References

Alter-Muir, S. (2017). Art education and art therapy strategies for autism spectrum disorder students. Art Education, 70(5), 20-25. doi:10.1080/00043125.2017.1335536

Anderson, K. (2016). The Board Game Club. ASHA Leader, 21(9), 40–41. doi:10.1044/leader.HYTT.21092016.40

Aspy, R., & Grossman, B. (2011). The Ziggurat model 2.0: A framework for designing comprehensive interventions for high-functioning individuals with autism spectrum disorders (3rd ed.). Shawnee Mission, KS: AAPC Pub.

Autism Science Foundation. [AutismScienceFD]. (2011, June 6). Dr. Eric Courchesne explains the underlying brain biology of autism. Retrieved from https://www.youtube.com/watch?v=YYY2XGEmc1s

Bremer, E., Crozier, M., Lloyd, M. (2016). A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder. Autism, 20(8), 899-915. doi:10.1177/1362361315616002

Choubina, P. (2018 February 1). Mindcraft for young people with Autism. [Web log message]. Retrieved from https://www.acamh.org/blog/minecraft-young-people-autism

Connor-Smith, J., Compas, B., Wadsworth, M., Thomsen, A., Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68(6), 976-992. doi:10.1037/0022-006X.68.6.976

Dunn Buron, K. (2015). The incredible 5-point scale. Retrieved from https://www.5pointscale.com/

Ehrenreich-May, J., Storch, E., Queen, A., Rodriguez, J., Ghilain, C., Alessandri, M….Wood, J. (2014). An open trial of cognitive-behavioral therapy for anxiety disorders in adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 29(3), 145-155. doi:10.1177/1088357614533381

Garland, T. (2014). Self-Regulation interventions and strategies: Keeping the body, mind & emotions on task in children with autism, adhd or sensory disorders. Eau Claire, WI: PESI Publishing & Media.

Hammond, R. K., & Hoffman, J. M. (2014). Adolescents with high-functioning autism: An investigation of comorbid anxiety and depression. Journal of Mental Health Research in Intellectual Disabilities, 7(3), 246–263. doi:10.1080/19315864.2013.843223

Luxford, S., Hadwin, J, & Kovshoff, H. (2017). Evaluating the effectiveness of a school-based cognitive behavioural therapy intervention for anxiety in adolescents diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 3896-3908. doi:10.1007/s10803-016-2857-7

Kaboski, J., Diehl, J, Beriont, J, Crowell, C, Villano, M, Wier, K, & Tang, K. (2015). Brief report: A pilot summer robotics camp to reduce social anxiety and improve social/vocational skills in adolescents with ASD. Journal of Autism and Developmental Disorders, 45, 3862-3869. doi:10.1007/s.10803-014-2153-3

Mazefsky, C. A., Borue, X., Day, T. N., & Minshaw, N. J. (2014). Emotion Regulation Patterns in Adolescents With High‐Functioning Autism Spectrum Disorder: Comparison to Typically Developing Adolescents and Association With Psychiatric Symptoms. Autism Research, 7(3), 344-354. doi:10.1002/aur.1366

Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W. (2013). The role of emotion regulation in autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 52(7), 679–688. doi:10.1016/j.jaac.2013.05.006

Mazefsky, C. A., & White, S. (2014). Emotion regulation: Concepts & practice in autism spectrum disorder. Child and Adolescent Psychiatric Clinics of North America, 23(1), 15-24. doi:10.1016/j.chc.2013.07.002

Memari, A., Ziaee, V., Mirfazeli, F., Kordi, R. (2012). Investigation of autism comorbidities and associations in a school-based community sample. Journal of Child and Adolescent Psychiatric Nursing, 25(2), 84-90. doi:10.1111/j.1744-6171.2012.00325.x

Narasingharao, K., Pradhan, B., & Navaneetham, J. (2017). Efficacy of Structured Yoga Intervention for Sleep, Gastrointestinal and Behaviour Problems of ASD Children: An Exploratory Study. Journal of Clinical & Diagnostic Research, 11(3), 1–6. doi:10.7860/JCDR/2017/25894.9502

Organization for Autism Research. (n.d.). Understanding Autism: A guide for Secondary School Teachers. Retrieved from https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/UnderstandingAutismSecondaryTeachersGuide.pdf

Perihan, C., Burke, M., Bowman-Perrott, L., Bicer, A., Gallup J., Thompson, J & Sallese, M. (2019). Effects of cognitive behavioural therapy for reducing anxiety in children with high functioning ASD: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders,1-5. doi:10.1007/s10803-019-03949-7

Schweizer, C., Knorth, E., Spreen, M. (2014). Art therapy with children with autism spectrum disorders: A review of clinical case descriptions on ‘what works’. The Arts in Psychotherapy, 41(5), 577-593. doi:10.1016/j.aip.2014.10.009

Vaudreuil, C., Chasser, Y., Hoover, C., Jacobs, L., & Hirsfeld-Becker, D. (2017). 5.1 Rage-control: Teaching emotional self-regulation through videogame play. Journal of the American Academy of Child & Adolescent Psychiatry, 56(10), 253-256. Retrieved from https://www-clinicalkey-com-au.ezproxy.usq.edu.au/service/content/pdf/watermarked/1-s2.0-S0890856717315307.pdf?locale=en_AU&searchIndex=

Advertisements
%d bloggers like this: