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McConnell K, Keenan C, Storey C, Thurston A. Video-based interventions promoting social behavioural skills for autistic children and young people: An evidence and gap map. CAMPBELL SYSTEMATIC REVIEWS 2024; 20:e1405. [PMID: 38707947 PMCID: PMC11066762 DOI: 10.1002/cl2.1405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 02/02/2024] [Accepted: 02/23/2024] [Indexed: 05/07/2024]
Abstract
Background Video-based interventions (VBIs) are an approach that can be used to promote social behavioural skills for autistic children and young people. Despite an abundance of literature in this area, previous evidence syntheses are limited by their exclusive search strategies and eligibility criteria. Therefore, there is a lack of comprehensive evidence syntheses to provide insight on whether these interventions work, for whom, and in what circumstances. Evidence and Gap Maps (EGMs) are used to collate vast literature on a broad topic area such as this, highlighting areas for synthesis, and identifying gaps for future research. Objectives To identify, map and synthesise existing primary research on VBIs promoting social behavioural skills for autistic children and young people, creating a live, searchable and publicly available EGM. Search Methods Searches were conducted in electronic databases (n = 8), web search engines, and other repositories including published papers and grey literature. The search strategy was developed around two concepts including (1) terms related to autism, and (2) terms related to VBIs. Searches were conducted in May 2021. Selection Criteria All primary studies evaluating the effectiveness of VBIs in promoting social behaviours for autistic children and young people aged 3-18 were included in the EGM. Data Collection and Analysis Search results were imported into Eppi-Reviewer where duplicates of identical studies were removed. Titles and abstracts were then screened by two independent reviewers. Potentially eligible full texts were located and also screened by two reviewers. Data were then extracted on study design, participant characteristics, type of intervention, type of outcome, and country of study, by one of three reviewers. EPPI-Mapper was used to create the interactive EGM. Main Results The current EGM contains 438 studies reporting on 394 single subject research designs, 25 randomised controlled trials, 15 non-randomised group designs, and 8 pretest-posttest designs. Included studies evaluated VBIs in all male (n = 238), mixed gender (n = 172) or all female (n = 17) samples. VBIs employed included video modelling (n = 273), video self-modelling (n = 82), point-of-view modelling (n = 61), video prompting (n = 57), video feedback (n = 12) and computer-based video instruction (n = 4). The most frequently used models were adults (n = 191) and peers (n = 135). In relation to social outcomes, almost half evaluated social engagement (n = 199) with limited studies looking at safety (n = 9) and community (n = 7) skills. Authors' Conclusions This EGM provides a valuable resource for policy-makers, practitioners, researchers, funders and members of the public to access evidence on VBIs promoting social behavioural skills in autistic children and young people. The map has identified areas of sufficient research where evidence can undergo synthesis. In addition, important gaps in the evidence were highlighted and suggest further research is warranted in all female samples and less frequently evaluated types of VBIs and social outcomes. Evidence included in this EGM will be further explored via systematic review and meta-analysis on control group designs.
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Affiliation(s)
- Karen McConnell
- School of Nursing and MidwiferyQueen's University BelfastBelfastUK
| | - Ciara Keenan
- Research and Evidence, National Children's BureauLondonUK
| | | | - Allen Thurston
- School of Social Sciences, Education and Social WorkQueen's University BelfastBelfastUK
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2
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Williams TI, Loucas T, Sin J, Jeremic M, Meyer S, Boseley S, Fincham-Majumdar S, Aslett G, Renshaw R, Liu F. Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241233804. [PMID: 38433533 DOI: 10.1177/13623613241233804] [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: 03/05/2024]
Abstract
LAY ABSTRACT Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily.
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Clarke KA, Siegel M, Williams DL. The Relationship Between Augmentative and Alternative Communication Use by Pediatric Psychiatric Inpatients With Autism Spectrum Disorder and Interfering Behaviors. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:2040-2056. [PMID: 37433305 DOI: 10.1044/2023_ajslp-23-00019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/13/2023]
Abstract
PURPOSE Previous research conducted by Williams et al. (2018) using data from the Autism Inpatient Collection (AIC) found a weak and inconsistent association between verbal ability and the severity of interfering behaviors; however, adapting/coping scores were significantly associated with self-injury, stereotypy, and irritability (including aggression and tantrums). The previous study did not account for access to or use of alternative forms of communication in their sample population. This study uses retrospective data to investigate the association between verbal ability and augmentative and alternative communication (AAC) use and the presence of interfering behaviors in individuals with autism who have complex behavioral profiles. METHOD The sample included 260 autistic inpatients, ages 4-20 years, from six psychiatric facilities, enrolled during the second phase of the AIC when detailed information about AAC use was collected. Measures included AAC use, method, and function; comprehension and production of language; receptive vocabulary; nonverbal IQ; severity of interfering behaviors; and the presence and severity of repetitive behaviors. RESULTS Lower language/communication abilities were related to increased repetitive behaviors and stereotypies. More specifically, these interfering behaviors appeared to be related to communication in those individuals who were candidates for AAC but who were not reported to have access to it. Although the use of AAC did not predict a decrease in interfering behaviors, receptive vocabulary scores-as measured by the Peabody Picture Vocabulary Test-Fourth Edition-were positively correlated with the presence of interfering behaviors in participants with the most complex communication needs. CONCLUSIONS The communication needs of some individuals with autism may be unmet, prompting the use of interfering behaviors as a form of communication. Further investigation of the functions of interfering behaviors and the related functions of communication skills may provide greater support for an increased focus on the provision of AAC to prevent and ameliorate interfering behaviors in individuals with autism.
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Affiliation(s)
- Kaitlyn A Clarke
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
| | - Matthew Siegel
- Maine Medical Center Research Institute, Spring Harbor Hospital, Tufts University School of Medicine, Westbrook
| | - Diane L Williams
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park
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Chen WX, Liu X, Huang Z, Guo C, Feng F, Zhang Y, Gao Y, Zheng K, Huang J, Yu J, Wei W, Liang S. Autistic clinical profiles, age at first concern, and diagnosis among children with autism spectrum disorder. Front Psychiatry 2023; 14:1211684. [PMID: 37663609 PMCID: PMC10469837 DOI: 10.3389/fpsyt.2023.1211684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 07/25/2023] [Indexed: 09/05/2023] Open
Abstract
Background To explore the relationship between autistic clinical profiles and age at first concern and diagnosis among children with autism spectrum disorder. The clinical profiles included the severity of autism, cognition, adaptability, language development, and regression. Methods The multivariate linear regression model was used to examine the association of diagnostic age and first-concern age with autistic clinical profiles and with further stratification analysis. Results A total of 801 autistic children were included. Language delay and regression were associated with earlier diagnostic age (language delay: crudeβ: -0.80, 95%CI%: -0.92--0.68; regression: crudeβ: -0.21, 95%CI%: -0.43--0.00) and the age of first concern of autistic children (language delay: crudeβ: -0.55, 95%CI%: -0.65--0.45; regression: crudeβ: -0.17, 95%CI%: -0.34--0.00). After stratification by sex, language delay tended to be more associated with the earlier diagnostic age among boys (crudeβ: -0.85, 95%CI%: -0.98--0.72) than among girls (crudeβ: -0.46, 95%CI%: -0.77--0.16). After stratification by maternal education level or family income level, language delay was most associated with the earlier diagnostic age in autistic children from families with higher socioeconomic levels. Conclusion Language delay, rather than other symptoms, promoted an earlier diagnostic age. Among male autistic children or children from families with higher socioeconomic levels, language delay was most significantly associated with an earlier age of diagnosis. Cognitive delay, or adaptive delay, was associated with a later age at diagnosis and presented only in autistic children from families with lower socioeconomic levels. There may be sex or socioeconomic inequality in the diagnostic age for autistic children. More publicity and public education about the diversity of autistic symptoms are urgently needed in the future, especially for low-socioeconomic families.
