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Ke F, Moon J, Sokolikj Z. Designing and deploying a virtual social sandbox for autistic children. Disabil Rehabil Assist Technol 2024; 19:1178-1209. [PMID: 36524469 DOI: 10.1080/17483107.2022.2156630] [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] [Received: 05/20/2022] [Revised: 12/01/2022] [Accepted: 12/02/2022] [Indexed: 12/23/2022]
Abstract
PURPOSE This exploratory study was intended to investigate the design and feasibility of using a web virtual reality based social learning space for autistic children at home. MATERIALS AND METHODS The researchers of the current study developed and implemented an open-source, web virtual reality based learning program for children with autism. Endorsing mixed-method convergent parallel design, we collected both qualitative and quantitative data from four autistic children, including repeated measures of social skills performance, self- and parent-reported social and communication competence, observation notes, and individual interviews. RESULTS The study found preliminary evidence for a positive impact of deploying a virtual reality-based social sandbox on the practice and development of complex social skills for autistic children. All participants showed significant reduced social communication impairments from the pre- to the post-intervention phases. Nevertheless, participants' social skills performance in the virtual world was mediated by two social task design features-external goal structure and individualization. CONCLUSIONS Play- and design-oriented social tasks in the three-dimensional virtual world framed meaningful social experiences or the naturalistic intervention for social skills development.
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Affiliation(s)
- Fengfeng Ke
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA
| | - Jewoong Moon
- Department of Educational Leadership, Policy, and Technology Studies, University of Alabama, Tuscaloosa, AL, USA
| | - Zlatko Sokolikj
- Department of Scientific Computing, Florida State University, Tallahassee, FL, USA
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2
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Co-Occurring Autism Spectrum and Borderline Personality Disorder: An Emerging Clinical Challenge Seeking Informed Interventions. Harv Rev Psychiatry 2023; 31:83-91. [PMID: 36884039 PMCID: PMC9997622 DOI: 10.1097/hrp.0000000000000361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/09/2023]
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3
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Fedewa M, Watkins L, Barnard-Brak L, Akemoglu Y. A Systematic Review and Meta-Analysis of Single Case Experimental Design Play Interventions for Children with Autism and Their Peers. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00343-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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4
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A Systematic Review of Shared Social Activities for Children on the Autism Spectrum and Their Peers. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00322-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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5
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Brock ME, Shawbitz KN, Anderson EJ, Criss CJ, Sun X, Alasmari A. Recess Should Include Everyone: a Scoping Review of Interventions Designed to Improve Social and Play Outcomes for Elementary Students with Developmental Disabilities at Recess. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-020-00233-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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6
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Preliminary Efficacy of Occupational Therapy in an Equine Environment for Youth with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:4114-4128. [PMID: 34557985 DOI: 10.1007/s10803-021-05278-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/05/2021] [Indexed: 10/20/2022]
Abstract
The purpose of this study was to identify appropriate outcome measures and assess preliminary efficacy of occupational therapy in an equine environment (OTee HORSPLAY) for youth with autism spectrum disorder (ASD). Twenty-four youth with ASD aged 6-13 were randomized to 10 weeks of OTee HORSPLAY or to a waitlist control condition, occupational therapy in a garden. Youth demonstrated significantly improved goal attainment and social motivation, and decreased irritability after OTee HORSPLAY. When compared to the subset of participants who completed the waitlist control condition, the OTee HORSPLAY group still demonstrated significant improvements in goal attainment. This study provides preliminary evidence that horses can be integrated into occupational therapy for youth with ASD to improve social and behavioral goals.
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Popovic SC, Starr EM, Koegel LK. Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program. J Autism Dev Disord 2020; 50:3728-3738. [PMID: 32112233 DOI: 10.1007/s10803-020-04426-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased frequency of question asking with two children maintaining gains. All three children demonstrated generalization of question asking to novel items, family members, and/or settings. Affect improved for two of the three children. Overall, mothers were able to reach Fidelity of Implementation during most sessions and rated the intervention as highly acceptable. Results are discussed in regard to the feasibility of providing a short-term parent-implemented intervention to increase social initiations through question asking.
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Affiliation(s)
- Svetlana C Popovic
- Faculty of Education, University of Windsor, 401 Sunset Avenue, Windsor, ON, N9B 3P4, Canada.
| | - Elizabeth M Starr
- Faculty of Education, University of Windsor, 401 Sunset Avenue, Windsor, ON, N9B 3P4, Canada
| | - Lynn K Koegel
- Psychiatry and Behavioral Sciences - Child and Adolescent Psychiatry and Child Development, Stanford University, 410 Quarry Road, Stanford, CA, 94305, USA
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Koegel RL, Koegel LK, Carter CM. Pivotal Teaching Interactions for Children with Autism. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1999.12085986] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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9
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Healy O, Lydon S, Brady T, Rispoli M, Holloway J, Neely L, Grey I. The Use of Differential Reinforcement of Other Behaviours to Establish Inhibitory Stimulus Control for the Management of Vocal Stereotypy in Children with Autism. Dev Neurorehabil 2019; 22:192-202. [PMID: 30273515 DOI: 10.1080/17518423.2018.1523246] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
OBJECTIVE This study examined the efficacy of an inhibitory stimulus control procedure (ISCP) for the management of vocal stereotypy in three children with autism. METHOD During discrimination training, implemented within a changing criterion design, participants were taught that there were no consequences for vocal stereotypy in the absence of an inhibitory stimulus but that differential reinforcement procedures were in effect in the presence of the stimulus. Functional control of the inhibitory stimulus was subsequently assessed within a reversal design. RESULTS Inhibitory stimulus control was established during discrimination training, with participants inhibiting vocal stereotypy for 30 min periods in the presence of the inhibitory stimulus. Reductions in vocal stereotypy were maintained in the presence of the inhibitory stimulus and in the absence of further programmed consequences. DISCUSSION This study extends current knowledge by demonstrating the efficacy of ISCPs paired with reinforcement only, and illustrating the functional control of the inhibitory stimulus.
