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O'Donoghue M, Kennedy N, Forbes J, Murphy CA. Stakeholder Perceptions of the Acceptability of Peer-Mediated Intervention for Minimally Speaking Preschoolers on the Autism Spectrum. J Autism Dev Disord 2024; 54:1774-1791. [PMID: 36859610 PMCID: PMC9977098 DOI: 10.1007/s10803-023-05928-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/09/2023] [Indexed: 03/03/2023]
Abstract
Peer mediated intervention (PMI) is an evidence-based approach to supporting social and communication development for children on the autism spectrum. For PMI to be integrated into everyday practice, it needs to be acceptable to stakeholders. This article engaged with autistic individuals, early childhood educators, parents, and speech and language pathologists on the prospective acceptability of implementing PMI with minimally speaking preschoolers in inclusive preschool settings. Focus groups and semi-structured interviews were conducted. The transcriptions were analyzed qualitatively using reflexive thematic analysis. Stakeholders described PMI as an acceptable intervention approach for this population and provided valuable insights to inform the development and implementation of PMIs. Attention needs to be paid to how to support preschools to adopt a PMI-friendly philosophy.
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Affiliation(s)
- Michelle O'Donoghue
- School of Allied Health, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, V94 T9PX, Ireland.
| | - Norelee Kennedy
- School of Allied Health, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, V94 T9PX, Ireland
| | - John Forbes
- Graduate Entry Medical School, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Carol-Anne Murphy
- School of Allied Health, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, V94 T9PX, Ireland
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2
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O'Donoghue M, Kennedy N, Forbes J, Murphy CA. Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1337-1355. [PMID: 38346137 DOI: 10.1044/2024_ajslp-23-00303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2024]
Abstract
PURPOSE Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. METHOD A qualitative iterative intervention design process was utilized. Stakeholders (N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. RESULTS While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. CONCLUSION To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/setting), and micro (individual). SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25155770.
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Affiliation(s)
- Michelle O'Donoghue
- Health Research Institute, School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Ireland
| | - Norelee Kennedy
- Health Research Institute, School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Ireland
| | - John Forbes
- Health Research Institute, Graduate Entry Medical School, Faculty of Education and Health Sciences, University of Limerick, Ireland
| | - Carol-Anne Murphy
- Health Research Institute, School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Ireland
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3
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Gulsrud AC, Shih W, Paparella T, Kasari C. Comparative efficacy of an early intervention "parent and me" program for infants showing signs of autism: The Baby JASPER model. Infant Behav Dev 2024; 76:101952. [PMID: 38678861 DOI: 10.1016/j.infbeh.2024.101952] [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: 11/09/2023] [Revised: 04/16/2024] [Accepted: 04/17/2024] [Indexed: 05/01/2024]
Abstract
Despite important advancements into the early detection of autism, there are still few empirically supported interventions for children under the age of two years who are showing early signs. Caregiver-mediated interventions have gained in popularity as a method for delivering support to the child and family. The current study builds on current work by enrolling a comparatively large cohort of infants (ages 12-22 months of age) displaying early signs of autism into a randomized controlled intervention program. Infants and parents received a group-based program using a standard early childhood curriculum. In addition, all families were randomly assigned to receive parent training in the form of either parent-mediated Joint Attention Symbolic Play Engagement and Regulation (JASPER) training or psychoeducation. Infants in both classrooms made substantial gains in social-communication, play, and cognition during a brief, 8-week period. All infants gained over an average of 10 points in DQ and increased in standardized measures of social-communication and play, with these gains maintaining at a 2-month follow-up visit. The classroom that also received JASPER increased in child initiated joint engagement and play level during dyadic interactions with their parents, while the classroom that received psychoeducation increased in joint attention during a standardized assessment delivered by an independent assessor. Infant familial risk for autism (older sibling with autism) also moderated the effect of treatment on child initiated joint engagement where infants in the JASPER classroom without familial risk made the most gains from baseline to exit of the program. This study highlights the promise of intervening at the earliest stages to promote positive outcomes for children and families.
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Affiliation(s)
- Amanda C Gulsrud
- University of California, Los Angeles Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA.
| | - Wendy Shih
- University of California, Los Angeles Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
| | - Tanya Paparella
- University of California, Los Angeles Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
| | - Connie Kasari
- University of California, Los Angeles Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
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Shkel J, Geng A, Pilchak E, Millan ME, Schwartzman JM, Schuck R, Bundang MV, Barnowski A, Slap DM, Stratford S, Hardan AY, Phillips JM, Gengoux GW. A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training. J Autism Dev Disord 2024:10.1007/s10803-024-06302-9. [PMID: 38446265 DOI: 10.1007/s10803-024-06302-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/19/2024] [Indexed: 03/07/2024]
Abstract
Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response.
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Affiliation(s)
- Jane Shkel
- Stanford University School of Medicine, Stanford, USA
| | - Alicia Geng
- Stanford University School of Medicine, Stanford, USA
| | | | | | - Jessica M Schwartzman
- Department of Pediatrics, Keck School of Medicine, University of Southern California, Los Angeles, USA
- Division of Developmental-Behavioral Pediatrics, Children's Hospital Los Angeles, Los Angeles, USA
| | - Rachel Schuck
- Stanford University School of Medicine, Stanford, USA
| | | | | | - Devon M Slap
- Stanford Medicine Children's Health, Stanford, USA
| | | | | | | | - Grace W Gengoux
- Stanford University School of Medicine, Stanford, USA.
- Department of Psychiatry & Behavioral Sciences, Division of Child & Adolescent Psychiatry, 401 Quarry Road, Stanford, CA, 94305-5719, USA.
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5
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Chen YL. Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan. J Autism Dev Disord 2024; 54:852-870. [PMID: 36586049 DOI: 10.1007/s10803-022-05873-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/02/2022] [Indexed: 01/01/2023]
Abstract
One of the characteristics of individuals on the autism spectrum is the restricted, repetitive patterns of behaviors, interests, or activities which have been considered the result of a direct deficit in self-regulation skills. Peer-mediated intervention (PMI) is one of the ways to support young children on the autism spectrum for following school routines independently. PMI is an evidence-based practice based on behavioral principles to train typical peers to help with students on the autism spectrum. By using PMI, students on the autism spectrum can have more interaction opportunities with typical peers. Students on the autism spectrum can become less dependent on adult support to complete the expectations independently or with peers' support. The aim of this study is to use PMI to support students with autism and ADHD aged 7-8 in a regular classroom to complete the behavioral expectations in Taiwan. This study used a multiple probe design across three participants to determine the effects of the intervention. The researchers trained seven typically developing peers on how to prompt and reinforce the target children. This study took both peers and target children's data. The data shows a positive result for target children to follow the expectations independently and most peer models can prompt and reinforce the target children after being trained. Our study has extended the effectiveness and usage of PMI in teaching behavioral expectations in Taiwan.
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Affiliation(s)
- Yu-Ling Chen
- Department of Educational Studies, The Ohio State University, Columbus, OH, USA.
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Shea LL, Wong MY, Song W, Kaplan K, Uppal D, Salzer MS. Autistic-Delivered Peer Support: A Feasibility Study. J Autism Dev Disord 2024; 54:409-422. [PMID: 36369602 PMCID: PMC9652131 DOI: 10.1007/s10803-022-05816-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/02/2022] [Indexed: 11/13/2022]
Abstract
Peer support has been an undeveloped pathway for filling the service gap and to generate employment opportunities for autistic individuals. Peer supports have been deployed widely in mental health and among veterans and understanding the utility of this service modality among autistic individuals illuminates opportunities for research, policy, and practice. This study examined characteristics of participants in an autistic-delivered peer support program and reports on use of and satisfaction with the program. Half of autistic participants had a co-occurring mental health diagnosis. Participants reported multiple areas of unmet needs and participant satisfaction with the program was high (90%). The findings of this study point toward autistic-delivered peer support as a promising avenue for future development.
