline data. All three behaviors showed large effect sizes with NAP scores of over 0.90.

ISBN: 9798538141609Subjects--Topical Terms:

517098
Teaching.
Subjects--Index Terms:

Autism spectrum disorder

Self-Management for Girls with Autism Spectrum Disorder.
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520 $a ASD has one of the largest gender ratio differences across all non-gender specific disorders, (APA, 2013). Females with ASD are in the minority and, thus, are often under-represented in intervention research for ASD. Self-management is an evidence-based intervention (EBI) for ASD (Steinbrenner et al., 2020). The research supporting self-management as an EBI uses a 90.4% male sample and has one of the smallest percentages of female inclusion. The research supporting self-management as an EBI for females diagnosed with ASD shows promising results, but lacks a large enough pool of evidence. The aim of this study was to examine if self-management would be an effective behavioral intervention for females with ASD. This study examined the effect of self-management of initiating conversation, question asking, and organization for a female with ASD. Using a consultative relationship with the principal investigator the teacher taught their student to use self-management. This study found improvement in all three targeted behaviors when compared to the baseline data. All three behaviors showed large effect sizes with NAP scores of over 0.90.
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