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Affiliation(s)
- Wen-Xiong Chen
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- Department of Child Psychology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Xian Liu
- Division of Birth Cohort Study, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- Department of Children's and Adolescent Health, College of Public Health, Harbin Medical University, Harbin, China
| | - Zhifang Huang
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Cheng Guo
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Fangmei Feng
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Yani Zhang
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Yuanyuan Gao
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Kelu Zheng
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Jingyu Huang
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Jing Yu
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- Department of Child Psychology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Wenqing Wei
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- Department of Child Psychology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
| | - Simin Liang
- Department of Neurology, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
- The Assessment and Intervention Center for Autistic Children, Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangzhou, China
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Chan CYZ, Williams K, May T, Wan WH, Brignell A. Is language ability associated with behaviors of concern in autism? A systematic review. Autism Res 2023; 16:250-270. [PMID: 36412557 DOI: 10.1002/aur.2855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 10/31/2022] [Indexed: 11/23/2022]
Abstract
This review systematically synthesized evidence on the association between structural language ability and behaviors of concern (BoC) in autism. Four databases were searched for studies that included >10 autistic participants, measures of structural language (content and/or form of language) and BoC, and an analysis of their association. BoCs included self-injurious behavior (SIB), aggression, tantrums, and externalizing behavior. Methodological quality of studies were assessed using the Newcastle Ottawa Scale. Forty-five publications (n = 11,961) were included. Forty studies were cross-sectional and five were prospective cohort studies. Over 70% of the studies investigating expressive language and SIB (n = 10), aggression (n = 5), tantrums (n = 3), and externalizing behavior (n = 17) reported an inverse association, where lower expressive language ability was associated with increased BoC. Eleven out of sixteen studies of combined expressive and receptive language reported an inverse relationship with SIB or aggression. All outcomes were rated as moderate to very low certainty of evidence. This review highlights evidence showing an inverse association between expressive or combined language ability and SIB, and externalizing behavior in autism. However, further high-quality studies that use standardized, consistent measures of language and behavior and investigate longitudinal associations are needed. Early detection and support for reduced structural language difficulties have substantial potential to assist in reducing BoC.
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Affiliation(s)
| | - Katrina Williams
- Department of Paediatrics, Monash University, Clayton, Australia.,Developmental Paediatrics, Monash Children's Hospital, Clayton, Australia
| | - Tamara May
- Department of Paediatrics, Monash University, Clayton, Australia
| | - Wei Herng Wan
- Department of Paediatrics, Monash University, Clayton, Australia
| | - Amanda Brignell
- Department of Paediatrics, Monash University, Clayton, Australia.,Developmental Paediatrics, Monash Children's Hospital, Clayton, Australia.,Department of Speech Pathology, Australian Catholic University, Fitzroy, Melbourne, Australia
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6
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Zwilling M, Romano A, Hoffman H, Lotan M, Tesler R. Development and validation of a system for the prediction of challenging behaviors of people with autism spectrum disorder based on a smart wearable shirt: A mixed-methods design. Front Behav Neurosci 2022; 16:948184. [DOI: 10.3389/fnbeh.2022.948184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 11/10/2022] [Indexed: 11/30/2022] Open
Abstract
BackgroundMost people with autism spectrum disorder (ASD) present at least one form of challenging behavior (CB), causing reduced life quality, social interactions, and community-based service inclusion.ObjectivesThe current study had two objectives: (1) to assess the differences in physiological reaction to stressful stimuli between adults with and without high-functioning ASD; (2) to develop a system able to predict the incoming occurrence of a challenging behaviors (CBs) in real time and inform the caregiver that a CB is about to occur; (3) to evaluate the acceptability and usefulness of the developed system for users with ASD and their caregivers.MethodsComparison between physiological parameters will be conducted by enrolling two groups of 20 participants with and without ASD monitored while watching a relaxing and disturbing video. To understand the variations of the parameters that occur before the CB takes place, 10 participants with ASD who have aggressive or disruptive CBs will be monitored for 7 days. Then, an ML algorithm capable of predicting immediate CB occurrence based on physiological parameter variations is about to be developed. After developing the application-based algorithm, an efficient proof of concept (POC) will be carried out on one participant with ASD and CB. A focus group, including health professionals, will test the POC to identify the strengths and weaknesses of the developed system.ResultsHigher stress level is anticipated in the group of people with ASD looking at the disturbing video than in the typically developed peers. From the obtained data, the developed algorithm is used to predict CBs that are about to occur in the upcoming 1 min. A high level of satisfaction with the proposed technology and useful consideration for further developments are expected to emerge from the focus group.Clinical trial registration[https://clinicaltrials.gov/], identifier [NCT05340608].
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7
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Alduais A, Qasem F, Alfadda H, Alfadda N, AlAmri L. Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment. CHILDREN 2022; 9:children9060809. [PMID: 35740746 PMCID: PMC9222121 DOI: 10.3390/children9060809] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Revised: 05/20/2022] [Accepted: 05/24/2022] [Indexed: 11/16/2022]
Abstract
Objective: An individual’s articulation of pragmatic language development (PLD) signifies successful social interaction with others. Therefore, it is important to detect early pragmatic language impairment (PLI), whether as a primary disorder or as a symptom of other neurodevelopmental disorders. This study reports on validating the Arabic version of the Pragmatic Language Skills Inventory (A-PLSI). Methods: The PLSI was subjected to various validation stages before the A-PLSI was created. To assess PLD in preschoolers with and without psychiatric histories, 264 preschoolers were assessed in several cities in Saudi Arabia by their teachers and speech–language pathologists. Results: The results of this study included three key findings. First, the established psychometric features, including construct validity, criterion-related validity, and (confirmatory) factor analysis, all reported a high level of measurability to consider the A-PLSI a valid instrument for assessing PLD in school settings and diagnosing PLI in clinical settings. Second, the A-PLSI provided empirical evidence by identifying children with and without PLI, documenting their progress on pragmatic language ability, and distinguishing between preschool children in school and clinical settings. In addition, the A-PLSI approved the typical norm that the older the children, the higher their level of PLD: the data showed higher performance for children aged 6–7 compared to the lower PLD level of children aged 4–5. Conclusion: The present study contributes to the existing literature on PLD assessment in a school setting and PLI diagnosis in a clinical setting. More importantly, it adds a new validated tool to the few available instruments in Arabic to assess PLD and diagnose PLI in Arabian contexts.
