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Ulu Aydin H, Cifci Tekinarslan I, Gulec Aslan Y. The Power Card Strategy: Strength-Based Intervention Against Bullying for Children with Autism Spectrum Disorder. J Autism Dev Disord 2023:10.1007/s10803-023-06161-w. [PMID: 37964015 DOI: 10.1007/s10803-023-06161-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/14/2023] [Indexed: 11/16/2023]
Abstract
The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.
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Affiliation(s)
- Hatice Ulu Aydin
- Special Education Department, Abant Izzet Baysal University, Bolu, Turkey.
| | | | - Yesim Gulec Aslan
- Special Education Department, Abant Izzet Baysal University, Bolu, Turkey
- Special Education Department, Istanbul Medeniyet University, Istanbul, Turkey
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2
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Vascelli L, Berardo F, Iacomini S, Scorza M, Cavallini F. Effects of textual prompting and constant time delay on social communication skills of young adults with Prader Willi syndrome during online socialisation activities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:259-269. [PMID: 36373488 DOI: 10.1111/jar.13052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Revised: 08/03/2022] [Accepted: 10/28/2022] [Indexed: 11/16/2022]
Abstract
BACKGROUND Social communication skills are critical for full participation in social activities in primary life contexts for adolescents and young adults with neurodevelopmental disorders. METHOD Two young adults with Prader Willi syndrome participated in an online socialisation programme with elderly and adolescent conversational partners. We used a multiple baseline across conversational partners design for each participant to investigate the effects of textual prompts and constant time delay on the number of initiations and follow-up questions. We evaluated the social validity. RESULTS Both participants improved their social communication skills during online socialisation with partners. Participants with Prader Willi syndrome enjoyed participating in this study. Elderly conversational partners reported a slight decrease in loneliness following online socialisation. CONCLUSION The use of textual prompts and constant time delay may be helpful to promote opportunities for interaction among segments of the population potentially at risk of social isolation during online socialisation.
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Affiliation(s)
- Luca Vascelli
- Department of Social Inclusion, TICE Live and Learn, Piacenza, Italy
| | - Federica Berardo
- Department of Social Inclusion, TICE Live and Learn, Piacenza, Italy
| | - Silvia Iacomini
- Department of Social Inclusion, TICE Live and Learn, Piacenza, Italy
| | - Maristella Scorza
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
| | - Francesca Cavallini
- Department of Social Inclusion, TICE Live and Learn, Piacenza, Italy.,Department of Humanistic, Social Sciences and Cultural Enterprises, University of Parma, Parma, Italy
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3
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Adler EJ, Schiltz HK, Glad DM, Lehman SA, Pardej SK, Stanley RE, Van Hecke AV. Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents. J Autism Dev Disord 2022; 52:5491-5499. [PMID: 35870099 PMCID: PMC9308371 DOI: 10.1007/s10803-022-05666-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/27/2022] [Indexed: 11/09/2022]
Abstract
The COVID-19 pandemic sparked a worldwide transition to providing online services overnight, highlighting the urgent need for empirically supported telehealth interventions. The current study examined the effects of PEERS® for Adolescents Telehealth, an adaptation from the original social skills intervention developed for in-person provision, among 22 autistic adolescents and their caregivers. To evaluate the intervention, caregivers completed questionnaires assessing core autistic features and frequency of get-togethers. Adolescents completed questionnaires measuring social knowledge and frequency of get-togethers. Improvements in social skills knowledge, increased get-togethers, and decreased core autistic symptoms were evident. Preliminary results suggest PEERS® for Adolescents Telehealth improves social competence, as found for the in-person version. Further research exploring the equivalence of telehealth to in-person social skills intervention is recommended.
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4
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Hodges A, Cordier R, Joosten A, Bourke-Taylor H. Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers. J Autism Dev Disord 2022; 52:3230-3245. [PMID: 34862953 PMCID: PMC9213293 DOI: 10.1007/s10803-021-05362-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/06/2021] [Indexed: 10/29/2022]
Abstract
Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed.
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Affiliation(s)
- Amy Hodges
- Curtin School of Allied Health, Curtin University, Perth, WA Australia
| | - Reinie Cordier
- Curtin School of Allied Health, Curtin University, Perth, WA Australia
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, UK
| | - Annette Joosten
- Curtin School of Allied Health, Curtin University, Perth, WA Australia
- School of Allied Health, Australian Catholic University, Melbourne, VIC Australia
| | - Helen Bourke-Taylor
- Department of Occupational Therapy, School of Primary and Allied Health Care, Monash University, Frankston, VIC Australia
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5
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A Systematic Review of Shared Social Activities for Children on the Autism Spectrum and Their Peers. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00322-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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6
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Vincent LB, Asmus JM, Lyons GL, Born T, Leamon M, DenBleyker E, McIntire H. Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum. J Autism Dev Disord 2022:10.1007/s10803-022-05513-2. [PMID: 35441915 DOI: 10.1007/s10803-022-05513-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/03/2022] [Indexed: 10/18/2022]
Abstract
Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p = .0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings.