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Affiliation(s)
- Lindsay L Shea
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA, 19104, USA.
| | - Mi-Yeet Wong
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA, 19104, USA
| | - Wei Song
- College of Public Health, Temple University, 1101 W Montgomery Avenue, Philadelphia, PA, 19122, USA
| | - Katy Kaplan
- Community Behavioral Health, 801 Market St, Philadelphia, PA, 19107, USA
| | - Disha Uppal
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA, 19104, USA
| | - Mark S Salzer
- College of Public Health, Temple University, 1101 W Montgomery Avenue, Philadelphia, PA, 19122, USA
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7
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Wright B, Kingsley E, Cooper C, Biggs K, Bursnall M, Wang HI, Chater T, Coates E, Teare MD, McKendrick K, Gomez de la Cuesta G, Barr A, Solaiman K, Packham A, Marshall D, Varley D, Nekooi R, Parrott S, Ali S, Gilbody S, Le Couteur A. Play brick therapy to aid the social skills of children and young people with autism spectrum disorder: the I-SOCIALISE cluster RCT. PUBLIC HEALTH RESEARCH 2023; 11:1-137. [PMID: 38095124 DOI: 10.3310/vgtr7431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2023] Open
Abstract
Background Social skills interventions are commonly recommended to help children and young people with autism spectrum disorder develop social skills, but some struggle to engage in these interventions. LEGO® (LEGO System A/S, Billund, Denmark) based therapy, a group social skills intervention, aims to be more interesting and engaging. Objective To evaluate the clinical effectiveness of LEGO® based therapy on the social and emotional skills of children and young people with autism spectrum disorder in school settings compared with usual support. Secondary objectives included evaluations of cost-effectiveness, acceptability and treatment fidelity. Design A cluster randomised controlled trial randomly allocating participating schools to either LEGO® based therapy and usual support or usual support only. Setting Mainstream schools in the north of England. Participants Children and young people (aged 7-15 years) with autism spectrum disorder, their parent/guardian, an associated teacher/teaching assistant and a facilitator teacher/teaching assistant (intervention schools only). Intervention Schools randomised to the intervention arm delivered 12 weekly sessions of LEGO® based therapy, which promotes collaborative play and encourages social problem-solving in groups of three children and young people with a facilitator (trained teacher or teaching assistant). Participants received usual support from school and community services. Participants in the control arm received usual support only. Research assistants and statisticians were blind to treatment allocation. Main outcome measure The social skills subscale of the Social Skills Improvement System (SSIS), completed by the children and young people's unblinded teacher pre randomisation and 20 weeks post randomisation. The SSIS social skills subscale measures social skills including social communication, co-operation, empathy, assertion, responsibility and self-control. Participants completed a number of other pre- and post-randomisation measures of emotional health, quality of life, loneliness, problem behaviours, academic competence, service resource utilisation and adverse events. Results A total of 250 children and young people from 98 schools were randomised: 127 to the intervention arm and 123 to the control arm. Intention-to-treat analysis of the main outcome measure showed a modest positive difference of 3.74 points (95% confidence interval -0.16 to 7.63 points, standardised effect size 0.18; p = 0.06) in favour of the intervention arm. Statistical significance increased in per-protocol analysis, with a modest positive difference (standardised effect size 0.21; p = 0.036). Cost-effectiveness of the intervention was found in reduced service use costs and a small increase in quality-adjusted life-years. Intervention fidelity and acceptability were positive. No intervention-related adverse events or effects were reported. Conclusions The primary and pre-planned sensitivity analysis of the primary outcome consistently showed a positive clinical difference, with modest standardised effect sizes of between 0.15 and 0.21. There were positive health economics and qualitative findings, corroborated by the difference between arms for the majority of secondary outcomes, which were not statistically significant but favoured the intervention arm. Post hoc additional analysis was exploratory and was not used in drawing this conclusion. Given the small positive change, LEGO® based therapy for children and young people with autism spectrum disorder in schools should be considered. Limitations The primary outcome measure was completed by an unblinded teacher (rather than by the facilitator). Future work The study team recommends future research into LEGO® based therapy, particularly in school environments. Trial registration This trial is registered as ISRCTN64852382. Funding This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 15/49/32) and is published in full in Public Health Research; Vol. 11, No. 12. See the NIHR Funding and Awards website for further award information.
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Affiliation(s)
- Barry Wright
- Hull York Medical School, University of York, York, UK
- Child Oriented Mental Health Innovation Collaborative, Leeds and York Partnership NHS Foundation Trust, York, UK
| | - Ellen Kingsley
- Child Oriented Mental Health Innovation Collaborative, Leeds and York Partnership NHS Foundation Trust, York, UK
| | - Cindy Cooper
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Katie Biggs
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Matthew Bursnall
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Han-I Wang
- Hull York Medical School, University of York, York, UK
| | - Tim Chater
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Elizabeth Coates
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - M Dawn Teare
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Kirsty McKendrick
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | | | - Amy Barr
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Kiera Solaiman
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Anna Packham
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | | | | | - Roshanak Nekooi
- Child Oriented Mental Health Innovation Collaborative, Leeds and York Partnership NHS Foundation Trust, York, UK
| | - Steve Parrott
- Hull York Medical School, University of York, York, UK
| | - Shehzad Ali
- Hull York Medical School, University of York, York, UK
| | - Simon Gilbody
- Hull York Medical School, University of York, York, UK
| | - Ann Le Couteur
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
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Xavier J, Johnson S, Cohen D. From child-peer similarity in imitative behavior to matched peer-mediated interventions in autism. Front Psychol 2023; 14:1173627. [PMID: 37599766 PMCID: PMC10433193 DOI: 10.3389/fpsyg.2023.1173627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Accepted: 07/06/2023] [Indexed: 08/22/2023] Open
Abstract
Self-consciousness develops through a long process, from pre-reflexive consciousness relying on body perception, to "meta" self-awareness. It emerges from the imitative experience between children and their peers. This experience linked to the capacity to test structural similarities between oneself and others, is addressed according to the concept of interpersonal affordance. We hypothesize that the opportunity for co-actors to engage in a process of interpersonal coordination is underlined by their similarity in terms of morphological, behavioral and motor features. This experience can sustain the emergence of new affordances for objects for each co-actor, as well as new affordances in terms of joint actions. We apply this idea in the context of peer-mediated interventions (PMI) in autism spectrum disorder (ASD). We argue that, in PMI, an encounter between children with autism and similar peers would foster the opportunity to engage in a spontaneous process of interpersonal coordination. This process would enable the development of self-consciousness and the emergence of perception of interpersonal, self and other's affordances for children with autism. We conclude that metrics to assess morphological, behavioral and motor similarity should then be defined and used in future studies to test our hypothesis in children with autism versus TD children or between children with autism.
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Affiliation(s)
- Jean Xavier
- Department of Child and Adolescent Psychiatry, Henri Laborit Hospital Centre, Poitiers, France
- CNRS UMR 7295, Équipe CoCliCo, Cognition and Learning Research Center, Poitiers, France
| | - Simona Johnson
- Faculty of Medicine and Pharmacy, University of Poitiers, Poitiers, France
| | - David Cohen
- Department of Child and Adolescent Psychiatry, Reference Centre for Rare Psychiatric Diseases, AP-HP, Groupe Hospitalier Pitié-Salpêtrière, Sorbonne Université, Paris, France
- CNRS UMR 7222, Institute for Intelligent Systems and Robotics, Sorbonne Université, Paris, France
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Cui S, Yang T, Liu N. Generalization of the modulatory effect of social interaction on personal space. Front Psychol 2023; 14:1148395. [PMID: 37397329 PMCID: PMC10310996 DOI: 10.3389/fpsyg.2023.1148395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 05/30/2023] [Indexed: 07/04/2023] Open
Abstract
Introduction Personal space (PS) is a safe area around an individual's body that affects spatial distance when socially interacting with others. Previous studies have shown that social interaction may modulate PS. However, these findings are often confounded by the effects of familiarization. Furthermore, whether the potential regulatory effects of social interaction on PS can be generalized from interacting confederates to strangers remains unclear. Methods To answer these questions, we enrolled 115 participants in a carefully designed experiment. Results We found that prosocial interaction in the form of a cooperative task effectively reduced PS, and this regulatory effect could be generalized from interacting confederates to non-interacting confederates. Discussion These findings deepen our understanding of PS regulation and may be aid in the diagnosis and rehabilitation of dysfunctional social behaviors.
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Affiliation(s)
- Shulei Cui
- State Key Laboratory of Brain and Cognitive Science, Institute of Biophysics, Chinese Academy of Sciences, Beijing, China
- College of Life Sciences, University of Chinese Academy of Sciences, Beijing, China
| | - Tianshu Yang
- State Key Laboratory of Brain and Cognitive Science, Institute of Biophysics, Chinese Academy of Sciences, Beijing, China
- College of Life Sciences, University of Chinese Academy of Sciences, Beijing, China
| | - Ning Liu
- State Key Laboratory of Brain and Cognitive Science, Institute of Biophysics, Chinese Academy of Sciences, Beijing, China
- Institute of Artificial Intelligence, Hefei Comprehensive National Science Center, Hefei, China
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10
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Wright B, Kingsley E, Cooper C, Biggs K, Bursnall M, Wang HI, Chater T, Coates E, Teare MD, McKendrick K, Gomez de la Cuesta G, Barr A, Solaiman K, Packham A, Marshall D, Varley D, Nekooi R, Parrott S, Ali S, Gilbody S, Le Couteur A. I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO ® based therapy ('Play Brick Therapy') clubs in school environments. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:13623613231159699. [PMID: 36991578 PMCID: PMC10576908 DOI: 10.1177/13623613231159699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023]
Abstract
LAY ABSTRACT Autism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12 weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher's questionnaire answers about the children and young people's social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy.
