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Le Donne I, Attanasio M, Bologna A, Vagnetti R, Masedu F, Valenti M, Mazza M. Autism and intention attribution test: a non-verbal evaluation with comic strips. Ann Gen Psychiatry 2023; 22:29. [PMID: 37573317 PMCID: PMC10422844 DOI: 10.1186/s12991-023-00461-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 08/03/2023] [Indexed: 08/14/2023] Open
Abstract
BACKGROUND Despite autism spectrum disorder (ASD) and mentalization being two words often associated in the literature, the assessment of this ability in individuals with ASD in the clinical setting is still limited. Indeed, there are no standardized Theory of Mind (ToM) tests that are adaptable to different cognitive profiles, such as individuals with language poverty, and intellectual or memory impairments. This study proposes a non-verbal test (Intentions Attribution-Comic Strip Test; IA-CST) to evaluate the ability to infer the intentions of others, a basic component of ToM, in the clinical setting. METHOD In Study 1, the test was administered to 261 healthy individuals and we performed structural validation using Exploratory Graph Analysis. In Study 2, the final version of the test was administered to 32 individuals with ASD to assess the known group validity of the measure by comparing their scores with a sample of IQ-matched controls. Moreover, we performed logistic regression and ROC curve to preliminarily assess the diagnostic performance of the IA-CST. RESULTS The IA-CST resulted in a 3-dimension measure with good structural stability. Group comparison indicated that the ASD group shows significantly lower performance in intention attribution but not in inferring causal consequences. The test demonstrated known group validity and that, preliminarily, it is suitable for implementation within the clinical practice. CONCLUSIONS The results support the IA-CST as a valid non-verbal task for evaluating intentions attribution in the clinical setting. Difficulties in ToM are early and relevant in ASD, so assessing these aspects is valuable for structuring individualized and evidence-based interventions.
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Affiliation(s)
- Ilenia Le Donne
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy.
| | - Margherita Attanasio
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy
| | - Antony Bologna
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy
| | - Roberto Vagnetti
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy
| | - Francesco Masedu
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy
| | - Marco Valenti
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy
- Regional Reference Centre for Autism of the Abruzzo Region, Local Health Unit ASL 1, 67100, L'Aquila, Italy
| | - Monica Mazza
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio, Località Coppito, 67100, L'Aquila, Italy
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Lee SH, McKee A. Reading ebooks and printed books with parents: A case study of children with autism spectrum disorders. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2023; 8:23969415231168571. [PMID: 37091216 PMCID: PMC10114290 DOI: 10.1177/23969415231168571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Background and aims Ebooks have become a ubiquitous presence in many classrooms today. Yet, empirical evidence on literacy development has not been well produced, especially for children with autism spectrum disorder (ASD). This mixed-method case study aimed to explore how four children with ASD interact with ebooks and printed books with parents at home. Methods Four children (age 5-7 years) with ASD and their parents read one animated ebook and another printed book over four separate sessions. Parents also explained preselected word meanings to their children. In this mixed-method case study, we examined multiple quantitative and qualitative sources of evidence related to reading with parents at home. Results Quantitatively, all four children with ASD learned more word meanings from ebook than from the printed book, and three demonstrated a higher engagement with ebook than the printed book reading. Qualitatively, the majority of parents felt their children's engagement was higher with ebook than with printed book. Children with ASD tend to have tactile-related experiences while reading the printed book and auditory-related experiences during the ebook reading. Qualitative data also demonstrated a particular feature reported to be beneficial in previous research could be distracting for some children with ASD. Implications When parents are trained to explain critical word meanings to their children, animated ebooks can effectively improve the meaning-making skills of children with ASD. Findings also highlight the importance of individualized attention when choosing and using ebooks for children with ASD.
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Affiliation(s)
- Sung Hee Lee
- Sung Hee Lee, Special Education, California State University Fullerton, Fullerton, CA 92831, USA.
