LC Journal of Special Education
Title
Effects of Journaling to Decrease Repetitive Questioning of Individuals with High-Functioning Autism
Abstract
One of the characteristics that can stigmatize and isolate an individual with ASD is restricted interests and the often associated repetitive questioning within those interests. Educational best practice utilizes restricted interests in strategies for socialization and transitions by incorporating the restrictive interest into the activity (Boyd, Alter, & Conroy, 2005), but repetitive questioning tends to be a strain on social interaction in school and home environments (Eaves & Ho, 2008; Lounds, Seltzer, Greenberg, & Shattuck, 2007; Seltzer, Krauss, Orsmond, & Vestal, 2001). Unfortunately, there has been relatively little research conducted in the area of treating restricted and repetitive behaviors (RRB) compared to other symptoms of ASD (Boyd et al., 2011; Turner, 1999).
Recommended Citation
Atwater, Annette D.
(2013)
"Effects of Journaling to Decrease Repetitive Questioning of Individuals with High-Functioning Autism,"
LC Journal of Special Education: Vol. 8, Article 1.
Available at:
https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol8/iss1/1