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Affiliation(s)
- Ahmed Alduais
- Department of Human Sciences (Psychology), University of Verona, Lungadige Porta Vittoria 17, 37129 Verona, Italy
- Correspondence: (A.A.); (H.A.)
| | - Fawaz Qasem
- Department of English, University of Bisha, Al-Namas 67714, Saudi Arabia;
| | - Hind Alfadda
- Department of Curriculum and Instruction, King Saud University, Riyadh 11362, Saudi Arabia
- Correspondence: (A.A.); (H.A.)
| | - Najla Alfadda
- Department of English Language and Translation, King Saud University, Riyadh 11451, Saudi Arabia;
| | - Lujain AlAmri
- Speech Pathology Division, Jeddah Institute for Speech and Hearing and Medical Rehabilitation, Jeddah 23432, Saudi Arabia;
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8
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Joseph JJ, Mela M, Pei J. Aggressive behaviour and violence in children and adolescents with FASD: A synthesizing review. Clin Psychol Rev 2022; 94:102155. [DOI: 10.1016/j.cpr.2022.102155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Revised: 02/09/2022] [Accepted: 03/23/2022] [Indexed: 11/03/2022]
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Koller J, David T, Bar N, Lebowitz ER. The Role of Family Accommodation of RRBs in Disruptive Behavior Among Children with Autism. J Autism Dev Disord 2021; 52:2505-2511. [PMID: 34185236 DOI: 10.1007/s10803-021-05163-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2021] [Indexed: 12/28/2022]
Abstract
Family accommodation refers to changes in families' behavior aimed at reducing children's psychopathology-related distress (Shimshoni et al. in Indian J ournal of Psychiatry 61(Suppl 1):S93-S103, 2019). Family accommodation of RRBs occurs frequently in families of children with autism, is linked to greater symptom severity (Feldman et al. in J Autism Dev Disord 49(9):3602-3610, 2019), and is unexplored in the context of disruptive behaviors. This study examined child and parent factors associated with disruptive behavior in children with autism. Parents (N = 90; age 2-9 years) reported on children's autism symptomatology, adaptive functioning, and disruptive behavior, alongside parenting stress and family accommodation of RRBs. Such accommodation contributed significantly to predicting disruptive behavior. These findings indicate that parent behavior is associated with the expression of disruptive behavior in this sample, highlighting potential intervention targets for children with autism.
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Affiliation(s)
- Judah Koller
- Seymour Fox School of Education, Hebrew University of Jerusalem, Mt. Scopus, 9190501, Jerusalem, Israel.
| | - Tamar David
- Seymour Fox School of Education, Hebrew University of Jerusalem, Mt. Scopus, 9190501, Jerusalem, Israel
| | - Noa Bar
- Seymour Fox School of Education, Hebrew University of Jerusalem, Mt. Scopus, 9190501, Jerusalem, Israel
| | - Eli R Lebowitz
- Yale Child Study Center, Yale University, New Haven, CT, USA
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Keenan C, Thurston A, Storey C, Urbanska K. PROTOCOL: Video-based interventions for promoting positive social behaviour in children with autism spectrum disorders: a systematic review and meta-analysis. CAMPBELL SYSTEMATIC REVIEWS 2021; 17:e1171. [PMID: 37051174 PMCID: PMC8356270 DOI: 10.1002/cl2.1171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
This is the protocol for a Campbell review. The primary objective for this review is summarising the effectiveness of video-based interventions (VBI) in promoting prosocial behaviours in a population of young people with autism spectrum disorders (ASD). The research questions employed to fulfil this objective include: (1) Do VBI improve prosocial behaviours in children with ASD? (2) Which social skills and interactive behaviours are most successful? (3) Do VBI generally have successful rates of skill generalisation and response maintenance? (4) Do demographic characteristics (age, gender) of participants influence the effectiveness of VBI's?
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Affiliation(s)
- Ciara Keenan
- Campbell UK & Ireland, Centre for Evidence and Social InnovationQueen's UniversityBelfastUK
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Licence L, Oliver C, Moss J, Richards C. Prevalence and Risk-Markers of Self-Harm in Autistic Children and Adults. J Autism Dev Disord 2020; 50:3561-3574. [PMID: 31655964 PMCID: PMC7502049 DOI: 10.1007/s10803-019-04260-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Self-harm is purportedly common in autistic individuals, but under-researched, particularly in younger samples and those without intellectual disability. This study aimed to describe prevalence, profile and correlates of self-harm in autistic individuals without impairments in adaptive functioning. Parents of autistic participants (n = 83) completed questionnaires regarding the presence/topography of self-harm, demographic characteristics, autism severity, age of diagnosis, affect, activity levels and repetitive behaviour. 24.10% of participants engaged in self-harm. Self‐harm was associated with significantly higher levels of impulsivity, over-activity, negative affect, compulsive behaviour and insistence on sameness. Low mood and overactivity/impulsivity predicted the presence of self-harm, with the model correctly classifying 82.9% of cases. Findings highlight a role for impaired behavioural inhibition and low mood in the aetiological mechanisms underpinning self-harm in autism.
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Affiliation(s)
- Lucy Licence
- School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Chris Oliver
- School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Jo Moss
- School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK.,School of Psychology, University of Surrey, Surrey, GU2 7XH, UK
| | - Caroline Richards
- School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK.
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Shkedy G, Shkedy D, Sandoval-Norton AH, Fantaroni G. Visual communication analysis (VCA): Applying self-determination theory and research-based practices to autism. COGENT PSYCHOLOGY 2020. [DOI: 10.1080/23311908.2020.1803581] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Affiliation(s)
- Gary Shkedy
- Research Department, Alternative Teaching Strategy Center, San Diego, CA, USA
| | - Dalia Shkedy
- Research Department, Alternative Teaching Strategy Center, San Diego, CA, USA
| | | | - Grace Fantaroni
- School of Education, Point Loma Nazarene University, San Diego, CA, USA
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13
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Shalev M, Hetzroni OE. Factors predicting school staff's responsivity toward students with intellectual and developmental disability and complex communication needs. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 102:103677. [PMID: 32388042 DOI: 10.1016/j.ridd.2020.103677] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Revised: 03/15/2020] [Accepted: 04/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Children with significant intellectual and developmental disabilities (IDD) are characterized by substantial language delays. Responsivity, the quantity and quality of the communication partner's responses to child's behaviors, is a key component in communication development. AIMS The aim of the study was to map multidimensional factors predicting school staff's responsivity toward communication of students with IDD with complex communication needs. METHOD Interactions between 120 school staff members and 43 students ages 9-16, were videotaped, during group and individual routine sessions in school. Staff's behaviors were transcribed and coded to form responsivity scores. Statistical tests were performed to map variables predicting staff's responsivity. RESULTS Analysis revealed the type of session (individual/group) as a main predictor of responsivity. Separate analysis of individual and group sessions revealed that while in the individual session students' speech level was the main predictor for responsivity, in group sessions, group size, number of sessions per week, staff's attitudes and students' disability level were among the variables predicting responsivity. CONCLUSIONS Results emphasize group setting as more complex where multidimensional factors influence the communication process, whereas students' speech ability is important in promoting staff's responsivity in individual sessions. Implications for designing conditions to promote responsivity are discussed.