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Affiliation(s)
- Lori B Vincent
- University of Wisconsin-Madison, Madison, Wisconsin, United States. .,School of Human Services, School Psychology Programs, University of Cincinnati, 450B Teacher-Dyer Complex, 45221, Cincinnati, OH, United States.
| | - Jennifer M Asmus
- University of Wisconsin-Madison, Madison, Wisconsin, United States
| | - Gregory L Lyons
- University of Wisconsin-Madison, Madison, Wisconsin, United States
| | - Tiffany Born
- University of Wisconsin-Madison, Madison, Wisconsin, United States
| | - Megan Leamon
- School of Human Services, University of Cincinnati, Cincinnati, United States
| | - Emma DenBleyker
- School of Human Services, University of Cincinnati, Cincinnati, United States
| | - Hannah McIntire
- School of Human Services, University of Cincinnati, Cincinnati, United States
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7
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Chen YL, Martin W, Vidiksis R, Patten K. "A different environment for success:" a mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 69:738-747. [PMID: 37547547 PMCID: PMC10402833 DOI: 10.1080/20473869.2021.2001729] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/14/2021] [Revised: 10/28/2021] [Accepted: 10/29/2021] [Indexed: 08/08/2023]
Abstract
Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school clubs incorporating student interests may support social participation. Method: This mixed-methods study explored the preliminary social participation outcomes of adolescents on the spectrum in an inclusive Maker Club at three public schools. The quantitative phase examined longitudinal social behavior rates throughout the school club among students (n = 12). The qualitative phase interviewed six teachers in three schools (n = 6) to explore teacher perceptions of student social outcomes compared to general classrooms and program outcomes associated with the programs. Results: Mixed-effects modeling revealed increased social response rates and social reciprocity over time in both students on the spectrum and non-autistic peers without any group differences. Teachers reported that students on the spectrum engaged more socially than in general classrooms and attributed the positive outcomes to activities encouraging shared interests and the flexible social environment. Conclusions: Inclusive school clubs incorporating shared interests and joint activities among students may socially support students on the spectrum in inclusive education.
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Affiliation(s)
- Yu-Lun Chen
- Occupational Therapy, New York University Steinhardt School of Culture Education and Human Development, New York, NY, USA
| | - Wendy Martin
- Center for Children and Technology, Education Development Center, New York, NY, USA
| | - Regan Vidiksis
- Center for Children and Technology, Education Development Center, New York, NY, USA
| | - Kristie Patten
- Occupational Therapy, New York University Steinhardt School of Culture Education and Human Development, New York, NY, USA
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8
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Hu X, Wilczynski SM, Ma Y, Jin N. International use of N = 1 research design with secondary students with disabilities. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Xiaoyi Hu
- School of Special Education, Education Research Center for Children with Autism, Faculty of Education Beijing Normal University Beijing China
| | | | - Yongqiang Ma
- School of Special Education, Education Research Center for Children with Autism, Faculty of Education Beijing Normal University Beijing China
| | - Ning Jin
- Department of Educational Studies, College of Education and Human Ecology The Ohio State University Columbus Ohio USA
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9
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Sommerstad HS, Kildahl AN, Munkhaugen EK, Karlsen K, Bakken TL. Experiences of ward atmosphere in inpatients with intellectual disability and mental illness: clinical implications for mental health nursing. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 67:339-348. [PMID: 34552729 PMCID: PMC8451695 DOI: 10.1080/20473869.2021.1900507] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 02/16/2021] [Accepted: 02/16/2021] [Indexed: 06/13/2023]
Abstract
Background: Patients with intellectual disability in psychiatric services are rarely asked about their experiences when admitted to inpatient units. Aim: To enhance the understanding of ward atmosphere for inpatients with co-occurring intellectual disabilities (ID) and mental illness by exploring patients' experiences from a specialised mental health inpatient unit. Methods: A selected sample of 10 adults with comorbid mental illness and ID were recruited for a qualitative interview study based on Gunderson's conceptualisation of therapeutic components in mental health wards. The patients were interviewed by two experienced clinicians and interviews were analysed using directed content analysis. Results: Patients' experience of their relationships with ward staff seemed central to their experiences of several aspects of mental health nursing. Feeling safe, contained, and validated, were further important aspects. However, the patients seemed to have little influence on treatment choices and did not report participating in shared decision-making. Conclusions: The patients' answers in this study are in line with previous research on ward atmosphere for patients in the general population. However, more research is necessary to inform future mental health nursing for patients with ID, both in inpatient and ambulatory services.