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Affiliation(s)
| | - Ellen Kingsley
- COMIC Research, Leeds and York Partnership NHS Foundation Trust, UK
| | - Cindy Cooper
- Clinical Trials Research Unit, University of Sheffield, UK
| | - Katie Biggs
- Clinical Trials Research Unit, University of Sheffield, UK
| | | | | | - Tim Chater
- Clinical Trials Research Unit, University of Sheffield, UK
| | | | | | | | | | - Amy Barr
- Clinical Trials Research Unit, University of Sheffield, UK
| | - Kiera Solaiman
- Clinical Trials Research Unit, University of Sheffield, UK
| | - Anna Packham
- Clinical Trials Research Unit, University of Sheffield, UK
| | | | | | - Roshanak Nekooi
- COMIC Research, Leeds and York Partnership NHS Foundation Trust, UK
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11
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Bowman-Perrott L, Gilson C, Boon RT, Ingles KE. Peer-Mediated Interventions for Students with Intellectual and Developmental Disabilities: A Systematic Review of Reviews of Social and Behavioral Outcomes. Dev Neurorehabil 2023; 26:134-154. [PMID: 36892164 DOI: 10.1080/17518423.2023.2169878] [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] [Indexed: 03/10/2023]
Abstract
Peer-mediated interventions (PMIs) have been firmly established as evidence-based approaches for facilitating peer relationships among students with and without disabilities. We conducted a review of reviews evaluating PMI studies to support social skills and positive behavioral outcomes for children, adolescents, and young adults with intellectual and developmental disabilities (IDD). A total of 4,254 individuals with IDD were participants across 43 reviews of the literature, reflecting 357 unique studies. This review includes coding related to participant demographic information, intervention characteristics, implementation fidelity, social validity, and social outcomes addressed by PMIs across reviews. Our findings suggest that PMIs yield positive social and behavioral outcomes for individuals with IDD, mostly in the areas of peer engagement and initiating social interactions. Specific skills, motor behaviors, and challenging as well as prosocial behaviors were less likely to be examined across studies. Implications for research and practice to support the implementation of PMIs will be discussed.
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Affiliation(s)
- Lisa Bowman-Perrott
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Carly Gilson
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Richard T Boon
- Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio San Antonio, TX, USA
| | - Kristina E Ingles
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
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12
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Trembath D, Varcin K, Waddington H, Sulek R, Bent C, Ashburner J, Eapen V, Goodall E, Hudry K, Roberts J, Silove N, Whitehouse A. Non-pharmacological interventions for autistic children: An umbrella review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:275-295. [PMID: 36081343 DOI: 10.1177/13623613221119368] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
LAY ABSTRACT What is already known about the topic?The delivery of evidence-based interventions is an important part of the clinical pathway for many autistic children and their families. However, parents, practitioners, and policymakers face challenges making evidence informed decisions, due to the wide variety of interventions available and the large, and often inconsistent, body of evidence regarding their effectiveness.What this paper adds?This is a comprehensive umbrella review, also known as a 'review of reviews', which examined the range of interventions available, the evidence for their effectiveness, and whether effects were influenced by factors relating to individual children (e.g. chronological age, core autism characteristics, and related skills) or the ways interventions were delivered (by whom and in what setting, format, mode, and amount). There was evidence for positive therapeutic effects for some, but not all, interventions. No single intervention had a positive effect for all child and family outcomes of interest. The influence of child and delivery characteristics on effects was unclear.Implications for practice, research, and policyThe findings provide parents, practitioners, and policymakers with a synthesis of the research evidence to inform decision-making and highlight the importance of individualised approaches in the absence of clear and consistent evidence. The findings also highlight the need to improve consistency and completeness in reporting of research studies, so that the same questions may be answered more comprehensively in the future.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | - Andrew Whitehouse
- Telethon Kids Institute and The University of Western Australia, Australia
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13
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Dean M, Chang YC, Shih W, Orlich F, Kasari C. Social engagement and loneliness in school-age autistic girls and boys. WOMEN'S HEALTH (LONDON, ENGLAND) 2023; 19:17455057231170973. [PMID: 37129160 PMCID: PMC10159247 DOI: 10.1177/17455057231170973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
OBJECTIVES This study examines the relationship between social engagement and loneliness in female and male autistic children and adolescents in school-based social settings. Secondary aims sought to explore the emergence of loneliness across different age groups and differences in social engagement and loneliness between genders. METHODS This study conducted an analysis of previously collected data from two multi-site randomized control trials. This study included 58 autistic students (29 females, 29 males) between the ages 6 through 18 years. Female and male participants were matched on age and intelligence quotient. Concurrent mixed methods were used to examine participants' social engagement and loneliness. RESULTS Findings revealed a significant relationship between joint engagement and loneliness, such that autistic students reported more loneliness when they were mutually engaged with social groups than when they were isolated or alone. Positive correlations between joint engage and loneliness were identified in elementary-age girls and secondary-age boys, suggesting that being mutually engaged with peers leads to increased loneliness. Negative correlations between parallel and loneliness identified in secondary-age boys suggested that boys in close proximity to peers felt less lonely than boys who were mutually engaged with peers. Qualitative analysis of social behaviors indicated that elementary girls and secondary boys were more likely to be mutually engaged or in close proximity to activities, but they had difficulty sustaining this engagement throughout the entire social period. Secondary girls and elementary boys, on the other hand, were more likely to be solitary and less likely to engage with peer groups. CONCLUSION Study findings highlight the relationship between social engagement and loneliness in school-based autistic populations, and that more engagement itself can lead to more loneliness for younger girls and older boys. The influence of age and gender on engagement and loneliness highlights a need to tailor social interventions to leverage existing social strengths.
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Affiliation(s)
- Michelle Dean
- California State University (CSU) Channel Islands, Camarillo, CA, USA
| | - Ya-Chih Chang
- California State University (CSU), Los Angeles, Los Angeles, CA, USA
| | - Wendy Shih
- Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, CA, USA
| | - Felice Orlich
- Seattle Children's Autism Center (CAC), Seattle, WA, USA
| | - Connie Kasari
- Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, CA, USA
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14
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Briet G, Le Maner-Idrissi G, Seveno T, Le Marec O, Le Sourn-Bissaoui S. Peer mediation in play settings for minimally verbal students with autism Spectrum disorder. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2023; 8:23969415231204837. [PMID: 37869262 PMCID: PMC10588431 DOI: 10.1177/23969415231204837] [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: 10/24/2023]
Abstract
Background and aims Peer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID). Methods Seven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30 min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD. Results Outcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important. Conclusions and implications These findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired.
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Affiliation(s)
- Gaëtan Briet
- University of NIMES, APSY-V, F-30021, Nîmes Cedex 1, France
| | - Gaïd Le Maner-Idrissi
- LP3C (Laboratoire de Psychologie, Cognition, Comportement, Communication), Université Rennes, Rennes, France
| | - Tanguy Seveno
- Centre Hospitalier Guillaume Regnier, Rennes, France
| | | | - Sandrine Le Sourn-Bissaoui
- LP3C (Laboratoire de Psychologie, Cognition, Comportement, Communication), Université Rennes, Rennes, France
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15
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Understanding the practice of self-management friendship relationships in young children with autism: a qualitative study in chinese public kindergartens. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03709-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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16
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Connor A, Fabrizi SE, Nasamran A, Sung C. Near-Peer Facilitation of a Soft Skills Program for Young Adults With Autism. Am J Occup Ther 2022; 76:23314. [PMID: 35759360 DOI: 10.5014/ajot.2022.048207] [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] Open
Abstract
IMPORTANCE Young adults with autism spectrum disorder (ASD) experience poor employment outcomes. Teaching soft skills and using peer-based interventions improve outcomes for people with ASD. OBJECTIVE To evaluate the preliminary efficacy of a soft skills intervention and the feasibility of delivery to a group of young adults with ASD by near-peer occupational therapy master's-level students. DESIGN Pretest-posttest single-group design. SETTING College campus. PARTICIPANTS Convenience sample of 14 young adults (M age = 21.57 yr) with ASD. INTERVENTION The Assistive Soft Skills and Employment Training (ASSET) program is a 12-session, manualized, soft skills group intervention previously validated with the ASD population. Topics include communication, attitude and enthusiasm, teamwork, networking, professionalism, and stress management. OUTCOMES AND MEASURES Social functioning, self-efficacy, and adaptive behavior were measured preintervention and immediately postintervention using standardized self-report rating scales. Participant satisfaction and experience were assessed using program-specific measures. RESULTS Participants made statistically significant improvements, with medium to large effect sizes in social functioning, self-efficacy, and adaptive behavior. They reported high levels of satisfaction and a positive experience with the program content and delivery. CONCLUSIONS AND RELEVANCE This study provides evidence of participant satisfaction and perceived soft skills improvement and confidence, in addition to the preliminary efficacy of master's-level students as near-peer facilitators of the ASSET program with an ASD population. What This Article Adds: The results suggest that trained and supervised master's-level students can effectively deliver a manualized intervention as near-peer facilitators, elicit positive feedback and high levels of participant satisfaction, and replicate and extend previously reported participant gains.