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Affiliation(s)
- Maayan Shalev
- Department of Special Education, University of Haifa, 199 Aba Khoushy ave., Mount Carmel, Haifa, Israel.
| | - Orit E Hetzroni
- Department of Special Education, University of Haifa, 199 Aba Khoushy ave., Mount Carmel, Haifa, Israel
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14
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Lloyd-Esenkaya V, Russell AJ, Clair MCS. What Are the Peer Interaction Strengths and Difficulties in Children with Developmental Language Disorder? A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E3140. [PMID: 32365958 PMCID: PMC7246450 DOI: 10.3390/ijerph17093140] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 04/24/2020] [Accepted: 04/26/2020] [Indexed: 11/20/2022]
Abstract
The current review gathers together research investigating peer interaction skills in children with Developmental Language Disorder (DLD) to give an overview of the strengths and challenges experienced by these children when interacting with other children. A systematic review was conducted to summarise the literature on peer interaction strengths and difficulties in children with DLD. No restrictions on time-period were made and the selection criteria accounted for many of the diagnostic labels previously used to refer to DLD. Studies included in this review involve English-speaking children of UK primary school age (4-11 years). A systematic search of databases identified 28 papers that met the inclusion criteria. Children with DLD are found to experience many challenges when interacting with peers. Difficulties have been found in studies exploring discourse characteristics such as turn-taking and in behaviours during play, such as access behaviours. Heterogeneity was however notable and peer interaction strengths are found in terms of the children's abilities to make friends, use verbal and non-verbal behaviour to make joint decisions with peers, and abilities to engage with peers in social pretend play. While it is encouraging to find research exploring many different areas of peer interaction competence in children with DLD, the research is highly disparate and there are many research findings awaiting replication. The current evidence base is unable to comprehensively define the characteristics of peer interactions of children with DLD.
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Affiliation(s)
| | | | - Michelle C. St Clair
- Department of Psychology, University of Bath, Bath BA2 7AY, UK; (V.L.-E.); (A.J.R.)
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Mathew NE, Burton KLO, Schierbeek A, Črnčec R, Walter A, Eapen V. Parenting preschoolers with autism: Socioeconomic influences on wellbeing and sense of competence. World J Psychiatry 2019; 9:30-46. [PMID: 30915270 PMCID: PMC6422881 DOI: 10.5498/wjp.v9.i2.30] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Revised: 02/05/2019] [Accepted: 02/19/2019] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND Previous research suggests that parents raising a child with autism experience higher levels of psychological distress than parents of typically developing children and parents of children with other developmental disorders. Little is known, however, about the intersection between the effects of socioeconomic status (SES) on the wellbeing and sense of parental competency of parents of pre-schoolers with autism and how it relates to child symptom severity.
AIM To examine the relationship between their child’s symptom severity, SES, as measured by neighbourhood advantage and occupational status, on the psychological wellbeing and perceived parenting competence among parents of preschoolers with autism.
METHODS Parents of 117 preschool-aged children with a diagnosis of autism spectrum disorder (ASD), 107 mothers and 54 fathers, completed questionnaires about their child’s symptoms of ASD and functioning, their own perceptions of their wellbeing and parental competence on entry to an early intervention program in Sydney, Australia. Parents also provided demographic information pertaining to their occupation, level of education attained and address (postcode). All children were also assessed for their severity of symptoms using the Autism Diagnostic Observation Schedule. The Australian Socioeconomic Index of occupational status as a measure of familial SES and the Index of Relative Socio-economic Advantage and Disadvantage as a measure of neighbourhood advantage were used to examine the impact of SES on parental sense of competence and wellbeing.
RESULTS Compared to normative populations, both mothers and fathers in our sample reported significantly higher levels of parenting sense of efficacy but lower levels of interest in the parenting role. Mothers also displayed higher levels of satisfaction. Both mothers and fathers displayed higher levels of depression than normative populations with mothers also reporting greater levels of stress and anxiety. Child symptom severity was associated with maternal parenting competency with these relationships amplified among mothers with higher familial SES and who lived in areas of greater neighbourhood advantage. Increased adaptive functioning was associated with better maternal wellbeing, particularly among mothers who lived in areas of greater neighbourhood advantage. Contrastingly, paternal parenting competence was generally not influenced by child adaptive functioning or symptom severity, although for those in higher familial SES brackets, children’s symptom severity and maladaptive symptoms were negatively related to paternal sense of parenting efficacy. There was a trend towards moderate relationships between lower familial SES and greater depression, stress and anxiety among fathers, but no relationship with their child’s ASD symptom severity or functioning.
CONCLUSION SES differentially impacts wellbeing and sense of parenting competence and its relationship to the impact of child symptoms for mothers and fathers of preschoolers with autism.
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Affiliation(s)
- Nisha E Mathew
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
| | - Karen L O Burton
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
| | - Anne Schierbeek
- Vrije Universiteit Amsterdam, De Boelelaan, Amsterdam 1081 HV, The Netherlands
| | - Rudi Črnčec
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
| | - Amelia Walter
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
- Academic Unit of Child Psychiatry South West Sydney and Ingham Institute, South West Sydney Local Health District, Liverpool Hospital, ICAMHS, Mental Health Centre (Level L1), Locked Bag 7103, Liverpool NSW 1871, Australia
| | - Valsamma Eapen
- School of Psychiatry, University of New South Wales, Sydney NSW 2052, Australia
- Academic Unit of Child Psychiatry South West Sydney and Ingham Institute, South West Sydney Local Health District, Liverpool Hospital, ICAMHS, Mental Health Centre (Level L1), Locked Bag 7103, Liverpool NSW 1871, Australia
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16
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Shkedy G, Shkedy D, Sandoval-Norton AH. Treating self-injurious behaviors in autism spectrum disorder. COGENT PSYCHOLOGY 2019. [DOI: 10.1080/23311908.2019.1682766] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Affiliation(s)
- Gary Shkedy
- Director of Research, Alternative Teaching Strategy Center, 10640 Scripps Ranch Blvd Suite 200, San Diego, CA 92131, USA
| | - Dalia Shkedy
- Executive Director, Alternative Teaching Strategy Center 10640 Scripps Ranch Blvd Suite 200, San Diego, CA 92131, USA
| | - Aileen H. Sandoval-Norton
- Clinical Director, Alternative Teaching Strategy Center, 10640 Scripps Ranch Blvd Suite 200, San Diego, CA 92131, USA
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17
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Righi G, Benevides J, Mazefsky C, Siegel M, Sheinkopf SJ, Morrow EM. Predictors of Inpatient Psychiatric Hospitalization for Children and Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:3647-3657. [PMID: 28536960 DOI: 10.1007/s10803-017-3154-9] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Autism Spectrum Disorder (ASD) is associated with significant healthcare expenditures and a greater utilization of psychiatric health services. High utilization may not be evenly distributed across individuals with ASD. The objective of this study was to identify individual and family characteristics that increase the risk of psychiatric hospitalization. Naturalistic study of two age- and gender-matched ASD cohorts, inpatients enrolled in the Autism Inpatient Collection (AIC) and outpatients enrolled in the Rhode Island Consortium of Autism Research and Treatment (RI-CART), revealed a number of factors associated with hospitalization. Multiple logistic regression analyses revealed that adaptive functioning, ASD symptom severity, primary caregiver's marital status, the presence of mood disorders, and the presence of sleep problems independently increased the risk of psychiatric hospitalization.