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Affiliation(s)
| | - Arvid Nikolay Kildahl
- Oslo Universitetssykehus Regional Dep. Mental Health in ID and NevSom - Norwegian Centre of Expertise for Neurodevelopmental Disorders and Hypersomnias| Oslo Universitetssykehus, Norway
| | - Ellen Kathrine Munkhaugen
- Oslo Universitetssykehus National Advisory Unit on Mental Health in ID| Oslo Universitetssykehus, Norway
| | - Kjersti Karlsen
- Oslo Universitetssykehus National Advisory Unit on Mental Health in ID| Oslo Universitetssykehus, Norway
| | - Trine Lise Bakken
- Oslo Universitetssykehus, Norway [Proxy]
- Oslo Universitetssykehus National Advisory Unit on Mental Health in ID and Oslo Metropolitan University| Oslo Universitetssykehus, Norway
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10
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Williams GL, Wharton T, Jagoe C. Mutual (Mis)understanding: Reframing Autistic Pragmatic "Impairments" Using Relevance Theory. Front Psychol 2021; 12:616664. [PMID: 33995177 PMCID: PMC8117104 DOI: 10.3389/fpsyg.2021.616664] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 03/22/2021] [Indexed: 11/30/2022] Open
Abstract
A central diagnostic and anecdotal feature of autism is difficulty with social communication. We take the position that communication is a two-way, intersubjective phenomenon-as described by the double empathy problem-and offer up relevance theory (a cognitive account of utterance interpretation) as a means of explaining such communication difficulties. Based on a set of proposed heuristics for successful and rapid interpretation of intended meaning, relevance theory positions communication as contingent on shared-and, importantly, mutually recognized-"relevance." Given that autistic and non-autistic people may have sometimes markedly different embodied experiences of the world, we argue that what is most salient to each interlocutor may be mismatched. Relevance theory would predict that where this salient information is not (mutually) recognized or adjusted for, mutual understanding may be more effortful to achieve. This paper presents the findings from a small-scale, linguistic ethnographic study of autistic communication featuring eight core autistic participants. Each core autistic participant engaged in three naturalistic conversations around the topic of loneliness with: (1) a familiar, chosen conversation partner; (2) a non-autistic stranger and (3) an autistic stranger. Relevance theory is utilized as a frame for the linguistic analysis of the interactions. Mutual understanding was unexpectedly high across all types of conversation pairings. In conversations involving two autistic participants, flow, rapport and intersubjective attunement were significantly increased and in three instances, autistic interlocutors appeared to experience improvements in their individual communicative competence contrasted with their other conversations. The findings have the potential to guide future thinking about how, in practical terms, communication between autistic and non-autistic people in both personal and public settings might be improved.
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Affiliation(s)
- Gemma L. Williams
- School of Humanities, University of Brighton, Brighton, United Kingdom
| | - Tim Wharton
- School of Humanities, University of Brighton, Brighton, United Kingdom
| | - Caroline Jagoe
- School of Linguistic, Speech and Communication Sciences, Trinity College Dublin, University of Dublin, Dublin, Ireland
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11
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Thomas HR, Rooney T, Cohen M, Bishop SL, Lord C, Kim SH. Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder. Autism Res 2020; 14:720-732. [PMID: 33094926 DOI: 10.1002/aur.2408] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 08/25/2020] [Accepted: 09/29/2020] [Indexed: 11/11/2022]
Abstract
Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12 years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC.
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Affiliation(s)
- Hannah R Thomas
- Department of Psychiatry, Weill Cornell Medicine, White Plains, New York, USA
| | - Tara Rooney
- Department of Psychiatry, University of California, San Francisco, California, USA
| | - Morgan Cohen
- Department of Psychology, St. John's University, Queens, New York, USA
| | - Somer L Bishop
- Department of Psychiatry, University of California, San Francisco, California, USA
| | - Catherine Lord
- Semel Institute for Neuroscience and Behavior, University of California Los Angeles, Los Angeles, California, USA
| | - So Hyun Kim
- Department of Psychiatry, Weill Cornell Medicine, White Plains, New York, USA
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12
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Silver BM, Conte MM, Victor JD, Jones RM. Visual Search for Circumscribed Interests in Autism Is Similar to That of Neurotypical Individuals. Front Psychol 2020; 11:582074. [PMID: 33192903 PMCID: PMC7640760 DOI: 10.3389/fpsyg.2020.582074] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 09/11/2020] [Indexed: 11/13/2022] Open
Abstract
Intense interests are a core symptom of autism spectrum disorders (ASD) and can be all-encompassing for affected individuals. This observation raises the hypothesis that intense interests in ASD are related to pervasive changes in visual processing for objects within that category, including visual search. We assayed visual processing with two novel tasks, targeting category search and exemplar search. For each task, three kinds of stimuli were used: faces, houses, and images personalized to each participant’s interest. 25 children and adults with ASD were compared to 25 neurotypical (NT) children and adults. We found no differences in either visual search task between ASD and NT controls for interests. Thus, pervasive alterations in perception are not likely to account for ASD behavioral symptoms.
