Angelika Anderson | Monash University (original) (raw)

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Papers by Angelika Anderson

Journal of Chromatography A, 1981

Individuals with Autism Spectrum Disorder (ASD) are more susceptible to stress, anxiety and depre... more Individuals with Autism Spectrum Disorder (ASD) are more susceptible to stress, anxiety and depression than typically developing individuals. Previous research suggests that mindfulness is effective in reducing a myriad of psychological health problems in a wide variety of populations. This review systematically investigated the efficacy of mindfulness interventions in reducing stress, anxiety, depression, rumination, aggression and increasing positive affect and psychological wellbeing in individuals with ASD. Six studies met inclusion criteria; each mindfulness program curriculum and process of delivery was analysed. A quality assessment rated three studies as weak, one as adequate and two as strong in research design strength. Results indicate that mindfulness training leads to a reduction in anxiety and thought problems in children in addition to increased social responsiveness, broad psychological well-being and reduced aggression in adolescents. Mindfulness training reduced anxiety, depression and rumination whilst increasing positive affect in adults with high-functioning ASD. The studies included a range of participants, methodologies and measures corroborating the robustness of mindfulness interventions resulting in positive psychological changes in individuals with ASD. Future research should address the methodological limitations of the studies in this review in order to develop superior mindfulness interventions that are to be considered evidence-based practice aimed at enhancing the quality of life of individuals with ASD.

Developmental neurorehabilitation, Jan 31, 2015

To examine the effectiveness of a video modelling (VM) intervention to teach job-related telephon... more To examine the effectiveness of a video modelling (VM) intervention to teach job-related telephone skills to an adult with Autism Spectrum Disorder (ASD). A multiple baseline design across four telephone-relevant behaviours was used to assess the effects of the intervention on the participant's ability to respond to telephone calls. Use of the VM intervention led to immediate improvements in listening and responding to both orders and complaints; more gradual improvements were also observed in the participant's professional speech. All skill increases were maintained at follow-up. VM may be an effective method of teaching complex vocational skills to adults with ASD, although a stronger focus on social skills may be warranted in the future.

Journal of Intellectual and Developmental Disability, 2008

Page 1. 2008 GUEST REVIEWERS, GUEST EDITORS AND SPECIAL ISSUE EDITORS JIDD would like to thank th... more Page 1. 2008 GUEST REVIEWERS, GUEST EDITORS AND SPECIAL ISSUE EDITORS JIDD would like to thank the following people who have generously given their time and expertise to act as Guest Reviewers during 2008: We are also grateful to the following individuals who have kindly acted as Guest Editors for one or more individual manuscripts during 2008: The Journal also gratefully acknowledges the contribution of the Guest Editors for our Active Support Special Issue (September 2008): ...

Identity, 2001

It is argued that the development of self-efficacy represents a central aspect of development in ... more It is argued that the development of self-efficacy represents a central aspect of development in adolescence for 3 reasons. First, self-efficacy is an important predictor for actual efficacy and, thus, is a major component of the individual&#x27;s ability to act suc-cessfully. Second, self-...

Self-management interventions aimed at skill acquisition and/or improving behavior of students di... more Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect sizes were calculated using the percentage of nonoverlapping data. Results were analyzed by age, setting, functional level, and target behaviors. Results indicate that self-management interventions are effective for increasing both social and academic skills for students of all ages and levels of ability. Results generalized to other settings and untreated behaviors and were maintained over time. Sufficient evidence supports the conclusion that self-management is an evidence-based procedure for students diagnosed with autism spectrum disorders.

Developmental Neurorehabilitation, 2012

Purpose: To evaluate the effectiveness of a video modelling package to teach a 5 year-old boy dia... more Purpose: To evaluate the effectiveness of a video modelling package to teach a 5 year-old boy diagnosed with an autism spectrum disorder (ASD) basic numeracy skills. The treatment package consisted of iPad-based video modelling, gradual fading of video prompts, reinforcement, in vivo prompting and forward chaining. Methods: A single subject multiple baseline across numerals design with generalization and maintenance observational measures. Results: Clear gains were evident in the participant's ability to identify and write the Arabic numerals 1-7 and comprehend the quantity each numeral represents in association with the lagged intervention. Generalization and maintenance data demonstrated the robustness of the treatment effects. Conclusions: IPad-based video modelling, when used in a package, can be an effective technique for teaching numeracy skills to children with an ASD. Systematic replication of this study with different participants is warranted.

Evidence-Based Communication Assessment and Intervention, 2013

Journal of Child and Family Studies, 2015

ABSTRACT Parenting a child with Autism Spectrum Disorder (ASD) is often associated with reduced q... more ABSTRACT Parenting a child with Autism Spectrum Disorder (ASD) is often associated with reduced quality of life, high stress, depression and anxiety due to the ongoing nature of care. This review systematically investigated the efficacy of mindfulness interventions in reducing stress and increasing psychological wellbeing in parents of children with ASD. A comprehensive electronic database search was conducted for relevant articles. Only studies investigating parental stress or a measure of psychological wellbeing in parents of children with ASD post a mindfulness-based intervention were included. Ten studies met inclusion criteria; each was examined for treatment fidelity. All included studies contributed at least one self-report finding supporting the efficacy of mindfulness interventions in reducing stress and increasing psychological wellbeing. Three studies included physiological measures of reduced stress and emotional responses. Two reported concomitant improvements in child behavior. Mindfulness-based interventions potentially have long-term positive effects on stress levels and psychological wellbeing of parents of children with ASD, in addition to enhancing their child’s behavior. Future research is needed to develop a cost and time effective intervention aimed at maximising efficacy of current interventions in children with ASD and their parents.

Child & Family Behavior Therapy, 2014

Review Journal of Autism and Developmental Disorders, 2014

ABSTRACT Guidelines to inform research evidence standards have acknowledged that there is current... more ABSTRACT Guidelines to inform research evidence standards have acknowledged that there is currently no agreed-upon method for treatment effect size estimation in single-case research. This study has examined the application of treatment effect size calculations to supplement visual analysis in single-case research designs (SCD) for participants with autism spectrum disorder (ASD). Ethical considerations for researchers regarding the collection of baseline data in light of behaviors often associated with ASD are discussed. The adequacy of the volume of data points from baseline and treatment phases was explored, and the conclusion had drawn that the majority of studies were not suitable for regression calculations. The median length of total data series was also explored, and the suitability of three nonparametric hand calculations, percentage of nonoverlap (PND), percentage of all nonoverlapping data (PAND), and nonoverlap of all pairs (NAP), is discussed in this light.

Autism Research and Treatment, 2010

The present study investigated the effectiveness of combining Social Stories and Video Self-Model... more The present study investigated the effectiveness of combining Social Stories and Video Self-Modelling (VSM) to teach social skills to a three-year-old child with autism. A multiple-baseline across behaviors design revealed that video self-modelled Social Stories were effective at improving all three target behaviors: greeting, inviting to play, and contingent responding. In addition, these behaviors successfully generalized across settings, toys, and communication partners. Concomitant behavior changes, namely, increased levels of communicative behavior and levels of social engagement were also observed. These results support the effectiveness of video self-modelled Social Stories and illustrate the potential of combined intervention techniques for remedying the social deficits faced by this population. of Hindawi Publishing Corporation