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Affiliation(s)
- Giulia Righi
- Emma Pendleton Bradley Hospital, 1011 Veterans Memorial Parkway, East Providence, RI, 02915, USA. .,Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, 700 Butler Dr, Providence, RI, 02906, USA. .,Division of Biology and Medicine, Rhode Island Consortium for Autism Research and Treatment (RI-CART), and the Hassenfeld Child Health Innovation Institute (HCHII), Brown University, 1011 Veterans Memorial Parkway, East Providence, RI, 02915, USA.
| | - Jill Benevides
- Emma Pendleton Bradley Hospital, 1011 Veterans Memorial Parkway, East Providence, RI, 02915, USA
| | - Carla Mazefsky
- Department of Psychiatry, University of Pittsburgh, 3811 O'Hara St, Pittsburgh, PA, 15213, USA
| | - Matthew Siegel
- Maine Medical Center Research Institute, Spring Harbor Hospital, Tufts University School of Medicine, 123 Andover Road, Westbrook, ME, 04092, USA
| | - Stephen J Sheinkopf
- Women and Infant's Hospital, 101 Dudley street, Providence, RI, 02905, USA.,Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, 700 Butler Dr, Providence, RI, 02906, USA.,Division of Biology and Medicine, Rhode Island Consortium for Autism Research and Treatment (RI-CART), and the Hassenfeld Child Health Innovation Institute (HCHII), Brown University, 1011 Veterans Memorial Parkway, East Providence, RI, 02915, USA.,Rhode Island Consortium for Autism Research and Treatment (RI-CART), and the Hassenfeld Child Health Innovation Institute, Alpert Medical School of Brown University, 101 Dudley street, Providence, RI, 02905, USA
| | - Eric M Morrow
- Emma Pendleton Bradley Hospital, 1011 Veterans Memorial Parkway, East Providence, RI, 02915, USA.,Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, 700 Butler Dr, Providence, RI, 02906, USA.,Division of Biology and Medicine, Rhode Island Consortium for Autism Research and Treatment (RI-CART), and the Hassenfeld Child Health Innovation Institute (HCHII), Brown University, 1011 Veterans Memorial Parkway, East Providence, RI, 02915, USA
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18
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Problem Behaviors in Autism Spectrum Disorder: Association with Verbal Ability and Adapting/Coping Skills. J Autism Dev Disord 2018; 48:3668-3677. [PMID: 28597186 DOI: 10.1007/s10803-017-3179-0] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Data from the Autism Inpatient Collection was used to examine the relationship between problem behaviors and verbal ability, which have generally, though not universally, been highly associated. In a comparison of 169 minimally-verbal and 177 fluently-verbal 4 to 20-year-old psychiatric inpatients with ASD, the severity of self-injurious behavior, stereotyped behavior, and irritability (including aggression and tantrums) did not significantly differ, when controlling for age and NVIQ. Verbal ability was not strongly related to the severity of problem behaviors. However, lower adapting/coping scores were significantly associated with increasing severity of each type of problem behavior, even when accounting for verbal ability. Interventions to develop adapting/coping mechanisms may be important for mitigation of problem behaviors across the spectrum of individuals with ASD.
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19
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Evaluation of the Empirical Support of Functional Communication Training for Children with Autism Spectrum Disorders. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2018. [DOI: 10.1007/s40489-018-0145-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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20
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Pedersen KA, Santangelo SL, Gabriels RL, Righi G, Erard M, Siegel M. Behavioral Outcomes of Specialized Psychiatric Hospitalization in the Autism Inpatient Collection (AIC): A Multisite Comparison. J Autism Dev Disord 2017; 48:3658-3667. [PMID: 29170939 DOI: 10.1007/s10803-017-3366-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Psychiatric hospitalization of children with autism spectrum disorder (ASD) is relatively common and occurs at a higher rate than in non-ASD youth. This study compared changes in the severity of serious problem behaviors in 350 youth with ASD enrolled in the autism inpatient collection during and after hospitalization in six specialized child psychiatry units. There was a significant reduction in serious problem behaviors from admission (aberrant behavior checklist-irritability subscale M = 29.7, SD 9.6) to discharge (M = 15.0, SD 10.3) and 2-month follow-up (M = 19.3, SD 10.3). Between discharge and 2-month follow-up, tantrum-like behaviors but not self-injurious behaviors increased slightly. Improvement in the severity of problem behaviors was not uniform across sites, even after controlling for measured site differences.
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Affiliation(s)
- Kahsi A Pedersen
- Center for Outcomes Research and Evaluation, Maine Medical Center Research Institute, 509 Forest Avenue, Portland, ME, 04101, USA. .,Tufts University School of Medicine, 136 Harrison Avenue, Boston, MA, 02110, USA.
| | - Susan L Santangelo
- Center for Outcomes Research and Evaluation, Maine Medical Center Research Institute, 509 Forest Avenue, Portland, ME, 04101, USA.,Tufts University School of Medicine, 136 Harrison Avenue, Boston, MA, 02110, USA.,Department of Psychiatry, Maine Medical Center, 22 Bramhall Road, Portland, ME, 04102, USA
| | - Robin L Gabriels
- University of Colorado Anschutz Medical Campus, 13123 E. 16th Ave, Aurora, CO, 80045, USA
| | - Giulia Righi
- Emma Pendleton Bradley Hospital, Providence, RI, USA.,Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, RI, USA
| | - Michael Erard
- Center for Outcomes Research and Evaluation, Maine Medical Center Research Institute, 509 Forest Avenue, Portland, ME, 04101, USA
| | - Matthew Siegel
- Center for Outcomes Research and Evaluation, Maine Medical Center Research Institute, 509 Forest Avenue, Portland, ME, 04101, USA.,Tufts University School of Medicine, 136 Harrison Avenue, Boston, MA, 02110, USA.,Developmental Disorders Program, Spring Harbor Hospital, 123 Andover Road, Westbrook, ME, 04092, USA
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21
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Weston R, Hodges A, Davis TN. Differential Reinforcement of Other Behaviors to Treat Challenging Behaviors Among Children With Autism: A Systematic and Quality Review. Behav Modif 2017; 42:584-609. [DOI: 10.1177/0145445517743487] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This review summarizes the literature regarding differential reinforcement of other behaviors (DRO) to treat challenging behavior among children with autism spectrum disorder (ASD) and determines the quality of studies among the current literature according to the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. Studies that focused on the use of DRO in the treatment of challenging behavior for individuals with ASD were included for systematic analysis. Forty-five studies were identified for inclusion in this review and were evaluated using the eight quality indicators described by the CEC. To the authors’ knowledge, this is the only systematic review of the literature that evaluates DRO as an intervention for individuals diagnosed with ASD. Principle findings, practical recommendations, and areas of future research are discussed.