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Lorenzo G, Gilabert Cerdá A, Lorenzo-Lledó A, Lledó A. The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020. JOURNAL OF ENABLING TECHNOLOGIES 2022. [DOI: 10.1108/jet-12-2021-0068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeMore and more diversity is present in our classrooms. As teachers, we must be able to respond to the different levels of learning presented by our students. Therefore, it is necessary to use the new emerging technologies as elements of response. Thus, the purpose of this paper is to develop a systematic and thematic review of the application of augmented reality (AR) in the learning of autistic students in the educational setting during the period 1996–2020 using the Web of Science and Scopus databases.Design/methodology/approachFor this purpose, one of the bibliometric techniques called systematic and thematic review has been used. This technique is supported by the preferred reporting items for systematic reviews methodology, and it uses a quantitative and qualitative approach. The thematic analysis will be carried out on 28 documents based on a series of indicators, including sample size, hardware devices, way of storing the information and findings obtained in the research.FindingsThe results of the work indicate that the average size of the sample is three participants, and that the most worked area has been social skills using tablets. In addition, bookmarks are often used as an element of information storage in AR.Originality/valueThe main contribution of this work focuses on the establishment of a series of thematic variables that will serve for the later development of an action protocol for the creation of AR activities for autistic students.
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Harry SW, Bates‐Brantley KE, Whitefield BL, Dale BA. Supporting practitioners in school‐based evaluations of autism spectrum disorders. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22684] [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)
- Sarah W. Harry
- Department of Educational Psychology Ball State University Muncie Indiana USA
| | - Kayla E. Bates‐Brantley
- Department of Counseling and Educational Psychology Mississippi State University Mississippi State Mississippi USA
| | - Breya L. Whitefield
- Department of Educational Psychology Ball State University Muncie Indiana USA
| | - Brittany A. Dale
- Department of Special Education Ball State University Muncie Indiana USA
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Wittwer J. Autismus: Ein Überblick über Lernvoraussetzungen und Fördermaßnahmen. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Autistische Schülerinnen und Schüler besitzen häufig geringere schulische Kompetenzen als nicht-autistische Schülerinnen und Schüler. Zugleich bestehen große Unterschiede in den schulischen Kompetenzen zwischen autistischen Schülerinnen und Schülern. Nicht selten weisen sie schulische Kompetenzen auf, die niedriger sind, als es aufgrund ihrer kognitiven Fähigkeiten zu erwarten wäre. Um zu verstehen, welche Faktoren das Lernen autistischer Schülerinnen und Schüler beeinflussen, wird in diesem Artikel ein Überblick über die Lernvoraussetzungen autistischer Schülerinnen und Schüler gegeben. Der Überblick zeigt, dass es autistischen Schülerinnen und Schülern schwerfallen kann, Vorwissen abzurufen und in Lernsituationen aktiv anzuwenden, Lernprozesse aufgrund von Einschränkungen in den exekutiven Funktionen angemessen zu steuern, verbale und visuelle Informationen im Arbeitsgedächtnis zu verarbeiten, kognitive und metakognitive Lernstrategien spontan anzuwenden, sich mit Lerninhalten auseinanderzusetzen, die nicht ihren eigenen Interessen entsprechen, und lernabträgliche Emotionen mittels geeigneter Strategien zu regulieren. Um autistische Schülerinnen und Schüler im Lernen zu unterstützen, werden Fördermaßnahmen zu den einzelnen Lernvoraussetzungen vorgestellt. Implikationen für Forschung und Praxis werden diskutiert.
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Affiliation(s)
- Jörg Wittwer
- Albert-Ludwigs-Universität Freiburg, Deutschland
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Major S, Isaev D, Grapel J, Calnan T, Tenenbaum E, Carpenter K, Franz L, Howard J, Vermeer S, Sapiro G, Murias M, Dawson G. Shorter average look durations to dynamic social stimuli are associated with higher levels of autism symptoms in young autistic children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:1451-1459. [PMID: 34903084 PMCID: PMC9192829 DOI: 10.1177/13623613211056427] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT Many studies of autism look at the differences in how autistic research participants look at certain types of images. These studies often focus on where research participants are looking within the image, but that does not tell us everything about how much they are paying attention. It could be useful to know more about how well autistic research participants can focus on an image with people in it, because those who can look at images of people for longer duration without stopping may be able to easily learn other skills that help them to interact with people. We measured how long autistic research participants watched the video without breaking their attention. The video sometimes had a person speaking, and at other times had toys moving and making sounds. We measured the typical amount of time autistic research participants could look at the video before they looked away. We found that research participants with more severe autism tended to look at the video for shorter amounts of time. The ability to focus without stopping may be related to social skills in autistic people.