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Affiliation(s)
- Annemarie Connor
- Annemarie Connor, PhD, OTR/L, is Associate Professor and Director of the Community Autism Network, Department of Rehabilitation Sciences, Florida Gulf Coast University, Fort Myers;
| | - Sarah E Fabrizi
- Sarah E. Fabrizi, PhD, OTR/L, is Associate Professor and Interim Program Director, Department of Rehabilitation Sciences, Florida Gulf Coast University, Fort Myers
| | - Amy Nasamran
- Amy Nasamran, PhD, is Fellow, Center for Research in Autism, Intellectual, and other Neurodevelopmental Disabilities, Michigan State University, East Lansing
| | - Connie Sung
- Connie Sung, PhD, CRC, LPC, is Associate Professor, Department of Counseling, Educational Psychology & Special Education, Michigan State University, East Lansing
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17
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McLardie-Hore FE, Forster DA, Shafiei T, McLachlan HL. First-time mothers' experiences of receiving proactive telephone-based peer support for breastfeeding in Australia: a qualitative study. Int Breastfeed J 2022; 17:31. [PMID: 35459252 PMCID: PMC9034489 DOI: 10.1186/s13006-022-00476-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 04/09/2022] [Indexed: 11/16/2022] Open
Abstract
Background The RUBY randomised controlled trial was found to be effective in promoting breastfeeding continuation, in the setting of a high income country, through a program of proactive telephone-based peer support in the first 6 months postpartum. This paper explores women’s experiences of receiving the peer support intervention in the RUBY trial. Methods Ten in-depth, face-to-face interviews were conducted between December 2015 and November 2016 in Metropolitan Melbourne, and regional Victoria, Australia. Participants were women who received the peer support intervention in the RUBY trial and were between 11 and 15 months postpartum at the time of interview. Interviews were underpinned by social support theories and were analysed using inductive thematic analysis. Results A global theme of ‘non-judgemental support and guidance’ was identified, which included five organising themes. Four of the organising themes centred on the support from the peer, in which women felt the support was a ‘positive experience with empathy and understanding’, ‘non-judgemental’, ‘practical advice’, and a ‘social connection that was more than just breastfeeding’. In contrast to the support from peers was the theme ‘not all support from family and friends is supportive’. Conclusion Participants, including those who considered that they had adequate and available family and friend support for breastfeeding, valued and appreciated the non-judgemental, empathetic and understanding support from peers. This support, facilitated by the anonymity of the telephone-based program, allowed open and honest conversations, normalising women’s experiences and helping them feel less alone in their challenges with breastfeeding and transition to motherhood. These findings can inform the design, and upscaling, of innovative and sustainable peer support models, ensuring delivery of effective and engaging support with a broad population reach.
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Affiliation(s)
- Fiona E McLardie-Hore
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia. .,Royal Women's Hospital, Melbourne, VIC, Australia.
| | - Della A Forster
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia.,Royal Women's Hospital, Melbourne, VIC, Australia
| | - Touran Shafiei
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia
| | - Helen L McLachlan
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia.,School of Nursing and Midwifery, La Trobe University, Bundoora, VIC, Australia
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18
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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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19
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Larran J, Schuster I, Hein S. The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum-seeking children: A systematic review of the literature. New Dir Child Adolesc Dev 2021; 2021:7-28. [PMID: 34923730 DOI: 10.1002/cad.20449] [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: 11/10/2022]
Abstract
Given the significant amount of time that refugee and asylum-seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.
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Affiliation(s)
- Julie Larran
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Isabell Schuster
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Sascha Hein
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
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20
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Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study. J Clin Med 2021; 10:jcm10184283. [PMID: 34575393 PMCID: PMC8464918 DOI: 10.3390/jcm10184283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Revised: 09/09/2021] [Accepted: 09/17/2021] [Indexed: 11/17/2022] Open
Abstract
Individuals with autism spectrum disorder (ASD) usually manifest heterogeneous impairments in their higher cognitive functions, including their implicit memory (IM) and explicit memory (EM). However, the findings on IM and EM in youths with ASD remain debated. The aim of this study was to clarify such conflicting results by examining IM and EM using two comparable versions of the Serial Reaction Time Task (SRTT) in the same group of children and adolescents with ASD. Twenty-five youths with high-functioning ASD and 29 age-matched and IQ-matched typically developing youths undertook both tasks. The ability to implicitly learn the temporal sequence of events across the blocks in the SRTT was intact in the youths with ASD. When they were tested for EM, the participants with ASD did not experience a significant reduction in their reaction times during the blocks with the previously learned sequence, suggesting an impairment in EM. Moreover, the participants with ASD were less accurate and made more omissions than the controls in the EM task. The implications of these findings for the establishment of tailored educational programs for children with high-functioning ASD are discussed.
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21
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Dean M, Chang YC. A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:1828-1843. [PMID: 34231405 DOI: 10.1177/13623613211012886] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
LAY ABSTRACT Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings.
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22
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Purser HRM, Van Herwegen J, Ranzato E, Thomas MSC. The role of context in verbal humor processing in autism. J Exp Child Psychol 2021; 209:105166. [PMID: 33991842 DOI: 10.1016/j.jecp.2021.105166] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 03/17/2021] [Accepted: 03/19/2021] [Indexed: 10/21/2022]
Abstract
Difficulties in processing humor have been associated with individuals with autism. The current study investigated whether humor comprehension and appreciation could be augmented in children with autism by providing contextual support suggesting that humor was to be expected. A verbally presented riddle task was used in which participants were assessed for their subjective ratings and comprehension of the materials. They were also filmed to record any smiling or laughing. Both riddles and control stimuli were presented with supporting verbal context and also without it. The results showed that (a) the greater subjective appreciation of riddles than of control stimuli was dependent on the provision of context for the participants with autism and that (b) context statistically equated these ratings of riddles between participants with autism and matched typically developing controls. However, context had no effect on comprehension or affective response. The results of the current study demonstrate that children with autism are, even in the most conservative interpretation, able to use verbal context to recognize verbal humor. This lays the foundation of possible interventions based on training sensitivity to context.
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Affiliation(s)
- Harry R M Purser
- NTU Psychology, Nottingham Trent University, Nottingham NG1 4FQ, UK.
| | - Jo Van Herwegen
- UCL Institute of Education, University College London, London WC1H 0AL, UK
| | - Erica Ranzato
- UCL Institute of Education, University College London, London WC1H 0AL, UK
| | - Michael S C Thomas
- Developmental Neurocognition Laboratory, Birkbeck College, University of London, London WC1E 7HX, UK
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23
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Sutton BM, Westerveld MF, Webster AA. Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism. J Autism Dev Disord 2021; 52:1268-1282. [PMID: 33909209 DOI: 10.1007/s10803-021-05042-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2021] [Indexed: 12/01/2022]
Abstract
Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program.
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Affiliation(s)
- Bronwyn M Sutton
- B.E.ST Autism Therapy, 1/249 Harts Road, Indooroopilly, QLD, Australia.
| | - Marleen F Westerveld
- Griffith Institute for Educational Research, Griffith University, Mount Gravatt, QLD, Australia.,Cooperative Research Centre for Living With Autism (Autism CRC), Long Pocket, Brisbane, QLD, Australia
| | - Amanda A Webster
- School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW, Australia
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24
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Murphy S, Joffe V, Donald L, Radley J, Sunthararajah S, Welch C, Bell K, Messer D, Crafter S, Fairhurst C, Corbacho B, Rodgers S, Torgerson D. Evaluating 'Enhancing Pragmatic Language skills for Young children with Social communication impairments' (E-PLAYS): a feasibility cluster-randomised controlled trial. Pilot Feasibility Stud 2021; 7:5. [PMID: 33390188 PMCID: PMC7780650 DOI: 10.1186/s40814-020-00724-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 11/10/2020] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND This article reports the results from a feasibility study of an intervention ('E-PLAYS') aimed at supporting children who experience difficulties with social communication. E-PLAYS is based around a dyadic computer game, which aims to develop collaborative and communication skills. A pilot study found that when E-PLAYS was delivered by researchers, improvements on communication test scores and on collaborative behaviours were observed. The aim of this study was to ascertain the feasibility of running a full-scale trial to test the effectiveness of E-PLAYS in a National Health Service (NHS) setting with delivery by speech and language therapists and teaching assistants. METHODS The study was a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with a treatment as usual control arm. Data relating to recruitment and retention, treatment fidelity, acceptability to participants, suitability of outcomes and feasibility of collecting health economic measures and of determining cost-effectiveness were collected. Speech and language therapists selected suitable children (ages 4-7 years old) from their caseload. E-PLAYS intervention (experimental group) was then delivered by teaching assistants overseen by speech and language therapists. The control group received usual care. Assessments included blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and non-blinded parent-reported use of health and education resources and quality of life. RESULTS Planned recruitment was for 70 children, in the event, 50 children were recruited which was sufficient for feasibility purposes. E-PLAYS was very highly rated by children, teaching assistants and speech and language therapists and treatment fidelity did not pose any issues. We were able to collect health economic data which suggests that E-PLAYS would be a low-cost intervention. CONCLUSION Based on recruitment, retention and adherence rates and our outcome measures, a full-scale randomised controlled trial estimated appears feasible and warranted to assess the effectiveness of E-PLAYS for use by the NHS and schools. TRIAL REGISTRATION ISRCTN 14818949 (retrospectively registered).
