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Intervention in School and Clinic
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Self-Management for Children With High-Functioning Autism Spectrum Disorders

Lee A. Wilkinson

7708 Red River Rd., West Palm Beach, FL, 33411, wilkinl{at}palmbeach.k12.fl.us

Supporting children with autism spectrum disorders in the general education classroom presents a unique challenge to the teachers and schools that serve them. This article addresses the utility of self-management as a proactive strategy for increasing the task engagement and compliant behavior of high-functioning students with autism. The author discusses the rationale for self-management, outlines the steps for developing an intervention plan, and presents a case vignette to illustrate implementation of a self-management procedure.

Key Words: behavior strategies • autism research/intervention • interventions for challenging behaviors • autism self-management • regulation • high-functioning autism • self-management skills • pivotal behavior • positive behavioral support • inclusive settings

References

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Intervention in School and Clinic, Vol. 43, No. 3, 150-157 (2008)
DOI: 10.1177/1053451207311613
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This Article
Right arrow Abstract Freely available
Right arrow Free Full Text (Free PDF) Free
Right arrow Alert me when this article is cited
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Right arrow Email this article to a friend
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Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
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Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Wilkinson, L. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?