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Abd Aziz N, Kadar M, Harun D, Mohd Rasdi HF. Implementation of video modeling in the occupational therapy intervention process for children and adolescents with special needs: A scoping review. Occup Ther Health Care 2021; 35:227-244. [PMID: 33511894 DOI: 10.1080/07380577.2021.1876967] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
This scoping review explores the implementation of video modeling (VM) by occupational therapists during the intervention process for children and adolescents with special needs. Four primary electronic databases were used to conduct the scoping review: PubMed, Scopus, CINAHL, and Proquest (Nursing and Allied Health). Research methodologies by Arksey and O'Malley were used as a framework to perform the review process. From the review, two themes emerged: (1) implementing VM by occupational therapists during the intervention process can successfully improve a client's desired skills; (2) VM can be applied through several types of technologies. The findings support occupational therapists' use of VM during interventions to positively enhance and promote desired skills among children and adolescents with special needs. Also, it can be incorporated into technological devices to suit a client's specific needs.
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Affiliation(s)
- Nurbieta Abd Aziz
- Special Education Department, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia.,Occupational Therapy Programme, Centre for Rehabilitation & Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
| | - Masne Kadar
- Occupational Therapy Programme, Centre for Rehabilitation & Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
| | - Dzalani Harun
- Occupational Therapy Programme, Centre for Rehabilitation & Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
| | - Hanif Farhan Mohd Rasdi
- Occupational Therapy Programme, Centre for Rehabilitation & Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
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Eye-Tracking in Infants and Young Children at Risk for Autism Spectrum Disorder: A Systematic Review of Visual Stimuli in Experimental Paradigms. J Autism Dev Disord 2020; 51:2578-2599. [DOI: 10.1007/s10803-020-04731-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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Gladfelter A, Barron KL, Johnson E. Visual and verbal semantic productions in children with ASD, DLD, and typical language. JOURNAL OF COMMUNICATION DISORDERS 2019; 82:105921. [PMID: 31351344 PMCID: PMC6842699 DOI: 10.1016/j.jcomdis.2019.105921] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2018] [Revised: 06/24/2019] [Accepted: 07/14/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE Associations between visual and verbal input allow children to form, augment, and refine their semantic representations within their mental lexicons. However, children with autism spectrum disorder (ASD) and with developmental language disorder (DLD; also known as specific language impairment) process visual and verbal information differently than their typically developing peers, which may impact how they incorporate visual and verbal features into their semantic representations. The purpose of this exploratory study was to investigate how children with ASD and DLD use visually and verbally presented input to produce semantic representations of newly learned words. METHOD Semantic features produced by 36 school-aged children (12 with ASD, 12 with DLD, and 12 with typical language development) were extracted from previously collected novel word definitions and coded based on their initial presentation modality (either visual, verbal, or both in combination) during an extended novel word learning paradigm. These features were then analyzed to explore group differences in the use of visual and verbal input. RESULTS The children with ASD and DLD produced significantly more visually-presented semantic features than their typical peers in their novel word definitions. There were no differences between groups in the proportion of semantic features presented verbally or via both modalities in combination. Also, the children increased their production of semantic features presented via both modalities combined across the sessions; this same increase in production was not observed for the semantic features taught in either the visual or verbal modality alone. CONCLUSION Children with ASD and DLD benefit from visually presented semantic information, either in isolation or combined with verbal input, during tasks of word learning. Also, the reinforcement of combined visual-verbal input appears to enhance semantic learning over time.
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Affiliation(s)
- Allison Gladfelter
- Speech-Language Pathology, School of Allied Health & Communicative Disorders, Northern Illinois University, DeKalb, IL 60115, United States.
| | - Kacy L Barron
- Speech-Language Pathology, School of Allied Health & Communicative Disorders, Northern Illinois University, DeKalb, IL 60115, United States.
| | - Erik Johnson
- Speech-Language Pathology, School of Allied Health & Communicative Disorders, Northern Illinois University, DeKalb, IL 60115, United States.