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22
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Chan TO, Lam SF. Mediator or moderator? The role of mindfulness in the association between child behavior problems and parental stress. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 70:1-10. [PMID: 28863317 DOI: 10.1016/j.ridd.2017.08.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2017] [Revised: 07/20/2017] [Accepted: 08/12/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Raising a child with intellectual disability (ID) may be stressful for parents. Previous studies have suggested the mediating role of mindfulness in the association between child behavior problems and parental stress. AIMS The present study examined whether this mediating role is a result of parents' self-report bias. It also explored whether mindfulness has a moderating role instead when child behavior problems are reported by teachers. METHODS In a questionnaire survey, 271 Chinese parents of children with ID in 6 Hong Kong special schools reported their levels of stress and mindfulness, as well as their children's behavior problems. The latter was also reported by teachers. RESULTS When child behavior problems were reported by parents, parental mindfulness was a mediator between child behavior problems and parental stress. In contrast, when child behavior problems were reported by teachers, parental mindfulness was a moderator between child behavior problems and parental stress. CONCLUSION The mediation role of mindfulness maybe an artifact of measurement. The findings provide an encouraging message that parenting a child with ID and behavior problems does not necessarily mean more stress among all parents. Parents with a high level of mindfulness may experience less stress than those with a low level of mindfulness. WHAT THIS PAPER ADDS Parents of children with intellectual disability (ID) tend to report high psychological stress. Previous self-report studies have identified mindfulness as a mediator in the association between child behavior problems and parental stress. The present study differs from previous studies by including third-party's reports. It has contributed to the existing body of knowledge in two respects. First, it examined whether the mediation effect resulted from parent self-report bias. Second, it tested an alternative hypothesis of the moderation effect by using teachers' reports to measure child behavior problems. The results showed that when child behavior problems were measured by parents' reports, parental mindfulness was a mediator between child behavior problems and parental stress. The more the parents reported that their children had behavior problems, the less they reported being mindful, which in turn the more stressful they were. However, when child behavior problems were measured by teachers' reports, parental mindfulness was a moderator instead, moderating the association between child behavior problems and parental stress. The association was ameliorated when parents reported high levels of mindfulness. These findings reveal another possible role of mindfulness and shed light on the support for parents of children with ID.
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23
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The Use of High-Tech Speech-Generating Devices as an Evidence-Based Practice for Children with Autism Spectrum Disorders: A Meta-analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0122-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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24
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Sotoodeh MS, Arabameri E, Panahibakhsh M, Kheiroddin F, Mirdoozandeh H, Ghanizadeh A. Effectiveness of yoga training program on the severity of autism. Complement Ther Clin Pract 2017; 28:47-53. [PMID: 28779937 DOI: 10.1016/j.ctcp.2017.05.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2017] [Revised: 04/13/2017] [Accepted: 05/08/2017] [Indexed: 10/19/2022]
Abstract
This study examines the effect of yoga training program (YTP) on the severity of autism in children with High Function Autism (HFA). Twenty-nine children aged 7 to 15 (mean = 11.22, SD = 2.91) years were randomly allocated to either yoga or control group. The participants in the yoga group received an 8-week (24-session) Yoga Training Program (YTP). Parents or caregivers of participants completed autism treatment evaluation checklist (ATEC) at baseline and the end of the intervention. The results of the analysis showed that there were significant differences between the two groups with regards to all ATEC sub-scores except ATEC I (speech/language/communication). This study provides support for the implementation of a yoga training program and identifies specific procedural enhancements to reduce the severity of symptoms in children with autism.
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Affiliation(s)
| | - Elahe Arabameri
- Department of Physical Education, University of Tehran, Iran
| | | | | | - Hatef Mirdoozandeh
- Department of Physical Education, Islamic Azad University of Tehran, Iran
| | - Ahmad Ghanizadeh
- Research Center for Psychiatry and Behavioral Sciences, Department of Psychiatry, Shiraz University of Medical Sciences, School of Medicine, Shiraz, Iran
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25
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De Giacomo A, Craig F, Terenzio V, Coppola A, Campa MG, Passeri G. Aggressive Behaviors and Verbal Communication Skills in Autism Spectrum Disorders. Glob Pediatr Health 2016; 3:2333794X16644360. [PMID: 27336016 PMCID: PMC4905127 DOI: 10.1177/2333794x16644360] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2016] [Revised: 02/23/2016] [Accepted: 03/08/2016] [Indexed: 12/28/2022] Open
Abstract
Aggressive behavior is a common problem among children with autism spectrum disorder (ASD) and could negatively affect family functioning and school and social competence. The aim of the present study was to investigate the relationship between aggressive behavior, such as self-aggression and other-aggression, with verbal communication ability and IQ level in children with ASD. The sample examined in this study included 88 children with a diagnosis of ASD. For the purposes of our study, much attention was focused on individual items of the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview–Revised that were useful to evaluate the aggressive behavior. We have not found any association between aggressive behavior (other-aggression and self-aggression) and the absence of language or low IQ in children with ASD. Thus, the degree of severity of autism is probably the most important risk factor for this behavior.
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26
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Paul AR, McKechanie AG, Johnstone EC, Owens DGC, Stanfield AC. Brief Report: The Association of Autistic Traits and Behavioural Patterns in Adolescents Receiving Special Educational Assistance. J Autism Dev Disord 2016; 45:3055-60. [PMID: 25894524 DOI: 10.1007/s10803-015-2445-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
INTRODUCTION The study aim was to describe behaviours associated with autistic traits. METHODS The Childhood Behaviour Checklist (CBCL) and Social Communication Questionnaire (SCQ) were used as measures of behaviour and autistic traits respectively in 331 adolescents receiving educational support. CBCL scores were compared between three groups defined by SCQ score: autism, pervasive developmental disorder (PDD) and non-PDD. RESULTS The PDD and autism groups had significantly higher scores on the CBCL than the non-PDD group across all CBCL scales except Delinquent Behaviour. On seven of the eight scales, there was no difference between the autism and PDD groups. CONCLUSION Those with PDD or autism display significantly higher levels of withdrawal, somatic complaints, anxiety/depression, social, thought and attention problems, and aggressive behaviour.
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Affiliation(s)
- Abigail R Paul
- The Patrick Wild Centre, Royal Edinburgh Hospital, The University of Edinburgh, Kennedy Tower, Edinburgh, EH10 5HF, Scotland, UK
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27
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Pasciuto E, Borrie SC, Kanellopoulos AK, Santos AR, Cappuyns E, D'Andrea L, Pacini L, Bagni C. Autism Spectrum Disorders: Translating human deficits into mouse behavior. Neurobiol Learn Mem 2015. [PMID: 26220900 DOI: 10.1016/j.nlm.2015.07.013] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Autism Spectrum Disorders are a heterogeneous group of neurodevelopmental disorders, with rising incidence but little effective therapeutic intervention available. Currently two main clinical features are described to diagnose ASDs: impaired social interaction and communication, and repetitive behaviors. Much work has focused on understanding underlying causes of ASD by generating animal models of the disease, in the hope of discovering signaling pathways and cellular targets for drug intervention. Here we review how ASD behavioral phenotypes can be modeled in the mouse, the most common animal model currently in use in this field, and discuss examples of genetic mouse models of ASD with behavioral features that recapitulate various symptoms of ASD.