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Affiliation(s)
- Benjamin M Silver
- Department of Psychology, Columbia University in the City of New York, New York, NY, United States
| | - Mary M Conte
- Feil Family Brain and Mind Research Institute, NewYork-Presbyterian Hospital, Weill Cornell Medicine, New York, NY, United States
| | - Jonathan D Victor
- Feil Family Brain and Mind Research Institute, NewYork-Presbyterian Hospital, Weill Cornell Medicine, New York, NY, United States.,Department of Neurology, NewYork-Presbyterian Hospital, Weill Cornell Medicine, New York, NY, United States
| | - Rebecca M Jones
- The Sackler Institute for Developmental Psychobiology, NewYork-Presbyterian Hospital, Weill Cornell Medicine, New York, NY, United States
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13
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Carter RM, Jung H, Reaven J, Blakeley-Smith A, Dichter GS. A Nexus Model of Restricted Interests in Autism Spectrum Disorder. Front Hum Neurosci 2020; 14:212. [PMID: 32581753 PMCID: PMC7283772 DOI: 10.3389/fnhum.2020.00212] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2020] [Accepted: 05/11/2020] [Indexed: 11/23/2022] Open
Abstract
Restricted interests (RIs) in autism spectrum disorder (ASD) are clinically impairing interests of unusual focus or intensity. They are a subtype of restricted and repetitive behaviors which are one of two diagnostic criteria for the disorder. Despite the near ubiquity of RIs in ASD, the neural basis for their development is not well understood. However, recent cognitive neuroscience findings from nonclinical samples and from individuals with ASD shed light on neural mechanisms that may explain the emergence of RIs. We propose the nexus model of RIs in ASD, a novel conceptualization of this symptom domain that suggests that RIs may reflect a co-opting of brain systems that typically serve to integrate complex attention, memory, semantic, and social communication functions during development. The nexus model of RIs hypothesizes that when social communicative development is compromised, brain functions typically located within the lateral surface of cortex may expand into social processing brain systems and alter cortical representations of various cognitive functions during development. These changes, in turn, promote the development of RIs as an alternative process mediated by these brain networks. The nexus model of RIs makes testable predictions about reciprocal relations between the impaired development of social communication and the emergence of RIs in ASD and suggests novel avenues for treatment development.
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Affiliation(s)
- R. McKell Carter
- Institute of Cognitive Science, University of Colorado Boulder, Boulder, CO, United States
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, United States
| | - Heejung Jung
- Institute of Cognitive Science, University of Colorado Boulder, Boulder, CO, United States
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, United States
| | - Judy Reaven
- JFK Partners, Department of Psychiatry and Pediatrics, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Audrey Blakeley-Smith
- JFK Partners, Department of Psychiatry and Pediatrics, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Gabriel S. Dichter
- School of Medicine, Carolina Institute for Developmental Disabilities, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
- Department of Psychiatry, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
- Department of Psychology and Neuroscience, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
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14
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Evidence-based support for autistic people across the lifespan: maximising potential, minimising barriers, and optimising the person-environment fit. Lancet Neurol 2020; 19:434-451. [PMID: 32142628 DOI: 10.1016/s1474-4422(20)30034-x] [Citation(s) in RCA: 83] [Impact Index Per Article: 20.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 10/01/2019] [Accepted: 11/27/2019] [Indexed: 12/22/2022]
Abstract
Autism is both a medical condition that gives rise to disability and an example of human variation that is characterised by neurological and cognitive differences. The goal of evidence-based intervention and support is to alleviate distress, improve adaptation, and promote wellbeing. Support should be collaborative, with autistic individuals, families, and service providers taking a shared decision-making approach to maximise the individual's potential, minimise barriers, and optimise the person-environment fit. Comprehensive, naturalistic early intervention with active caregiver involvement can facilitate early social communication, adaptive functioning, and cognitive development; targeted intervention can help to enhance social skills and aspects of cognition. Augmentative and alternative communication interventions show preliminary evidence of benefit in minimising communication barriers. Co-occurring health issues, such as epilepsy and other neurodevelopmental disorders, sleep problems, and mental health challenges, should be treated in a timely fashion. The creation of autism-friendly contexts is best achieved by supporting families, reducing stigma, enhancing peer understanding, promoting inclusion in education, the community, and at work, and through advocacy.
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15
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Goldfarb Y, Gal E, Golan O. A Conflict of Interests: A Motivational Perspective on Special Interests and Employment Success of Adults with ASD. J Autism Dev Disord 2019; 49:3915-3923. [PMID: 31177369 DOI: 10.1007/s10803-019-04098-7] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
A course of action often suggested in an attempt to improve employment outcomes of adults with autism spectrum disorder, is to match between special interests and job opportunities. In this commentary, we propose that the match may be more complicated than it seems, possibly overseeing more pressing employment needs that should be answered such as: the job's characteristics, labor market demands, and stress resulting from job expectations. Self determination theory of motivation is suggested as a lens through which the association between special interests and a paying job can be examined, highlighting important considerations that hold the potential to increase employment success. Recommendations for new research directions and vocational rehabilitation practice are discussed.
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Affiliation(s)
- Yael Goldfarb
- Department of Occupational Therapy, University of Haifa, Haifa, Israel.
| | - Eynat Gal
- Department of Occupational Therapy, University of Haifa, Haifa, Israel
| | - Ofer Golan
- Department of Psychology, Bar-Ilan University, Ramat-Gan, Israel
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16
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Bos DJ, Silver BM, Barnes ED, Ajodan EL, Silverman MR, Clark-Whitney E, Tarpey T, Jones RM. Adolescent-Specific Motivation Deficits in Autism Versus Typical Development. J Autism Dev Disord 2019; 50:364-372. [PMID: 31625010 DOI: 10.1007/s10803-019-04258-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Differences in motivation during adolescence relative to childhood and adulthood in autism was tested in a cross-sectional study. 156 Typically developing individuals and 79 individuals with autism ages 10-30 years of age completed a go/nogo task with social and non-social cues. To assess age effects, linear and quadratic models were used. Consistent with prior studies, typically developing adolescents and young adults demonstrated more false alarms for positive relative to neutral social cues. In autism, there were no changes in attention across age for social or non-social cues. Findings suggest reduced orienting to motivating cues during late adolescence and early adulthood in autism. The findings provide a unique perspective to explain the challenges for adolescents with autism transitioning to adulthood.