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Predictors of Expressive Language Change for Children with Autism Spectrum Disorder Receiving AAC-Infused Comprehensive Intervention. J Autism Dev Disord 2019; 50:278-291. [PMID: 31621021 DOI: 10.1007/s10803-019-04251-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Comprehensive interventions for children with autism spectrum disorder (ASD) often incorporate augmentative and alternative communication (AAC); however, variability in outcomes exists even among children who access similar intervention. This study investigated predictors of expressive language change for 48 children with ASD aged 31 to 67 months receiving AAC-infused intervention. The relationships between participants' initial responses to AAC and expressive language change were examined. Commonly reported predictors (IQ, chronological age, ASD symptomatology) did not significantly predict expressive language change. AAC factors (visual attention, object play, word learning) entered at Step 2 of a hierarchical multiple regression, explained an additional 42% of the variance. The findings provide preliminary data on child characteristics associated with expressive language changes within AAC-infused comprehensive interventions.
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DeCarlo J, Bean A, Lyle S, Paden Miller Cargill L. The Relationship Between Operational Competency, Buy-In, and Augmentative and Alternative Communication Use in School-Age Children With Autism. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:469-484. [PMID: 31136247 DOI: 10.1044/2018_ajslp-17-0175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose The objective of this study was to investigate the relationship between 2 variables that influence augmentative and alternative communication (AAC) use, caregiver operational competency (i.e., the ability to navigate, customize, and program the device), and AAC system buy-in (i.e., understanding that the device acts as the child's voice and should be treated as an extension of his or her physical body), to determine if there was a relationship between these variables and device use at home and at school in school-age children with autism who use AAC. Method The device use of 29 school-age children ( M age = 7.82 years) with an educational diagnosis of autism who use AAC was tracked using the logging feature on the participants' AAC devices. Participants' parents ( n = 29) and teachers ( n = 14, some teachers reported on multiple students) completed a questionnaire assessing caregiver operational competency and AAC system buy-in. Minutes of data use were extracted from each participant's AAC device ( Cross & Segalman, 2016 ) and averaged across three randomly selected dates. Results The parents and teachers reported high rates of operational competency and buy-in. However, only 10 of the children used their devices at home during the weekends. Despite high rates of parent- and teacher-reported operational competency, participants did not use their devices at high rates. Conclusion Speech-language pathologists may also need to focus on other aspects of parent and teacher training, such as creating communication opportunities for students who use AAC to increase device use at home and at school.
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Affiliation(s)
- Jenna DeCarlo
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - Allison Bean
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - Samantha Lyle
- Department of Speech-Language Pathology, Bridgeway Academy, Columbus, OH
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Eye-Tracking Research in Autism Spectrum Disorder: What Are We Measuring and for What Purposes? CURRENT DEVELOPMENTAL DISORDERS REPORTS 2019. [DOI: 10.1007/s40474-019-00158-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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McCarthy JW, Benigno JP, Broach J, Boster JB, Wright BM. Identification and drawing of early concepts in children with autism spectrum disorder and children without disability. Augment Altern Commun 2018; 34:155-165. [DOI: 10.1080/07434618.2018.1457716] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- John W. McCarthy
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Joann P. Benigno
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Jamie Broach
- Ohio Valley Educational Service Center, Marietta, OH, USA
| | - Jamie B. Boster
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
| | - Bridget M. Wright
- Communication Sciences and Disorders, Ohio University, Athens, OH, USA
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Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences. J Autism Dev Disord 2018; 47:1866-1877. [PMID: 28349363 DOI: 10.1007/s10803-017-3106-4] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
There is limited knowledge on shared and syndrome-specific attentional profiles in autism spectrum disorder (ASD) and Williams syndrome (WS). Using eye-tracking, we examined attentional profiles of 35 preschoolers with ASD, 22 preschoolers with WS and 20 typically developing children across social and non-social dimensions of attention. Children with ASD and those with WS presented with overlapping deficits in spontaneous visual engagement with the target of others' attention and in sustained attention. Children with ASD showed syndrome-specific abnormalities in monitoring and following a person's referential gaze, as well as a lack of preferential attention to social stimuli. Children with ASD and WS present with shared as well as syndrome-specific abnormalities across social and non-social dimensions of attention.