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Affiliation(s)
- Suzanne Murphy
- Institute of Health Research, University of Bedfordshire, University Square, Luton, LU1 3JU UK
| | - Victoria Joffe
- University of Essex, Wivenhoe Park, Colchester, CO4 3SQ UK
| | - Louisa Donald
- Institute of Health Research, University of Bedfordshire, University Square, Luton, LU1 3JU UK
| | - Jessica Radley
- Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, OX3 7JX UK
| | - Sailaa Sunthararajah
- Research and Development Office, North East London NHS Foundation Trust, Goodmayes Hospital, Barley Lane, Ilford, IG3 8XJ UK
| | - Charlie Welch
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Kerry Bell
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - David Messer
- Education & Language Studies, Faculty of Wellbeing, Open University, Walton Hall, Kents Hill, Milton Keynes, MK7 6AA UK
| | - Sarah Crafter
- School of Psychology, Faculty of Arts & Social Sciences, Open University, Walton Hall, Kents Hill, Milton Keynes, MK7 6AA UK
| | - Caroline Fairhurst
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Belen Corbacho
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Sara Rodgers
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - David Torgerson
- Department of Health Sciences, University of York, Heslington, YO10 5DD UK
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25
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Gengoux GW, Schwartzman JM, Millan ME, Schuck RK, Ruiz AA, Weng Y, Long J, Hardan AY. Enhancing Social Initiations Using Naturalistic Behavioral Intervention: Outcomes from a Randomized Controlled Trial for Children with Autism. J Autism Dev Disord 2021; 51:3547-3563. [PMID: 33387236 DOI: 10.1007/s10803-020-04787-8] [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: 11/05/2020] [Indexed: 12/01/2022]
Abstract
Deficits in social skills are common in children with Autism Spectrum Disorder (ASD), and there is an urgent need for effective social skills interventions, especially for improving interactions with typically developing peers. This study examined the effects of a naturalistic behavioral social skills intervention in improving social initiations to peers through a randomized controlled trial. Analyses of multimethod, multi-informant measures indicated that children in the active group (SIMI) demonstrated greater improvement in the types of initiations which were systematically prompted and reinforced during treatment (i.e., behavior regulation). Generalization to joint attention and social interaction initiation types, as well as collateral gains in broader social functioning on clinician- and parent-rated standardized measures were also observed.
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Affiliation(s)
- Grace W Gengoux
- Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, 401 Quarry Road, Stanford, CA, 94305-5719, USA.
| | - Jessica M Schwartzman
- Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, 401 Quarry Road, Stanford, CA, 94305-5719, USA.,Vanderbilt University Medical Center, 1501 23rd Avenue South, Nashville, TN, 37209, USA
| | - M Estefania Millan
- Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, 401 Quarry Road, Stanford, CA, 94305-5719, USA
| | - Rachel K Schuck
- Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, 401 Quarry Road, Stanford, CA, 94305-5719, USA.,University of California Santa Barbara, Special Education, Disability, and Risk Studies, 18 Ocean Road, Santa Barbara, CA, 93117, USA
| | - Andrés A Ruiz
- Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, 401 Quarry Road, Stanford, CA, 94305-5719, USA.,Sharp Health Care, Sharp Mesa Vista Hospital, 7850 Vista Hill Ave., San Diego, CA, 92123, USA
| | - Yingjie Weng
- Department of Medicine, Quantitative Sciences Unit, Stanford University, 1701 Page Mill, Palo Alto, CA, 94304, USA
| | - Jin Long
- Department of Medicine, Quantitative Sciences Unit, Stanford University, 1701 Page Mill, Palo Alto, CA, 94304, USA
| | - Antonio Y Hardan
- Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, 401 Quarry Road, Stanford, CA, 94305-5719, USA
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Columna L, Felizola G, Prieto L, Myers B, Streete D, Lightburn A. The experiences of Hispanic families of children with autism spectrum disorder regarding physical activity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 107:103785. [PMID: 33035784 DOI: 10.1016/j.ridd.2020.103785] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 07/28/2020] [Accepted: 09/11/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Researchers seldom focus on the services needed for Hispanic children with ASD, especially in regard to physical activity (PA). PURPOSE The purpose of this study was: (a) to explore why Hispanic families with children with ASD seek out and participate in PA, and (b) to describe the strategies and supports needed by Hispanic families of children with ASD to improve PA participation. METHODS Participants in this descriptive-qualitative study were Hispanic parents of children with ASD (n = 9) who participated in one-on-one semi-structured telephone interviews. Interviews were transcribed and then analyzed using thematic line-by-line analysis. RESULTS Two major themes emerged from the data: 1) Personal Responsibility and 2) "Every Day is a Different Challenge". Parents were motivated to engage in PA because of perceived health benefits for themselves and their children. Parents faced famililal and external barriers that impacted their participation. Participants commented on the role of culture (e.g., customs, lack of family support after immigration) in the context of these barriers. IMPLICATIONS Further research is needed regarding culturally responsive PA interventions for Hispanic families with children with ASD.
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Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder. J Autism Dev Disord 2020; 50:2860-2873. [PMID: 32037483 DOI: 10.1007/s10803-020-04387-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708).
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Filmmaking and video as therapeutic tools: Case studies on autism spectrum disorder. ARTS IN PSYCHOTHERAPY 2020. [DOI: 10.1016/j.aip.2020.101714] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Crompton CJ, Sharp M, Axbey H, Fletcher-Watson S, Flynn EG, Ropar D. Neurotype-Matching, but Not Being Autistic, Influences Self and Observer Ratings of Interpersonal Rapport. Front Psychol 2020; 11:586171. [PMID: 33192918 PMCID: PMC7645034 DOI: 10.3389/fpsyg.2020.586171] [Citation(s) in RCA: 38] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 10/07/2020] [Indexed: 12/13/2022] Open
Abstract
The Double Empathy Problem suggests that communicative difficulties between autistic and non-autistic people are due to bi-directional differences in communicative style and a reciprocal lack of understanding. If true, there should be increased similarity in interaction style, resulting in higher rapport during interactions between pairs of the same neurotype. Here, we provide two empirical tests of rapport, with data revealing whether self- and observer- rated rapport varies depending on the match or mismatch in autism status within a pair. An additional opportunity afforded by these data is to examine the effect of the autism status of the rater on the perceived rapport between matched and mismatched pairs. In Study 1 72 participants were allocated to one of three dyad conditions: autistic pairs (n = 24), non-autistic pairs (n = 24) and mixed pairs (n = 12 autistic; n = 12 non-autistic). Each participant completed three semi-structured interactions with their partner, rating rapport after each interaction. Non-autistic pairs experienced higher self-rated rapport than mixed and autistic pairs, and autistic pairs experienced higher rapport than mixed pairs. In Study 2 (n = 80) autistic and non-autistic observers rated interactional rapport while watching videoed interactions between autistic pairs, non-autistic pairs, and mixed pairs (n = 18, a subset of participants in Study 1). Mixed pairs were rated significantly lower on rapport than autistic and non-autistic pairs, and autistic pairs were rated more highly for rapport than non-autistic pairs. Both autistic and non-autistic observers show similar patterns in how they rate the rapport of autistic, non-autistic, and mixed pairs. In summary, autistic people experience high interactional rapport when interacting with other autistic people, and this is also detected by external observers. Rather than autistic people experiencing low rapport in all contexts, their rapport ratings are influenced by a mismatch of diagnosis. These findings suggest that autistic people possess a distinct mode of social interaction style, rather than demonstrating social skills deficits. These data are considered in terms of their implications for psychological theories of autism, as well as practical impact on educational and clinical practice.
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Affiliation(s)
- Catherine J. Crompton
- Patrick Wild Centre, Division of Psychiatry, Centre for Clinical Brain Sciences, University of Edinburgh, Edinburgh, United Kingdom
| | - Martha Sharp
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Harriet Axbey
- School of Education, Durham University, Durham, United Kingdom
| | - Sue Fletcher-Watson
- Salvesen Mindroom Research Centre, University of Edinburgh, Edinburgh, United Kingdom
| | - Emma G. Flynn
- School of Psychology, Queen’s University, Belfast, United Kingdom
| | - Danielle Ropar
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
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Leifler E, Carpelan G, Zakrevska A, Bölte S, Jonsson U. Does the learning environment 'make the grade'? A systematic review of accommodations for children on the autism spectrum in mainstream school. Scand J Occup Ther 2020; 28:582-597. [PMID: 33078981 DOI: 10.1080/11038128.2020.1832145] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
BACKGROUND The 2030 Agenda for Sustainable Development adapted by the United Nations envisions inclusive and equitable quality education. While there is a growing body of research on interventions designed to help children on the autism spectrum adapt to the school environment, accommodations to children needs have been given less attention. OBJECTIVE To synthesize the literature on accommodations in the learning environment for children on the autism spectrum (ages 5-19 years) in mainstream school, with a specific focus on the effects on functioning, educational outcomes and well-being. METHODS A systematic search was conducted. The study selection and data extraction were performed by two independent reviewers. Eligible studies were assessed according to the What Works Clearinghouse (WWC) standards. RESULTS The search yielded 6102 citations. Only 37 eligible studies were identified, of which 14 met the WWC standards. This inconclusive and heterogeneous body of research tentatively suggest that accommodations in the pedagogical and psychosocial leaning environment can improve performance and function in school. CONCLUSION AND SIGNIFICANCE Accommodations in the learning environment is a promising but understudied approach. Creative research and innovation will be needed to support policy makers and school personnel in their quest to ensure inclusive and equitable education.