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Affiliation(s)
- Dienke J Bos
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA.
- Department of Psychiatry, UMC Utrecht Brain Center, University Medical Center Utrecht, Utrecht, The Netherlands.
| | - Benjamin M Silver
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
- The Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
| | - Emily D Barnes
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
- The Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
| | - Eliana L Ajodan
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
- The Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
| | - Melanie R Silverman
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
- The Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
| | - Elysha Clark-Whitney
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
- The Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
| | - Thaddeus Tarpey
- Division of Biostatistics, Department of Population Health, NYU School of Medicine, 180 Madison Avenue, New York, NY, 10016, USA
| | - Rebecca M Jones
- The Sackler Institute for Developmental Psychobiology, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
- The Center for Autism and the Developing Brain, Department of Psychiatry, Weill Cornell Medicine, New York, NY, 10065, USA
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17
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Hu X, Zheng Q, Lee GT. Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting. J Autism Dev Disord 2019; 48:2444-2457. [PMID: 29453705 DOI: 10.1007/s10803-018-3502-4] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO® construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained.
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Affiliation(s)
- Xiaoyi Hu
- Department of Special Education, Education Research Center for Children with ASD, Faculty of Education, Beijing Normal University, Rm 408, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Qunshan Zheng
- Anita Zucker Center for Excellence in Early Childhood Studies, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, USA
| | - Gabrielle T Lee
- Applied Psychology, Faculty of Education, Western University, 1137 Western Road, London, ON, N6G 1G7, Canada.
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18
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Bos DJ, Silverman MR, Ajodan EL, Martin C, Silver BM, Brouwer GJ, Di Martino A, Jones RM. Rigidity coincides with reduced cognitive control to affective cues in children with autism. JOURNAL OF ABNORMAL PSYCHOLOGY 2019; 128:431-441. [PMID: 31045398 DOI: 10.1037/abn0000423] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
The present study tested whether salient affective cues would negatively influence cognitive control in children with and without autism spectrum disorder (ASD). One hundred children aged 6-12 years who were either typically developing or had ASD performed a novel go/no-go task to cues of their interest versus cues of noninterest. Linear mixed-effects (LME) models for hit rate, false alarms, and the sensitivity index d' were used to test for group differences. Caregivers completed the Repetitive Behavior Scale-Revised to test associations between repetitive behaviors and task performance. Children with ASD had reduced cognitive control toward their interests compared with typically developing children. Further, children with ASD showed reduced cognitive control to interests compared with noninterests, a pattern not observed in typically developing children. Decreased cognitive control toward interests was associated with higher insistence on sameness behavior in ASD, but there was no association between sameness behavior and cognitive control for noninterests. Together, children with ASD demonstrated decreased cognitive flexibility in the context of increased affective salience related to interests. These results provide a mechanism for how salient affective cues, such as interests, interfere with daily functioning and social communication in ASD. Further, the findings have broader clinical implications for understanding how affective cues can drive interactions between restricted patterns of behavior and cognitive control. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
- Dienke J Bos
- Sackler Institute for Developmental Psychobiology
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19
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de Lima Antão JYF, Oliveira ASB, de Almeida Barbosa RT, Crocetta TB, Guarnieri R, Arab C, Massetti T, Antunes TPC, da Silva AP, Bezerra ÍMP, de Mello Monteiro CB, de Abreu LC. Instruments for augmentative and alternative communication for children with autism spectrum disorder: a systematic review. Clinics (Sao Paulo) 2018; 73:e497. [PMID: 30517284 PMCID: PMC6238819 DOI: 10.6061/clinics/2017/e497] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2018] [Accepted: 06/22/2018] [Indexed: 11/30/2022] Open
Abstract
New technologies designed to improve the communication of autistic children can also help to promote interaction processes and cognitive and social development. The aim of this study was to analyze the instruments used to improve the communication skills of children with autism spectrum disorder. We searched the PubMed and Web of Science databases using the descriptors "autism", "Asperger", "education", "children" and "assistive technology" and selected articles that met the following inclusion criteria: (i) original research; (ii) written in English; (iii) based on participants with a primary diagnosis of autism spectrum disorder; and (iv) tested an instrument designed to promote communication in children with autism spectrum disorder. Our search retrieved 811 articles, of which 34 met the inclusion criteria. Data on 26 instruments were extracted, and the measurement properties of the instruments were combined with information about their outcomes and presentation. The most commonly used interventions were the Treatment and Education of Autistic and Related Communication Handicapped Children program and the Picture Exchange Communication System. The Treatment and Education of Autistic and Related Communication Handicapped Children program was shown to produce improvements in the communication skills, socialization and self-care skills of children with autism spectrum disorder. The Picture Exchange Communication System produced inconsistent results. The results of the identified studies confirm the significant importance of these instruments in improving the communicative process of autistic children.