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Gaze Patterns of Individuals with ASD During Active Task Engagement: a Systematic Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0119-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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Vivanti G. Individualizing and Combining Treatments in Autism Spectrum Disorder. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2017. [DOI: 10.1177/0963721416680262] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although several early intervention programs can be efficacious in improving outcomes of children with autism, treatment response is variable, leading most families to enroll their child in several interventions simultaneously. Because knowledge on the effects of combining different therapies is limited, it is critically important to develop and test predictions on how the “active ingredients” of different interventions interact with child characteristics and with one another when combined. An obstacle to this research agenda is the “pre-paradigmatic” stage of the autism early intervention field, in which many practices are organized around seemingly irreconcilable vocabularies. I argue that a formalization of the explanatory structures informing different treatments—based on the four parameters of logical coherence, falsifiability, parsimony, and consilience—can provide a conceptual lingua franca for the formulation of testable hypotheses on treatment individualization and combination, thus facilitating a more coherent and rational approach to research in this area.
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Young N, Hudry K, Trembath D, Vivanti G. Children With Autism Show Reduced Information Seeking When Learning New Tasks. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2016; 121:65-73. [PMID: 26701075 DOI: 10.1352/1944-7558-121.1.65] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Information-seeking behaviours occur when children look to adults in order to gain further information about a novel stimulus/situation. The current study investigated information seeking in children with developmental delays (DD) and those with autism spectrum disorders (ASD) during a simulated teaching situation. Twenty preschool-aged children with ASD and 15 children with DD were exposed to a series of videos where a teacher provided novel instructions and demonstrated novel actions. We found that children with DD, but not those with ASD, demonstrated information-seeking behaviours in response to instructions that exceeded their level of understanding. This suggests that children with DD may use information-seeking behaviours to compensate for their cognitive and language difficulties when novel actions are being taught, while the same is not true for children with ASD.
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Affiliation(s)
- Nicole Young
- Nicole Young and Kristelle Hudry, Olga Tennison Autism Research Centre, La Trobe University, Bundoora, VIC, Australia
| | - Kristelle Hudry
- Nicole Young and Kristelle Hudry, Olga Tennison Autism Research Centre, La Trobe University, Bundoora, VIC, Australia
| | - David Trembath
- David Trembath, Griffith Health Institute, Griffith University, Brisbane, QLD, Australia; and
| | - Giacomo Vivanti
- Giacomo Vivanti, Olga Tennison Autism Research Centre and Victorian Autism Specific Early Learning and Care Centre, La Trobe University, Bundoora, VIC, Australia
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Iacono T, Trembath D, Erickson S. The role of augmentative and alternative communication for children with autism: current status and future trends. Neuropsychiatr Dis Treat 2016; 12:2349-2361. [PMID: 27703354 PMCID: PMC5036660 DOI: 10.2147/ndt.s95967] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Augmentative and alternative communication (AAC) interventions are used for children with autism, often as stand-alone communication interventions for those who are minimally verbal. Our aim was to synthesize the evidence for AAC interventions for children (up to 21 years), and then consider the role of AAC within established, comprehensive, evidence-based autism interventions targeting learning across multiple developmental domains. DESIGN We completed a systematic search of three databases (OVID Medline, PsycINFO, ERIC) as well as forward citation and hand searches to identify systematic reviews of AAC intervention efficacy research including children with autism, published between 2000 and March 2016 in peer-reviewed journals. Data pertaining to the quality indicators of included studies, effect sizes for intervention outcomes, and evidence for effectiveness were extracted for descriptive analysis. RESULTS The search yielded 17 systematic reviews. Most provided indicators of research quality for included studies, of which only relatively few provided conclusive results. Communication targets tended to be focused on teaching children to make requests. Still, effect size measures for included studies indicated that AAC was effective to highly effective. CONCLUSION There is growing evidence for the potential benefits of AAC for children with autism, but there is a need for more well-designed studies and broader, targeted outcomes. Furthermore, a lack of evidence for the role of AAC within comprehensive intervention programs may account for a tendency by autism researchers and practitioners to neglect this intervention. Attempts to compare evidence for AAC with other interventions for children with autism, including those in which the use of AAC is delayed or excluded in pursuit of speech-only communication, must take into account the needs of children with the most significant learning needs. These children pose the greatest challenges to achieving large and consistent intervention effects, yet stand to gain the most from AAC interventions.
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Affiliation(s)
- Teresa Iacono
- Living with Disability Research Centre, La Trobe University, Bendigo, VIC, Australia
| | - David Trembath
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
| | - Shane Erickson
- Living with Disability Research Centre, La Trobe University, Melbourne, VIC, Australia
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