Improving Emotional Skills for Chinese Elementary Children with Autism Spectrum Disorder

References

• An, G. Z., Hu, X., & Horn, E. (2018). Chinese inclusive education: The past, present, and future. Intervention in School and Clinic, 54(2), 118–122. https://doi.org/10.1177/1053451218765244
   Web of Science ®Google Scholar
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders; DSM-5. .
   Google Scholar
• Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489–507. https://doi.org/10.1023/A:1025827427901
   PubMed Web of Science ®Google Scholar
• Cai, R. Y., Richdale, A. L., Uljarevic, M., Dissanayake, C., & Samson, A. C. (2018). Emotion regulation in autism spectrum disorder: Where we are and where we need to go. Autism Research : Official Journal of the International Society for Autism Research, 11(7), 962–978. https://doi.org/10.1002/aur.1968
   PubMed Web of Science ®Google Scholar
• Epstein, M. H., & Sharma, H. M. (1998). Behavioral and Emotional Rating Scale: A strength based approach to assessment. PRO-ED.
   Google Scholar
• Fan, W., & Hu, X. (2015). Xué líng gū dú zhèng ér tóng suí bān jiù dú miàn lín de tiǎo zhàn jí duì cè. [Learning in regular class for school-aged children with autism: Challenges and strategies]. Xiàn Dài Tè Shū Jiào Yù, 3, 8–12.
   Google Scholar
• Fiorile, C. A., & Greer, R. D. (2007). The induction of naming in children with no prior tact responses as a function of multiple exemplar histories of instruction. The Analysis of Verbal Behavior, 23(1), 71–87. https://doi.org/10.1007/BF03393048
   PubMedGoogle Scholar
• Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2018). Multiple baseline and multiple probe designs. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 239–282). Routledge.
   Google Scholar
• Greer, R. D., Stolfi, L., & Pistoljevic, N. (2007). Emergence of naming in preschoolers: A comparison of multiple and single exemplar instruction. European Journal of Behavior Analysis, 8(2), 109–131. https://doi.org/10.1080/15021149.2007.11434278
   Google Scholar
• Greer, R. D., Stolfi, L., Chavez‐Brown, M., & Rivera-Valdes, C. (2005). The emergence of the listener to speaker component of naming in children as a function of multiple exemplar instruction. The Analysis of Verbal Behavior, 21, 123–134. https://doi.org/10.1007/BF03393014
   PubMedGoogle Scholar
• Huang, A. X., Jia, M., & Wheeler, J. J. (2013). Children with autism in the People's Republic of China: Diagnosis, legal issues, and educational services. Journal of Autism and Developmental Disorders, 43(9), 1991–2001. https://doi.org/10.1007/s10803-012-1722-6
   PubMed Web of Science ®Google Scholar
• LaFrance, D. L., & Tarbox, J. (2020). The importance of multiple exemplar instruction in the establishment of novel verbal behavior. Journal of Applied Behavior Analysis, 53, 10–24.
   Google Scholar
• Lang, R., Regester, A., Lauderdale, S., Ashbaugh, K., & Haring, A. (2010). Treatment of anxiety in autism spectrum disorders using cognitive behaviour therapy: A systematic review. Developmental Neurorehabilitation, 13(1), 53–63. https://doi.org/10.3109/17518420903236288
   PubMed Web of Science ®Google Scholar
• Lee, G. T., Xu, S., Feng, H., Lee, G. K., Jin, S., Li, D., & Zhu, S. (2019). An emotional skills intervention for elementary children with autism in China: A pilot study. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37(2), 113–132. https://doi.org/10.1007/s10942-018-0295-5
   Web of Science ®Google Scholar
• Liu, Y. (2007). Jiāng Xī shěng 75 lì gū dú zhèng ér tóng de xiàn zhuàng diào chá [A study on seventy-five autistic children in Jiangxi province]. Zhōng Guó Tè Shū Jiào Yù, 11, 49–54.
   Google Scholar
• Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, second edition (ADOS-2) Manual (Part I): Modules 1-4. (2nd ed.). Western Psychological Services.
   Google Scholar
• Luke, N., Greer, R. D., Singer-Dudek, J., & Keohane, D. (2011). The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction. The Analysis of Verbal Behavior, 27(1), 141–156. https://doi.org/10.1007/BF03393098
   PubMedGoogle Scholar
• Ma, X., Li, J., & Ma, W. (2014). Lǔ xī nán zì bì zhèng ér tóng suí bān jiù dú qíng kuàng diào chá. [A condition survey on autistic children’s learning in regular class in the southwest of Shandong province]. Hé Zé Xué Yuàn Xué Bào, 3, 115–118.