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Affiliation(s)
- Emma Leifler
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, Stockholm Health Care Services, Region Stockholm, CAP Research Centre, Stockholm, Sweden.,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Göteborg, Sweden
| | - Gabriella Carpelan
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, Stockholm Health Care Services, Region Stockholm, CAP Research Centre, Stockholm, Sweden
| | - Anastasiya Zakrevska
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, Stockholm Health Care Services, Region Stockholm, CAP Research Centre, Stockholm, Sweden
| | - Sven Bölte
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, Stockholm Health Care Services, Region Stockholm, CAP Research Centre, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Services, Stockholm, Sweden.,Curtin Autism Research Group, School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia
| | - Ulf Jonsson
- Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, Stockholm Health Care Services, Region Stockholm, CAP Research Centre, Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Services, Stockholm, Sweden.,Department of Neuroscience, Child and Adolescent Psychiatry, Uppsala University, Uppsala, Sweden
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Schwartzman JM, Corbett BA. Higher depressive symptoms in early adolescents with Autism Spectrum Disorder by self- and parent-report compared to typically-developing peers. RESEARCH IN AUTISM SPECTRUM DISORDERS 2020; 77:101613. [PMID: 32802155 PMCID: PMC7423017 DOI: 10.1016/j.rasd.2020.101613] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Depression is more prevalent among male early adolescents with Autism Spectrum Disorder (ASD) than their typically- developing (TD) peers, but findings are limited to two male-only studies. Therefore, a broader understanding of depressive symptoms among both male and female early adolescents with ASD in larger samples is needed. Self- and parent-ratings are frequently used, yet rater differences may emerge and provide unique insights. METHOD Ratings of adolescent depressive symptoms were examined among 230 early adolescents (10:0-13:5 years) with and without ASD using self- (Children's Depression Inventory, Second Edition; CDI-2) and parent- report (Child Behavior Checklist; CBCL) measures. The influence of diagnostic group (ASD vs. TD) and rater (early adolescent vs. parent) on ratings were examined with Full Scale IQ and sex as covariates. Additionally, the reliability and strength of agreement between raters were examined. RESULTS Higher depressive symptoms were reported by both raters in the ASD group (Borderline range) compared to the TD group (Average range). The interaction of diagnostic group and rater was nonsignificant, but significant main effects emerged. Sex was a significant covariate, but Full Scale IQ was not. The reliability and strength of agreement between raters in the ASD group only were not significant. CONCLUSIONS Findings suggest that depressive symptoms may be higher in both male and female early adolescents with ASD across self- and parent- reports. However, measurement of depression in ASD may be complicated by nonsignificant reliability and strength of agreement between raters. Results have implications for screening and intervention for early adolescents with ASD.
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Affiliation(s)
- Jessica M. Schwartzman
- Vanderbilt University Medical Center, 1601 23 Avenue South, Nashville, TN, United States 37212
| | - Blythe A. Corbett
- Vanderbilt University Medical Center, 1601 23 Avenue South, Nashville, TN, United States 37212
- Vanderbilt Kennedy Center, 110 Magnolia Circle, Nashville, TN, United States 37203
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32
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Woodgate RL, Gonzalez M, Demczuk L, Snow WM, Barriage S, Kirk S. How do peers promote social inclusion of children with disabilities?A mixed-methods systematic review. Disabil Rehabil 2020; 42:2553-2579. [PMID: 30907279 DOI: 10.1080/09638288.2018.1561955] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Revised: 12/15/2018] [Accepted: 12/17/2018] [Indexed: 10/27/2022]
Abstract
Purpose: This mixed-methods systematic review synthesized findings from studies published between January 1, 2006 and July 31, 2018 on the social inclusion experiences of children with and without disabilities, as viewed from their own perspective, with a focus on how typically developing peers promote social inclusion.Method: Forty-five studies met the inclusion criteria. Data from included studies were synthesized by means of content analysis.Results: The findings detail the inner social inclusion experiences (e.g., feeling included, different) of children with disabilities and provide information regarding the influence of disability type (e.g., physical, social, affective) on typically developing peers' responses (e.g., acceptance vs. rejection), peers' explanations for social inclusion/exclusion, and peers' relationships with children with disabilities. Barriers to social inclusion, supports, as well as strategies used to promote social inclusion, as perceived by peers and children with disabilities, are also reported.Conclusion: The findings of this review provide evidence that despite society's efforts to promote social inclusion, children with disabilities continue to report feeling lonely and excluded, having limited contact socially outside of home, and encountering systemic barriers (e.g., bullying, discrimination). More research on the social inclusion experiences of children with disabilities beyond educational settings is needed, such as in the contexts of recreation and leisure, community, and employment.Implications for rehabilitationThe perspectives of children with and without disabilities need to be integrated in activities and programs aimed at promoting social inclusion.Teaching social inclusion strategies to children with and without disabilities is needed to help them deal with barriers.In addition to educational settings, rehabilitation clinicians need to promote social inclusion strategies in other contexts such as recreation and leisure, community, and employment contexts.
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Affiliation(s)
- Roberta L Woodgate
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Miriam Gonzalez
- Research Institute of the McGill University Health Centre, Montréal, Canada
| | - Lisa Demczuk
- Dafoe Library, University of Manitoba, Winnipeg, Canada
| | - Wanda M Snow
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Sarah Barriage
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Susan Kirk
- Division of Nursing, Midwifery & Social Work, University of Manchester, Manchester, United Kingdom
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Ferguson EF, Drapalik KN, Liang J, Hua K, Feerst H, Mallory AB, Vernon TW. Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program. J Autism Dev Disord 2020; 51:1641-1657. [PMID: 32812191 DOI: 10.1007/s10803-020-04659-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
There is a dearth of research that focuses on social intervention efforts for adults on the autism spectrum with intellectual disability and limited conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target social interaction skills for this population. Findings from five pilot participants yielded evidence of social improvements across specific verbal skills (on-topic conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded social conversation probes and parent-report measures. These findings demonstrate the promise of a socialization intervention for a population that has historically been neglected in the social intervention research literature.
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Affiliation(s)
- Emily F Ferguson
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA.
| | - Krista N Drapalik
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
- Yale Child Study Center, New Haven, CT, USA
| | - Jeffrey Liang
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Klaire Hua
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Harrison Feerst
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Alice B Mallory
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Ty W Vernon
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
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Rabin SJ, Laugeson EA, Mor-Snir I, Golan O. An Israeli RCT of PEERS®: Intervention Effectiveness and the Predictive Value of Parental Sensitivity. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2020; 50:933-949. [PMID: 32780594 DOI: 10.1080/15374416.2020.1796681] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
OBJECTIVES A Randomized Controlled Trial was conducted to evaluate the effectiveness of the Hebrew adaptation of the Program for the Education and Enrichment of Relational Skills (PEERS®), a parent-assisted intervention. Parental sensitivity (PS), measured in conflict and support contexts, was assessed as a predictor of adolescents' intervention-related outcomes. DESIGN Eighty-two Hebrew-speaking adolescents (9 females), aged 12-17 years, and their parents (62 mothers), were randomly allocated into immediate intervention (II; n = 40) or delayed intervention control (DI; n = 42) groups. Participants were tested at three time-points (Pre-Post-Follow Up for II, Pre-Pre-Post for DI). Outcome measures included behavioral assessments of adolescents' social communication (SC), a social-skills knowledge test, and self, parent, and teacher reported questionnaires. PS was assessed using support and conflict parent-adolescent interactions. Repeated measures ANOVAs were used to assess intervention effectiveness. SEM was used to examine PS pre- and post-intervention as predictors of adolescents' immediate and follow-up outcomes. RESULTS The II group improved on adolescents' measured SC and social knowledge, on parent-(but not teacher-) reported social skills, and on self-reported empathy. Gains maintained at follow-up. The DI group showed similar gains following their intervention. Adolescents' intervention-related SC gains were negatively predicted by pre-intervention PS, and positively predicted by intervention-related PS changes in the support context. Pre-intervention PS in the conflict context positively predicted adolescent SC at follow-up. CONCLUSIONS The Hebrew-adapted PEERS® is an effective intervention for adolescents with ASD. PS plays an important role in the promotion of SC in adolescents with ASD and should receive clinical attention.