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Affiliation(s)
| | | | | | - Tânia Brusque Crocetta
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
| | - Regiani Guarnieri
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
| | - Claudia Arab
- Escola Paulista de Medicina, Universidade Federal de Sao Paulo (UNIFESP/EPM), Sao Paulo, SP, BR
| | - Thaís Massetti
- Programa de Pos-Graduacao em Ciencias da Reabilitacao, Universidade de Sao Paulo, Sao Paulo, SP, BR
| | | | - Alan Patrício da Silva
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
| | | | - Carlos Bandeira de Mello Monteiro
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
- Escola de Artes, Ciencias e Humanidades, Universidade de Sao Paulo (EACH/USP), Sao Paulo, SP, BR
| | - Luiz Carlos de Abreu
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
- Departamento de Saude Materno Infantil, Faculdade de Saude Publica, Universidade de Sao Paulo, São Paulo, SP, BR
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20
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Watkins L, O'Reilly M, Kuhn M, Ledbetter-Cho K. An interest-based intervention package to increase peer social interaction in young children with autism spectrum disorder. J Appl Behav Anal 2018; 52:132-149. [DOI: 10.1002/jaba.514] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2017] [Accepted: 12/11/2017] [Indexed: 11/06/2022]
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21
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Neurodivergent Themed Neighbourhoods as A Strategy to Enhance the Liveability of Cities: The Blueprint of an Autism Village, Its Benefits to Neurotypical Environments. URBAN SCIENCE 2018. [DOI: 10.3390/urbansci2020042] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the next decades, it is expected that there will be a significant number of adults living with Autism Spectrum Disorder (ASD) who will continue to strive in the neurotypical environment. Despite the recent rise of developments that deviate from the institutional type of facility, many parents continue to voice their struggle to find safe and appropriate living environments for their adult children. The problem is not just the limited option on where to live, financing a home is also another dilemma. Thus, the challenge to provide appropriate living environments coincide with the need to provide meaningful opportunities that allows them to thrive and function in the society. This paper explores the existing design guidelines through recommendations on how spaces can be articulated by considering the value of savant skills and productive vocational skills for individuals living with ASD. This optimistic approach hopes to enlighten built environment practitioners in designing spaces where different populations can co–exist, particularly those with varied abilities. The environmental needs of ASDs and the proposed spatial interventions also extend its benefits to the well–being of neurotypicals. In addition, the participation of the ASD population in the built environment bridges accessibility and spatial experience. Therefore, designing neurodivergent neighbourhoods can be employed as a strategy to improve and enhance the liveability of urban regions.
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22
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Dickter CL, Burk JA, Fleckenstein K, Kozikowski CT. Autistic traits and social anxiety predict differential performance on social cognitive tasks in typically developing young adults. PLoS One 2018; 13:e0195239. [PMID: 29596523 PMCID: PMC5875886 DOI: 10.1371/journal.pone.0195239] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Accepted: 03/09/2018] [Indexed: 01/18/2023] Open
Abstract
The current work examined the unique contribution that autistic traits and social anxiety have on tasks examining attention and emotion processing. In Study 1, 119 typically-developing college students completed a flanker task assessing the control of attention to target faces and away from distracting faces during emotion identification. In Study 2, 208 typically-developing college students performed a visual search task which required identification of whether a series of 8 or 16 emotional faces depicted the same or different emotions. Participants with more self-reported autistic traits performed more slowly on the flanker task in Study 1 than those with fewer autistic traits when stimuli depicted complex emotions. In Study 2, participants higher in social anxiety performed less accurately on trials showing all complex faces; participants with autistic traits showed no differences. These studies suggest that traits related to autism and to social anxiety differentially impact social cognitive processing.
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Affiliation(s)
- Cheryl L. Dickter
- Psychological Sciences, College of William & Mary, Williamsburg, VA, United States of America
- * E-mail:
| | - Joshua A. Burk
- Psychological Sciences, College of William & Mary, Williamsburg, VA, United States of America
| | - Katarina Fleckenstein
- Psychological Sciences, College of William & Mary, Williamsburg, VA, United States of America
| | - C. Teal Kozikowski
- Psychological Sciences, College of William & Mary, Williamsburg, VA, United States of America
- Psychiatry & Behavioral Sciences, Eastern Virginia Medical School, Norfolk, VA, United States of America
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23
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Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder. J Autism Dev Disord 2018; 47:2556-2574. [PMID: 28567546 DOI: 10.1007/s10803-017-3171-8] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization.
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24
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Ninci J, Rispoli M, Burke MD, Neely LC. Embedding Interests of Individuals with Autism Spectrum Disorder: a Quality Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0120-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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25
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A Meta-analysis of School-Based Social Interaction Interventions for Adolescents with Autism Spectrum Disorder. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0113-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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26
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Koegel RL, Oliver K, Koegel LK. The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism. Behav Modif 2017; 42:34-57. [DOI: 10.1177/0145445517706346] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research has demonstrated that incorporating restricted interests of an individual with autism into recess activities is effective at increasing socialization with typically developing peers. However, certain activity contexts may alter the reinforcing influence of the restricted repetitive behaviors (RRBs) depending on an individual’s history in that activity. Using an alternating treatment design, this study examined whether an individual’s history with an activity affected socialization. RRBs were embedded into activities with a reported positive history (i.e., prior history of positive experiences) and activities with a reported negative history (i.e., prior history of aversive experiences) for participants. Data indicated that socialization increased and remained above baseline levels when RRBs were introduced during activities with a positive history, whereas socialization was minimal when RRBs were introduced in activities with a negative history. Social significance and implications for designing activities that incorporate a child’s RRBs are discussed.