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Affiliation(s)
- E Pasciuto
- KU Leuven, Center for Human Genetics, Leuven Research Institute for Neuroscience and Disease (LIND), Leuven, Belgium; VIB Center for the Biology of Disease, Leuven, Belgium
| | - S C Borrie
- KU Leuven, Center for Human Genetics, Leuven Research Institute for Neuroscience and Disease (LIND), Leuven, Belgium; VIB Center for the Biology of Disease, Leuven, Belgium
| | - A K Kanellopoulos
- KU Leuven, Center for Human Genetics, Leuven Research Institute for Neuroscience and Disease (LIND), Leuven, Belgium; VIB Center for the Biology of Disease, Leuven, Belgium
| | - A R Santos
- KU Leuven, Center for Human Genetics, Leuven Research Institute for Neuroscience and Disease (LIND), Leuven, Belgium; VIB Center for the Biology of Disease, Leuven, Belgium
| | - E Cappuyns
- KU Leuven, Center for Human Genetics, Leuven Research Institute for Neuroscience and Disease (LIND), Leuven, Belgium; VIB Center for the Biology of Disease, Leuven, Belgium
| | - L D'Andrea
- University of Rome Tor Vergata, Department of Biomedicine and Prevention, Rome, Italy
| | - L Pacini
- University of Rome Tor Vergata, Department of Biomedicine and Prevention, Rome, Italy
| | - C Bagni
- KU Leuven, Center for Human Genetics, Leuven Research Institute for Neuroscience and Disease (LIND), Leuven, Belgium; VIB Center for the Biology of Disease, Leuven, Belgium; University of Rome Tor Vergata, Department of Biomedicine and Prevention, Rome, Italy.
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28
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Delgado-Casas C, Navarro JI, Garcia-Gonzalez-Gordon R, Marchena E. Functional analysis of challenging behavior in people with severe intellectual disabilities. Psychol Rep 2014; 115:655-69. [PMID: 25375028 DOI: 10.2466/15.pr0.115c26z4] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Challenging behaviors exhibited by individuals with developmental disabilities often hinder the acquisition of academic, social, and life skills. Functional analysis has been useful for assessing challenging behavior in various settings. The purpose of this study was to implement an operant methodology for recognizing the functional properties of challenging behavior in people with intellectual disabilities. Four adults diagnosed with profound intellectual disability received assessment under several experimental conditions using a functional analysis methodology: social attention as positive reinforcement, negative reinforcement such as the termination of demands, positive tangible reinforcements, absence of social contingencies, and escape from noisy stimuli. Results showed that different types of reinforcement or avoiding contingencies affected the rate of aggression, self-injury, disruption, stereotypy, or socially offensive behaviors, and functional analysis may potentially be a viable alternative for identifying challenging behaviors.
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29
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Alzrayer N, Banda DR, Koul RK. Use of iPad/iPods with Individuals with Autism and other Developmental Disabilities: A Meta-analysis of Communication Interventions. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2014. [DOI: 10.1007/s40489-014-0018-5] [Citation(s) in RCA: 69] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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30
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Minshawi NF, Hurwitz S, Fodstad JC, Biebl S, Morriss DH, McDougle CJ. The association between self-injurious behaviors and autism spectrum disorders. Psychol Res Behav Manag 2014; 7:125-36. [PMID: 24748827 PMCID: PMC3990505 DOI: 10.2147/prbm.s44635] [Citation(s) in RCA: 82] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022] Open
Abstract
A key area of concern in children with autism spectrum disorders (ASDs) are self-injurious behaviors (SIBs). These are behaviors that an individual engages in that may cause physical harm, such as head banging, or self-biting. SIBs are more common in children with ASD than those who are typically developing or have other neurodevelopmental disabilities. Therefore, it is important that clinicians who work with children with ASD have a solid understanding of SIB. The purpose of this paper is to review the research on the epidemiology of SIB in children with ASD, factors that predict the presence of SIB in this population, and the empirically supported behavioral treatments available.
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Affiliation(s)
- Noha F Minshawi
- Department of Psychiatry, Indiana University School of Medicine, Christian Sarkine Autism Treatment Center, James Whitcomb Riley Hospital for Children at Indiana University Health, Indianapolis, IN, USA
| | - Sarah Hurwitz
- School of Education, Indiana University, Bloomington, IN, USA
| | - Jill C Fodstad
- Department of Psychiatry, Indiana University School of Medicine, Christian Sarkine Autism Treatment Center, James Whitcomb Riley Hospital for Children at Indiana University Health, Indianapolis, IN, USA
| | - Sara Biebl
- Child and Adolescent Behavioral Health, Sanford Health, Fargo, ND, USA
| | | | - Christopher J McDougle
- Departments of Psychiatry and Pediatrics, Lurie Center for Autism, Massachusetts General Hospital and MassGeneral Hospital for Children, Harvard Medical School, Boston, MA, USA
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31
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Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals. J Autism Dev Disord 2014; 44:1507-19. [DOI: 10.1007/s10803-014-2041-x] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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32
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Hutchins TL, Prelock PA. Using communication to reduce challenging behaviors in individuals with autism spectrum disorders and intellectual disability. Child Adolesc Psychiatr Clin N Am 2014; 23:41-55. [PMID: 24231166 DOI: 10.1016/j.chc.2013.07.003] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This article describes the relationship between expressive communication impairments and common challenging behaviors in individuals with Autism Spectrum Disorder and Intellectual Disability. The communication challenges of individuals with Autism Spectrum Disorder/Intellectual Disability are described and several evidence-based intervention strategies are proposed to support communication so as to decrease challenging behaviors. Recommendations for practice are offered.
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Affiliation(s)
- Tiffany L Hutchins
- Department of Communication Sciences and Disorders, University of Vermont, 407 Pomeroy Hall, 489 Main Street, Burlington, VT 05405, USA.
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33
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Rieske RD, Matson JL, Davis TE, Konst MJ, Williams LW, Whiting SE. Examination and validation of a measure of anxiety specific to children with autism spectrum disorders. Dev Neurorehabil 2013; 16:9-16. [PMID: 23030738 DOI: 10.3109/17518423.2012.705909] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE Investigated the use of a combined scale (Worry/Depressed and Avoidant scales) from the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC) as a measure of anxiety. Alternative methods of measuring anxiety were examined using the ASD-CC in an ASD population. METHODS Participants included 147 children, age 2-16 years, evincing a mixture of behavior problems. Comparisons between scores on the ASD-CC and Behavior Assessment System for Children, Second Edition (BASC-2) were examined to determine the most efficacious method of measuring anxiety and to establish convergent and discriminant validity. RESULTS The worry/depressed subscale was the most effective subscale of the ASD-CC to measure anxiety with proven incremental validity over the combined scale. CONCLUSION The worry/depressed subscale is the best measure of anxiety utilizing the ASD-CC in children with an ASD. Additionally, convergent and discriminant validity was demonstrated by comparing the scale with similar and dissimilar scales of the BASC-2.
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Affiliation(s)
- Robert D Rieske
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA.
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Tureck K, Matson JL, May A, Turygin N. Externalizing and tantrum behaviours in children with ASD and ADHD compared to children with ADHD. Dev Neurorehabil 2013; 16:52-7. [PMID: 23030259 DOI: 10.3109/17518423.2012.719245] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
OBJECTIVE Compare rates of externalizing in children with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) symptoms to children with ADHD. METHOD Parents/caregivers of 85 children with ASD and/or ADHD were surveyed about their children's behaviours using the Autism Spectrum Disorders-Comorbidity for Children and the Autism Spectrum Disorders-Behaviour Problem for Children. RESULTS Specific main effects analyses were then conducted. Children with ASD exhibited a higher number of externalizing (F(1, 83) = 83.34, p < 0.001) and tantrum behaviours (F(1,83) = 781.86, p < 0.001) than children without ASD. CONCLUSIONS ASD exacerbates the externalizing symptoms of ADHD during childhood. This study adds to the literature on the importance of assessing for a wide-range of possible behaviour problems in children presenting with ADHD symptomatology. The implications of these findings are discussed in the context of other research.