   Google Scholar
• 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 RH: Emotion regulation in ASD. Journal of the American Academy of Child and Adolescent Psychiatry, 52(7), 679–688. https://doi.org/10.1016/j.jaac.2013.05.006
   PubMed Web of Science ®Google Scholar
• Mazefsky, C. A., & White, S. W. (2014). Emotion regulation: Concepts & practice in autism spectrum disorder. Child and Adolescent Psychiatric Clinics of North America, 23(1), 15–24. https://doi.org/10.1016/j.chc.2013.07.002
   PubMed Web of Science ®Google Scholar
• McCabe, H. (2013). Bamboo shoots after the rain: Development and challenges of autism intervention in China. Autism: The International Journal of Research and Practice, 17(5), 510–526. https://doi.org/10.1177/1362361312436849
   PubMed Web of Science ®Google Scholar
• Moyal, N., Henik, A., & Anholt, G. E. (2014). Cognitive strategies to regulate emotions-current evidence and future directions. Frontiers in Psychology, 4, 1019. https://doi.org/10.3389/fpsyg.2013.01019
   PubMed Web of Science ®Google Scholar
• National Autism Center. (2015). Findings and conclusions: National standards project phase 2.
   Google Scholar
• Rump, K. M., Giovannelli, J. L., Minshew, N. J., & Strauss, M. S. (2009). The development of emotion recognition in individuals with autism. Child Development, 80 (5), 1434–1447. https://doi.org/10.1111/j.1467-8624.2009.01343.x
   PubMed Web of Science ®Google Scholar
• Scarpa, A., & Reyes, N. M. (2011). Improving emotion regulation with CBT in young children with high functioning autism spectrum disorders: A pilot study. Behavioural and Cognitive Psychotherapy, 39(4), 495–500. https://doi.org/10.1017/S1352465811000063
   PubMed Web of Science ®Google Scholar
• Shenzhen Autism Society. (2013). Zhōng guó zì bì zhèng rén shì fú wù xiàn zhuàng diào chá [Services for people with autism in China]. HuaXia Publishing House.
   Google Scholar
• Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child and Adolescent Psychiatry, 47(8), 921–929. https://doi.org/10.1097/CHI.0b013e318179964f
   PubMed Web of Science ®Google Scholar
• Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales (2nd ed.). AGS Publishing.
   Google Scholar
• Tantam, D. (2003). The challenge of adolescents and adults with Asperger syndrome. Child and Adolescent Psychiatric Clinics of North America, 12(1), 143–163. https://doi.org/10.1016/S1056-4993(02)00053-6
   PubMed Web of Science ®Google Scholar
• Terman, L. M. and M. A. Merrill. 1973. Standford-Binet Intelligence Scale: Manual for the third revision: Form L-M. Houghton-Mifflin.
   Google Scholar
• Thomson, K., Burnham Riosa, P., & Weiss, J. A. (2015). Brief report of preliminary outcomes of an emotion regulation intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(11), 3487–3495. https://doi.org/10.1007/s10803-015-2446-1
   PubMed Web of Science ®Google Scholar
• Wang, H., Peng, X., & Wang, Y. (2011). Běi jīng shì hǎi diàn qū xiǎo xué róng hé jiào yù xiàn zhuàng diào chá yán jiū bào gào [An investigation report on the present integrated education in primary schools in Haidian District, Beijing]. Zhōng Guó Tè Shū Jiào Yù, 4, 37–41.
   Google Scholar
• Wechsler, D. (2003). Wechsler intelligence scale for children® (4th ed.). Psychological Corporation.
   Google Scholar
• Wei, X. M. (2016). Te shu er tong xin li ping gu [Psychological assessment for children with special needs]. HuaXi Publishing House.
   Google Scholar
• Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
   PubMed Web of Science ®Google Scholar
• Yang, T.-Z. (2001). Xing wei yu qing xu ping liang biao [Behavioral emotional rating scale]. Psychological Publisher.
   Google Scholar
• Yu. (2004). Factor analysis of Chinese version of Standford-Binet Intelligence Scales. Journal of Chongqing Normal University, 56, 87–92.
   Google Scholar
• Zhang, H. C. (2008). Wei shi er tong zhi li liang biao-di si ban [The Wechsler intelligence scale for children]. (4th ed). King-May Psychological Assessment Technology Development, Ltd.
   Google Scholar