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Affiliation(s)
- S J Rabin
- Department of Psychology, Bar-Ilan University
| | - E A Laugeson
- UCLA PEERS® Clinic, Semel Institute for Neuroscience and Human Behavior, UCLA
| | - I Mor-Snir
- The Autism Treatment and Research Center, Association for Children at Risk
| | - O Golan
- Department of Psychology, Bar-Ilan University.,The Autism Treatment and Research Center, Association for Children at Risk.,Autism Research Centre, Department of Psychiatry, University of Cambridge
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35
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Brief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program. J Autism Dev Disord 2020; 51:1406-1416. [PMID: 32748193 DOI: 10.1007/s10803-020-04629-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Although water-based approaches have been shown to be beneficial for children with Autism Spectrum Disorder (ASD), no study thus far has directly investigated the effects of such intervention programs on language skills. The present study aims to evaluate the efficacy of the Aquatic Speech and Language Therapy (ASLT) program, which is a new, exclusively aquatic intervention program designed especially for children with ASD. The effects of ASLT were compared to the outcome of a similar classroom-based intervention, in two groups of children with ASD matched for age, gender, and expressive/receptive vocabulary. Our findings show that ASLT results in significantly greater improvement of vocabulary measures, thus providing direct evidence of water-based intervention's beneficial effects on language skills in ASD.
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Staff Perceptions and Implementation Fidelity of an Autism Spectrum Disorder Care Pathway on a Child/Adolescent General Psychiatric Inpatient Service. J Autism Dev Disord 2020; 51:158-168. [PMID: 32394312 DOI: 10.1007/s10803-020-04509-0] [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: 10/24/2022]
Abstract
While youth with autism spectrum disorder (ASD) are psychiatrically hospitalized at high rates, general psychiatric settings are not designed to meet their unique needs. Previous evaluations of an ASD-Care Pathway (ASD-CP) on a general psychiatric unit revealed sustained reductions in crisis interventions (intramuscular medication use, holds/restraints; Cervantes et al. in J Autism Dev Disord 49(8):3173-3180, https://doi.org/10.1007/s10803-019-04029-6 , 2019; Kuriakose et al. in J Autism Dev Disord 48(12):4082-4089, https://doi.org/10.1007/s10803-018-3666-y , 2018). The current study investigated staff perceptions of the ASD-CP (N = 30), and examined rates of ASD-CP implementation fidelity in relation to patient outcomes (N = 28). Staff identified visual communication aids and reward strategies as most helpful. The number of days of reward identification early in the inpatient stay was associated with fewer crisis interventions later in a patient's stay.
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Katz J, Knight V, Mercer SH, Skinner SY. Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities. J Autism Dev Disord 2020; 50:4069-4084. [DOI: 10.1007/s10803-020-04472-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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Hung HJ, Shen CY, Lee WC, Lei Z, Yang DN, Chow SM. Efficient Algorithms towards Network Intervention. PROCEEDINGS OF THE ... INTERNATIONAL WORLD-WIDE WEB CONFERENCE. INTERNATIONAL WWW CONFERENCE 2020; 2020:2021-2031. [PMID: 32685939 PMCID: PMC7368974 DOI: 10.1145/3366423.3380269] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Research suggests that social relationships have substantial impacts on individuals' health outcomes. Network intervention, through careful planning, can assist a network of users to build healthy relationships. However, most previous work is not designed to assist such planning by carefully examining and improving multiple network characteristics. In this paper, we propose and evaluate algorithms that facilitate network intervention planning through simultaneous optimization of network degree, closeness, betweenness, and local clustering coefficient, under scenarios involving Network Intervention with Limited Degradation - for Single target (NILD-S) and Network Intervention with Limited Degradation - for Multiple targets (NILD-M). We prove that NILD-S and NILD-M are NP-hard and cannot be approximated within any ratio in polynomial time unless P=NP. We propose the Candidate Re-selection with Preserved Dependency (CRPD) algorithm for NILD-S, and the Objective-aware Intervention edge Selection and Adjustment (OISA) algorithm for NILD-M. Various pruning strategies are designed to boost the efficiency of the proposed algorithms. Extensive experiments on various real social networks collected from public schools and Web and an empirical study are conducted to show that CRPD and OISA outperform the baselines in both efficiency and effectiveness.
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Affiliation(s)
| | | | | | - Zhen Lei
- The Pennsylvania State Univ., USA
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Systematic Review of Peer-Mediated Intervention for Children with Autism Who Are Minimally Verbal. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00201-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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40
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Abstract
There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
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Kent C, Cordier R, Joosten A, Wilkes-Gillan S, Bundy A. Can I join in? Multiple case study investigation of play performance generalisation for children with autism spectrum disorder from dyad to triad. Aust Occup Ther J 2019; 67:199-209. [PMID: 31823379 DOI: 10.1111/1440-1630.12635] [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] [Accepted: 11/16/2019] [Indexed: 01/04/2023]
Abstract
INTRODUCTION Children with autism spectrum disorder (ASD) have difficulties with play, social interaction with peers and generalisation of intervention outcomes. The Ultimate Guide to Play, Language and Friendship (PLF) has demonstrated effectiveness in improving play performance of children with ASD and their typically developing (TD) peers. The aim of this investigation was to examine the changes in play performance when an additional TD child is added to an existing dyad of a child with ASD and a TD playmate to inform future delivery and adaptations of the intervention. METHODS Participants in this multiple case study design were five children with ASD and their TD peer who completed a dyad intervention as part of a randomised control trial investigation of the PLF and an additional TD peer who joined the play dyad. A trained occupational therapist delivered an adapted version of the PLF to the triad over four clinic sessions. An independent rater scored each child (N = 15) on The Test of Playfulness at pre- and post-triad intervention. Line graphs were used to examine case data and compare to dyad play performance and patterns of interaction. RESULTS Four of the five children with ASD generalised their play performance from the dyad to the triad social environment. However, the triad intervention did not demonstrate improvements in play performance. The play performance scores for the children with ASD and their TD peers were variable and demonstrated changes in their play pattern from the dyad to the triad. CONCLUSION This investigation delivered preliminary evidence of play performance generalisation from a dyad to a triad with TD peers for children with ASD. Careful consideration of characteristics of all playmates is recommended for delivering the intervention to support play performance of children with ASD.
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Affiliation(s)
- Cally Kent
- School of Occupational Therapy and Social Work, Curtin University, Perth, WA, USA
| | - Reinie Cordier
- School of Occupational Therapy and Social Work, Curtin University, Perth, WA, USA.,School Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway
| | - Annette Joosten
- School of Allied Health, Australian Catholic University, Melbourne, Vic., Australia
| | | | - Anita Bundy
- Department of Occupational Therapy, Colorado State University, Fort Collins, CO, USA
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42
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Naveed S, Waqas A, Amray AN, Memon RI, Javed N, Tahir MA, Ghozy S, Jahan N, Khan AS, Rahman A. Implementation and effectiveness of non-specialist mediated interventions for children with Autism Spectrum Disorder: A systematic review and meta-analysis. PLoS One 2019; 14:e0224362. [PMID: 31703073 PMCID: PMC6839885 DOI: 10.1371/journal.pone.0224362] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Accepted: 10/13/2019] [Indexed: 01/18/2023] Open
Abstract
INTRODUCTION In recent years, several non-specialist mediated interventions have been developed and tested to address problematic symptoms associated with autism. These can be implemented with a fraction of cost required for specialist delivered interventions. This review represents a robust evidence of clinical effectiveness of these interventions in improving the social, motor and communication deficits among children with autism. METHODS An electronic search was conducted in eight academic databases from their inception to 31st December 2018. A total of 31 randomized controlled trials were published post-2010 while only 2 were published prior to it. Outcomes pertaining to communication, social skills and caregiver-child relationship were meta-analyzed when reported in > 2 studies. RESULTS A significant improvement was noted in child distress (SMD = 0.55), communication (SMD = 0.23), expressive language (SMD = 0.47), joint engagement (SMD = 0.63), motor skills (SMD = 0.25), parental distress (SMD = 0.33) parental self-efficacy (SMD = 0.42) parent-child relationship (SMD = 0.67) repetitive behaviors (SMD = 0.33), self-regulation (SMD = 0.54), social skills (SMD = 0.53) symptom severity (SMD = 0.44) and visual reception (SMD = 0.29). CONCLUSION Non-specialist mediated interventions for autism spectrum disorder demonstrate effectiveness across a range of outcomes for children with autism and their caregivers.
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Affiliation(s)
- Sadiq Naveed
- Kansas University Medical Center, Kansas City, Kansas, United States of America
| | - Ahmed Waqas
- Human Development Research Foundation, Rawalpindi, Pakistan
| | | | | | - Nisma Javed
- Services Institute of medical sciences, Lahore, Pakistan
| | - Muhammad Annas Tahir
- Kingsbrook Jewish Medical Center, New York City, New York, United States of America
| | - Sherief Ghozy
- Neurosurgery Department, El-Sheikh Zayed Specialized Hospital, Giza, Egypt
| | - Nusrat Jahan
- Rush University Medical Center, Chicago, IL, United States of America
| | - Anum Saeed Khan
- Westchester Medical Center-New York Medical College, Valhalla, NY, United States of America
| | - Atif Rahman
- University of Liverpool, Liverpool, England, United Kingdom
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Parsons L, Cordier R, Munro N, Joosten A. A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism. Front Psychol 2019; 10:1960. [PMID: 31611828 PMCID: PMC6776827 DOI: 10.3389/fpsyg.2019.01960] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2019] [Accepted: 08/09/2019] [Indexed: 11/14/2022] Open
Abstract
PURPOSE This randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism. METHODS A sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. RESULTS POM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001-0.05, d = 0.49-0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up. CONCLUSION Findings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.