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Affiliation(s)
- Robert L. Koegel
- University of California, Santa Barbara, CA, USA
- Koegel Autism Consultants, Santa Barbara, CA, USA
| | | | - Lynn K. Koegel
- University of California, Santa Barbara, CA, USA
- Koegel Autism Consultants, Santa Barbara, CA, USA
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27
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Cremin K, Healy O, Gordon M. Parental perceptions on the transition to secondary school for their child with autism. ADVANCES IN AUTISM 2017. [DOI: 10.1108/aia-09-2016-0024] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to explore the transition to and early experience of secondary school for students with autism from the perspective of their parents. It aimed to gather the parents’ personal accounts of their views of the transition experience for their child and of their perceptions of both the positive and the negative factors inherent in the process of transition. There was an emphasis on seeking useful information for others from the parent’s perception, views and choices.
Design/methodology/approach
As parents were reporting on their own perceptions and also their child’s experiences, a qualitative exploratory descriptive method was required. Thematic analysis was used as a pragmatic method to report on the experiences, meanings and the reality of the transition to secondary school from a parent’s perspective (Braun and Clarke, 2012).
Findings
A variety of supports and strategies were described, parents were unanimous in their emphasis of the importance of communication to them. Parents were concerned about secondary schools not fully understanding the nature of autism, and the impact this can have on their child as an individual. Despite differing perceptions and views on the purpose or end product of secondary educations for their child, all the parents communicated a desire for their child to reach their potential and make progress within the secondary school system.
Research limitations/implications
This was a small qualitative study with a self-selected group of parents in the Republic of Ireland, with fathers underrepresented. It did not take any account from any other stakeholders or the students themselves.
Practical implications
Parents would benefit from more practical support and communication during this time in the child’s education. Their recommendations and personal experiences may serve as a useful reference point for parents preparing for this time in their child’s school life.
Social implications
The study highlights the need to better understand how children with autism can be supported in making social attainments and connections within mainstream secondary schools in Ireland.
Originality/value
There is a small body of knowledge related to the secondary school experience for students with autism. It contributes the parental perspective and highlights areas for further research and practice.
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28
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Asmus JM, Carter EW, Moss CK, Biggs EE, Bolt DM, Born TL, Bottema-Beutel K, Brock ME, Cattey GN, Cooney M, Fesperman ES, Hochman JM, Huber HB, Lequia JL, Lyons GL, Vincent LB, Weir K. Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:118-137. [PMID: 28257242 DOI: 10.1352/1944-7558-122.2.118] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to adolescents in the "business-as-usual" control group (n = 48), students receiving peer networks gained significantly more new social contacts and friendships. Although many peer relationships maintained one and two semesters later, their spill over beyond the school day was limited. Students and staff affirmed the social validity of the interventions. We offer recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Katie Weir
- Katie Weir, University of Wisconsin-Madison
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29
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Stokes MA, Thomson M, Macmillan CM, Pecora L, Dymond SR, Donaldson E. Principals’ and Teachers’ Reports of Successful Teaching Strategies With Children With High-Functioning Autism Spectrum Disorder. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2016. [DOI: 10.1177/0829573516672969] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Little research has been conducted on the evidence base for educational interventions implemented by teachers targeting students with high-functioning autism spectrum disorder (HFASD). Research examining particular techniques perceived as effective may facilitate guidelines for the application of evidence-based practices. A principal and teacher of students with HFASD from each of 29 different schools provided information on their current teaching interventions. Principals participated in an online survey designed to ascertain support for HFASD learners in their school, whereas teachers completed an online reflective journal to document methods they used in the classroom. Both teachers and principals found numerous strategies such as structure and incorporating needs to be successful. Inappropriate communication, disorganisation, and a lack of understanding were considered unhelpful. These results have implications for current practices in classrooms.
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Affiliation(s)
| | - Mary Thomson
- Autism Teaching Institute, Flemington, Victoria, Australia
| | | | | | | | - Emma Donaldson
- Autism Teaching Institute, Flemington, Victoria, Australia
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30
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Huber HB, Carter EW. Data-Driven Individualization in Peer-Mediated Interventions for Students with ASD: a Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2016. [DOI: 10.1007/s40489-016-0079-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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31
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McMahon CM, Solomon M. Brief report: parent-adolescent informant discrepancies of social skill importance and social skill engagement for higher-functioning adolescents with autism spectrum disorder. J Autism Dev Disord 2016; 45:3396-403. [PMID: 26077952 DOI: 10.1007/s10803-015-2494-6] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement.
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Affiliation(s)
- Camilla M McMahon
- 3C Institute, 4364 Alston Avenue, Suite 300, Durham, NC, 27713, USA.
| | - Marjorie Solomon
- M.I.N.D. Institute, University of California - Davis, 2825 50th Street, Sacramento, CA, 95817, USA
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32
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Mohammadzaheri F, Koegel LK, Rezaei M, Bakhshi E. A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism. J Autism Dev Disord 2016; 45:2899-907. [PMID: 25953148 DOI: 10.1007/s10803-015-2451-4] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior.