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Affiliation(s)
- Kim Tureck
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803,
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Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom. ACTA ACUST UNITED AC 2013. [DOI: 10.1155/2013/296039] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.
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Hattier MA, Matson JL, May AC, Whiting SE. Repetitive/restricted behaviours and interests in children with cerebral palsy and autism spectrum disorder. Dev Neurorehabil 2012; 15:178-84. [PMID: 22582848 DOI: 10.3109/17518423.2012.657306] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To inspect the presence and severity of deficits in restricted and/or repetitive behaviours and interests (RRBIs) in children with cerebral palsy (CP) and autism spectrum disorders (ASDs). METHODS Children studied (18-35 months of age) belonged to one of three diagnostic groups: children with CP and autism (n = 11), children with CP and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS; n = 10) and children with a sole diagnosis of CP (n = 15). A one-way, between subjects ANOVA was conducted on the Repetitive Behaviour/Restricted Interests domain of the Baby and Infant Screen for aUtIsm Traits-Part 1 (BISCUIT-Part 1) and followed up with post-hoc tests. Percentage endorsements were also calculated for each item of this domain. RESULTS Children with CP + autism had significantly greater impairment. No significant differences were found between the CP + PDD-NOS and the CP alone groups. CONCLUSION The implications of these findings are discussed.
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Affiliation(s)
- Megan A Hattier
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
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Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language. J Autism Dev Disord 2012; 42:2181-91. [DOI: 10.1007/s10803-012-1476-1] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Maljaars J, Noens I, Jansen R, Scholte E, van Berckelaer-Onnes I. Intentional communication in nonverbal and verbal low-functioning children with autism. JOURNAL OF COMMUNICATION DISORDERS 2011; 44:601-614. [PMID: 21889773 DOI: 10.1016/j.jcomdis.2011.07.004] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2011] [Revised: 06/09/2011] [Accepted: 07/04/2011] [Indexed: 05/31/2023]
Abstract
UNLABELLED In this study we characterized profiles of communicative functions and forms of children with autism and intellectual disability (n=26), as compared to typically developing children (n=26) with a comparable nonverbal mental age (2-5 years). Videotapes of the Communication and Symbolic Behavior Scales - Developmental Profile were analyzed using a standardized observation scheme in which three main functions were distinguished: behavior regulation, social interaction, and joint attention. Different forms of communication were also investigated: gestures, vocalizations/verbalizations, and eye gaze. Results indicated that in typically developing children the proportion of communication for the purpose of joint attention was much higher than for behavior regulation, whereas in children with autism the opposite pattern was seen. Low-functioning nonverbal children with autism mainly communicated for behavior regulation and not or only rarely for declarative purposes. Generally, this subgroup used the least complex forms to communicate. Low-functioning verbal children with autism differed from typically developing children only in the rate, not in the proportion of communication for specific functions. Combinations of three different communicative forms were used by verbal children with autism less frequently than by typically developing children. LEARNING OUTCOMES After reading this paper, readers should be able to: (1) describe early development of communicative functions, (2) explain differences in communication profiles with respect to form and function between verbal and nonverbal low-functioning children with autism and typically developing children matched on nonverbal mental age and (3) discuss clinical implications of the findings for communication interventions in verbal and nonverbal low-functioning children with autism.
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The speech aversion hypothesis has explanatory power in a Minimal Speech Approach to aloof, non-verbal, severe autism. Med Hypotheses 2011; 78:15-22. [PMID: 22004986 DOI: 10.1016/j.mehy.2011.09.031] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2011] [Accepted: 09/15/2011] [Indexed: 11/20/2022]
Abstract
In the search for 'pure autism', non-verbal children labeled aloof, Severely Autistic with Developmental Disabilities (ASA/DD), are routinely excluded from psychological research. This exclusion is predicated on the claim that they are indistinguishable from those with SLD/PMLD, which is refuted through a discussion of the extant literature. A novel, falsifiable, speech aversion hypothesis is proposed: "aloof, non-verbal young children (<7 years), with severe autism (CARS≥37), but without significant dysmorphic features, will show aversive reactions to complex speech (>2-3 words), but not to a silent interlocutor, or one imitating their vocalizations, in proximal encounters." Implications are examined by deconstructing the presenting symptoms of ASA/DD in response to the hypothesis. Supporting evidence is drawn from: Minimal Speech Approach (MSA) research showing high levels of spontaneous requests for social routines; a reinterpretation of still-face research as a still-(silent)-face paradigm; auditory processing MMN data employing EEG/MEG; and possible links to epileptiform activity and verbal auditory agnosia. Guidelines are established for future research. This hypothesis, if corroborated, would add to the auditory processing anomalies seen in severe autism and lead to synergies of existing and new areas of research, with significant theoretical, therapeutic, and educational implications.
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Hughes JR. Update on autism: a review of 1300 reports published in 2008. Epilepsy Behav 2009; 16:569-89. [PMID: 19896907 DOI: 10.1016/j.yebeh.2009.09.023] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/18/2009] [Accepted: 09/28/2009] [Indexed: 11/25/2022]
Abstract
This publication, by reviewing 1300 studies published on autism in 2008, represents an update on this topic. Results include possible parental influences, maternal conditions, and studies on genes and chromosomes. Possible etiological factors involve the "extreme male brain," defects in the mirror neuron system, vaccines, underconnectivity, disorders of central coherence, and many other more specific etiologies. Assessments or tests for autism are also reviewed. Characteristics of autistic individuals include repetitive behavior, language disorders, sleep disturbances, social problems, joint attention disorders, seizures, allergic reactions, and various behavioral changes. Cognitive changes involve IQ, reasoning, and verbal and language disorders. The savant syndrome is a fascinating phenomenon, at times seen in autistic individuals. Neurophysiological and neuroanatomical changes are also reviewed, as are comorbid conditions. Finally, treatment involves various medications including risperidone, ziprasidone, and antipsychotic drugs, as well as different procedures such as magnetic stimulation, acupuncture, and hyperbaric oxygen therapy. As mentioned in the 2007 survey, nearly every conceivable problem that a child can have may be found in these unfortunate children and nearly every conceivable etiology has been mentioned to account for this serious disorder.
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Affiliation(s)
- John R Hughes
- Department of Neurology, University of Illinois Medical Center at Chicago, Chicago, IL, USA.
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Matson JL, Mahan S, LoVullo SV. Parent training: a review of methods for children with developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2009; 30:961-968. [PMID: 19246176 DOI: 10.1016/j.ridd.2009.01.009] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2008] [Accepted: 01/23/2009] [Indexed: 05/27/2023]
Abstract
Great strides have been made in the development of skills and procedures to aid children with developmental disabilities to establish maximum independence and quality of life. Paramount among the treatment methods that have empirical support are treatments based on applied behavior analysis. These methods are often very labor intensive. Thus, parent involvement in treatment implementation is advisable. A substantial literature on parent training for children has therefore emerged. This article reviews recent advances and current trends with respect to this topic.
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Affiliation(s)
- Johnny L Matson
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, United States.
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