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Affiliation(s)
- Lauren Parsons
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Natalie Munro
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
- Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
| | - Annette Joosten
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
- School of Allied Health, Australian Catholic University, Fitzroy, VIC, Australia
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Boudreau AM, Lucyshyn JM, Corkum P, Meko K, Smith IM. Peer-Mediated Pivotal Response Treatment at School for Children With Autism Spectrum Disorder. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2019. [DOI: 10.1177/0829573519870923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The main objective of the present study was to evaluate the efficacy of peer training in pivotal response treatment (PRT) for children with autism spectrum disorder (ASD) in their first year of school. Four 6-year-old boys with ASD and eight typically developing (TD) children (aged 4-6 years) participated in the study. A non-concurrent multiple-probe (across participants) baseline design was used. Outcomes were assessed before, immediately after, and 6 to 9 weeks following an eight-session training period. Overall, rates of peer engagement increased following training for three of the four children with ASD and rates of social initiation increased following training for two of the four children with ASD; these gains were maintained at follow-up. TD peers’ fidelity in implementing PRT techniques also improved. The present study suggests that relatively brief peer training in PRT can produce immediate and short-term sustained gains in peer-related social communication skills of children with ASD at school.
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Affiliation(s)
| | | | - Penny Corkum
- IWK Health Centre, Halifax, Nova Scotia, Canada
- Dalhousie University, Halifax, Nova Scotia, Canada
| | | | - Isabel M. Smith
- IWK Health Centre, Halifax, Nova Scotia, Canada
- Dalhousie University, Halifax, Nova Scotia, Canada
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45
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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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Murphy S, Joffe V, Messer D, Crafter S, Radley J, Sunthararajah S, Bell K, Corbacho B, Fairhurst C, Rodgers S, Torgerson D, Welch C. Evaluating 'enhancing pragmatic language skills for young children with social communication impairments' (E-PLAYS): protocol for a feasibility randomised controlled trial study. Pilot Feasibility Stud 2019; 5:75. [PMID: 31198579 PMCID: PMC6556014 DOI: 10.1186/s40814-019-0456-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Accepted: 05/09/2019] [Indexed: 12/17/2022] Open
Abstract
Background A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The proposal presented in this article describes a feasibility study for a trial to test an intervention (‘E-PLAYS’) aimed at supporting children with social communication impairments. E-PLAYS harnesses technology in the form of a novel computer game in order to develop collaborative and communication skills. Preliminary studies by the authors show that when E-PLAYS was administered by the research team, children with social communication impairments showed improvements on communication test scores and on observed collaborative behaviours. The study described here is a pragmatic trial to test the application of E-PLAYS delivered by NHS speech and language therapists together with schools. Methods This protocol outlines a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with treatment as usual control arm, with randomisation at the level of the speech and language therapist. The aim of this study is to ascertain whether it will be feasible to progress to running a full-scale definitive trial to test the effectiveness of E-PLAYS in an NHS setting. Data relating to recruitment and retention, the appropriateness of outcomes and the acceptability of E-PLAYS to participants will be collected. Speech and language therapists will select suitable children (ages 4–7 years old) from their caseloads and deliver either the E-PLAYS intervention (experimental group) or treatment as usual (control group). Assessments will include blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. There will also be a qualitative process evaluation. Discussion The findings of this study will inform the decision as to whether to progress to a full-scale definitive randomised controlled trial to test the effectiveness of E-PLAYS when delivered by speech and language therapists and teaching assistants within schools. The use of technology in game form is a novel approach in an area where there are currently few available interventions. Trial registration ISRCTN 14818949 (retrospectively registered).
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Affiliation(s)
- Suzanne Murphy
- 1Institute of Health Research, University of Bedfordshire, University Square, Luton, LU1 3JU UK
| | - Victoria Joffe
- 2Division of Language and Communication Science, School of Health Sciences, University of London, Northampton Square, London, EC1V 0HB UK
| | - David Messer
- 3Education & Language Studies, Faculty of Wellbeing, Open University, Walton Hall, Kents Hill, Milton Keynes, MK7 6AA UK
| | - Sarah Crafter
- 4School of Psychology, Faculty of Arts & Social Sciences, Open University, Walton Hall, Kents Hill, Milton Keynes, MK7 6AA UK
| | - Jessica Radley
- 5Department of Psychiatry, Warneford Hospital, Oxford, OX3 7JX UK
| | - Sailaa Sunthararajah
- 6Research and Development Office, North East London NHS Foundation Trust, Goodmayes Hospital, Barley Lane, Ilford, IG3 8XJ UK
| | - Kerry Bell
- 7Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Belen Corbacho
- 7Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Caroline Fairhurst
- 7Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Sara Rodgers
- 7Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - David Torgerson
- 7Department of Health Sciences, University of York, Heslington, YO10 5DD UK
| | - Charlie Welch
- 7Department of Health Sciences, University of York, Heslington, YO10 5DD UK
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Wright BM, Benigno JP. Autism Spectrum Disorder and Sibling Relationships: Exploring Implications for Intervention Using a Family Systems Framework. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:759-767. [PMID: 31091139 DOI: 10.1044/2018_ajslp-18-0088] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose There is currently a very limited scope of research in the field of speech-language pathology on sibling involvement in the treatment of children with autism spectrum disorder (ASD). Principles of family systems theory (FST) recognize the interrelatedness and dynamic nature of the family unit, making it a relevant and useful guiding framework for future research and practice on sibling involvement in intervention. Method In this article, core principles of FST are reviewed, followed by the state of research related to sibling relationships in ASD, and roles of typically developing siblings and siblings with ASD in intervention programs. Implications for adopting an FST framework as well as considerations and future directions in this area of research and clinical practice are discussed. Results According to the principles of FST on the inclusion of siblings in treatment, there are several considerations to be made at the level of the child with ASD, the sibling(s), and the family unit. Factors such as developmental level, communication status, and areas of strength, challenge, and interest are key features of the children and family that will need to be addressed in order to promote positive sibling involvement and family functioning. Conclusions The development of family-centered sibling intervention programs for individuals with ASD is an area of research that warrants further exploration. With the guidance of the FST framework, researchers and clinicians can work to develop innovative interventions that consider the unique characteristics of each family to optimize outcomes at the levels of each individual, the sibling relationship, and the family as a unit.
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Affiliation(s)
| | - Joann P Benigno
- Communication Sciences and Disorders, Ohio University, Athens
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Płatos M, Wojaczek K. Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders. J Autism Dev Disord 2019; 48:747-750. [PMID: 29222613 PMCID: PMC5847164 DOI: 10.1007/s10803-017-3429-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Peer-mediated intervention (PMI) is most commonly defined as a treatment approach that engages typically developing peers to teach children with autism spectrum disorders (ASD) social skills and increase their social interactions, mainly in a school setting. In this letter, we address the limitations of such understanding of PMI and review the arguments for broadening its scope. In particular, we argue that there is a critical need for research on PMI that focuses on friendship, social participation, and well-being of adolescents and adults with ASD, as well as engages peers in the community settings. In conclusion, we provide a description of a befriending scheme for individuals with ASD to inspire future research and guidelines on PMI.
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Affiliation(s)
- Mateusz Płatos
- Faculty of Psychology, University of Warsaw, Stawki Str. 5/7, 00-183, Warsaw, Poland.
| | - Kinga Wojaczek
- Faculty of Psychology, University of Warsaw, Stawki Str. 5/7, 00-183, Warsaw, Poland.
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Abstract
Joint attention (JA) and peer interactions are significantly impaired in children with autism spectrum disorder (ASD). Empirically demonstrated interventions exist to address JA with adults, but few with peers. Training peers through instructions, modeling (both live and video models), role play, and feedback may help facilitate JA in children with ASD. We examined the effects of peer training with live and video models on typically developing (TD) peer strategies to facilitate JA and JA behavior in children with ASD. TD peers showed some improvement in prompting and reinforcing JA. Children with ASD showed overall increases in JA with trained and novel peers that were also observed by parents, professionals, and peers. Findings are discussed with respect to variables to consider when teaching JA to children with ASD and their peers as well as the need to further examine the relationship between peer training and JA in children with autism.
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50
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Gunning C, Breathnach Ó, Holloway J, McTiernan A, Malone B. A Systematic Review of Peer-Mediated Interventions for Preschool Children with Autism Spectrum Disorder in Inclusive Settings. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2018. [DOI: 10.1007/s40489-018-0153-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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