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Affiliation(s)
- Fereshteh Mohammadzaheri
- Faculty of Rehabilitation Sciences, Hamadan University of Medical Sciences and Health Services, Hamadan, Iran
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33
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Adolescent judgments and reasoning about the failure to include peers with social disabilities. J Autism Dev Disord 2015; 45:1873-86. [PMID: 25575622 DOI: 10.1007/s10803-014-2348-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed.
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34
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Grove R, Roth I, Hoekstra RA. The motivation for special interests in individuals with autism and controls: Development and validation of the special interest motivation scale. Autism Res 2015; 9:677-88. [DOI: 10.1002/aur.1560] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2014] [Accepted: 08/15/2015] [Indexed: 11/05/2022]
Affiliation(s)
- Rachel Grove
- Centre for Emotional Health, Department of Psychology, Macquarie University; Sydney NSW Australia
| | - Ilona Roth
- Department of Life, Health & Chemical Sciences; The Open University; Milton Keynes UK
| | - Rosa A. Hoekstra
- Department of Life, Health & Chemical Sciences; The Open University; Milton Keynes UK
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35
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Chung PJ, Vanderbilt DL, Soares NS. Social Behaviors and Active Videogame Play in Children with Autism Spectrum Disorder. Games Health J 2015; 4:225-34. [PMID: 26182068 DOI: 10.1089/g4h.2014.0125] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
OBJECTIVE Children with autism spectrum disorder (ASD) often display problematic and excessive videogame play. Using active videogames (AVGs) may have physical benefits, but its effects on socialization are unknown. MATERIALS AND METHODS We conducted an A-B-A' experiment comparing sedentary videogames and AVGs for three dyads of a child with ASD and his sibling. An augmented reality (AR) game was used to introduce AVGs. Sessions were coded for communication, positive affect, and aggression. RESULTS One dyad had increases in positive affect with AVGs. Otherwise, social behaviors were unchanged or worse. The AR game demonstrated consistent elevations in social behaviors. CONCLUSIONS Use of AVGs has inconsistent effects on social behavior for children with ASD. Further research is needed to understand mediators of response to AVGs. AR games should be evaluated for potential benefits on socialization and positive affect.
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Affiliation(s)
- Peter J Chung
- 1 The Center for Autism & Neurodevelopmental Disorders, Department of Pediatrics, School of Medicine, University of California Irvine , Irvine, California
| | - Douglas L Vanderbilt
- 2 Children's Hospital Los Angeles , Los Angeles, California.,3 Department of Pediatrics, Keck School of Medicine, University of Southern California , Los Angeles, California
| | - Neelkamal S Soares
- 4 Janet Weis Children's Hospital , Geisinger Health System, Lewisburg, Pennsylvania
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36
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Koegel RL, Kim S, Koegel LK. Training paraprofessionals to improve socialization in students with ASD. J Autism Dev Disord 2014; 44:2197-208. [PMID: 24671749 DOI: 10.1007/s10803-014-2094-x] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed.
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Affiliation(s)
- Robert L Koegel
- Koegel Autism Center, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA, 93106-9490, USA,
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37
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Using self-management to improve the reciprocal social conversation of children with autism spectrum disorder. J Autism Dev Disord 2014; 44:1055-63. [PMID: 24127164 DOI: 10.1007/s10803-013-1956-y] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Individuals with autism spectrum disorders often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naïve observers indicated that the intervention led to meaningful improvements during conversation, including interest, naturalness, and desirability as a conversational partner.
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Kasari C, Shire S, Factor R, McCracken C. Psychosocial treatments for individuals with autism spectrum disorder across the lifespan: new developments and underlying mechanisms. Curr Psychiatry Rep 2014; 16:512. [PMID: 25248342 DOI: 10.1007/s11920-014-0512-6] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Researchers have studied many interventions to address the core impairment in social interactions in autism spectrum disorder. We reviewed the social skills intervention literature over the past two years (2012-2014). Social skills intervention studies have increased by 35% over our previous review of 2010-2012. Nearly equal numbers of studies reported results using single subject research designs (n = 29) and group designs (n = 25). Consistent with our previous review, many studies focused on joint attention/joint engagement for young children and interventions addressing peer interactions for older children. Advancements in this review period included more replications of intervention models, longitudinal outcomes, and a focus on minimally verbal children. Notably absent are social interventions for adults, and interventions addressing school-based inclusion. In addition to these target areas, future studies should isolate active ingredients of social interventions, include broader participant representation, and further examine the relation between neural development and behavioral outcomes.
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Affiliation(s)
- Connie Kasari
- UCLA Center for Autism Research and Treatment, 760 Westwood Plaza, Los Angeles, CA, 90024, USA,
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A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings. J Autism Dev Disord 2014; 45:1070-83. [DOI: 10.1007/s10803-014-2264-x] [Citation(s) in RCA: 113] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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40
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Diener ML, Wright CA, Smith KN, Wright SD. Assessing Visual-Spatial Creativity in Youth on the Autism Spectrum. CREATIVITY RESEARCH JOURNAL 2014. [DOI: 10.1080/10400419.2014.929421] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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