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Affiliation(s)
| | - Sinéad Lydon
- a Trinity College Dublin , Dublin , Ireland.,b National University of Ireland Galway , Galway , Ireland
| | - Thérèse Brady
- c Brothers of Charity Services , Roscommon , Ireland
| | - Mandy Rispoli
- d Purdue University , West Lafayette , Indiana , USA
| | | | - Leslie Neely
- e The University of Texas , San Antonio , Texas , USA
| | - Ian Grey
- f Zayed University , Dubai , United Arab Emirates
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Traynor JM, Gough A, Duku E, Shore DI, Hall GBC. Eye Tracking Effort Expenditure and Autonomic Arousal to Social and Circumscribed Interest Stimuli in Autism Spectrum Disorder. J Autism Dev Disord 2019; 49:1988-2002. [DOI: 10.1007/s10803-018-03877-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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11
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Promoting Social Learning at Recess for Children with ASD and Related Social Challenges. Behav Anal Pract 2018; 11:19-33. [PMID: 29556445 DOI: 10.1007/s40617-017-0178-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
The school playground provides an ideal opportunity for social inclusion; however, children with autism spectrum disorder (ASD) often struggle to engage in appropriate social interactions in this unstructured environment. Thus, they may spend recess time alone. The FRIEND Playground Program is a structured, play-based intervention aimed at improving social interactions of children with ASD and other social challenges during recess. The current research study employed a multiple baseline across participant design to systematically evaluate whether this intervention yields increased social engagement and initiations with peers during recess. Seven participants with ASD or other social challenges received 20 min of direct intervention from trained playground facilitators during school recess each day. Results suggest that the FRIEND Playground Program produced meaningful increases in social engagement and social initiations from baseline among participants with ASD and other social challenges.
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Wikramanayake WNM, Mandy W, Shahper S, Kaur S, Kolli S, Osman S, Reid J, Jefferies-Sewell K, Fineberg NA. Autism spectrum disorders in adult outpatients with obsessive compulsive disorder in the UK. Int J Psychiatry Clin Pract 2018; 22:54-62. [PMID: 28705096 DOI: 10.1080/13651501.2017.1354029] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
OBJECTIVES Patients with obsessive compulsive disorder (OCD) frequently show traits of autism spectrum disorders (ASD). This is one of the first studies to explore the clinical impact of the overlap between OCD and ASD as a categorical diagnosis. METHODS A cross-sectional survey in 73 adult outpatients with DSM-IV OCD. Autistic traits were measured using the Autism-Spectrum Quotient (AQ). A clinical estimate ASD diagnosis was made by interview using DSM-IV-TR criteria. OCD patients with and without autistic traits or ASD were compared on demographic and clinical parameters and level of OCD treatment-resistance based on treatment history. RESULTS Thirty-four (47%) patients scored above the clinical threshold on the AQ (≥26) and 21 (27.8%) met diagnostic criteria for ASD. These diagnoses had not been made before. Patients with autistic traits showed a borderline significant increase in OCD symptom-severity (Yale-Brown Obsessive Compulsive Scale (Y-BOCS); p = .054) and significantly increased impairment of insight (Brown Assessment of Beliefs Scale; p = .01). There was a positive correlation between AQ and Y-BOCS scores (p = .04), but not with OCD treatment resistance. CONCLUSION There is a high prevalence of previously undiagnosed ASD in patients with OCD. ASD traits are associated with greater OCD symptom-severity and poor insight.
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Affiliation(s)
- Waduge Nishani Maheshi Wikramanayake
- a Cavell Centre , Cambridgeshire and Peterborough NHS Foundation Trust , Peterborough , UK.,b Postgraduate Medical School, University of Hertfordshire , Hatfield , UK
| | - William Mandy
- c Research Department of Clinical, Educational and Health Psychology , University College London , London , UK
| | - Sonia Shahper
- d Department of Life & Medical Science , University of Hertfordshire , Hatfield , UK
| | - Sukhwinder Kaur
- e South West Crisis and Home Treatment Team , Hertfordshire Partnership University NHS Foundation Trust , Hemel Hempstead , UK
| | | | - Selma Osman
- g Northumberland , Tyne & Wear NHS Foundation Trust , Newcastle , UK
| | - Jemma Reid
- h Highly Specialized Obsessive Compulsive Disorders Service , Hertfordshire Partnership University NHS Foundation Trust , Welwyn Garden City , UK
| | | | - Naomi Anne Fineberg
- b Postgraduate Medical School, University of Hertfordshire , Hatfield , UK.,i Hertfordshire Partnership University NHS Foundation Trust , Hemel Hempstead , UK
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Strength-Based Approaches to Working with Families of Children with ASD. HANDBOOK OF PARENT-IMPLEMENTED INTERVENTIONS FOR VERY YOUNG CHILDREN WITH AUTISM 2018. [DOI: 10.1007/978-3-319-90994-3_10] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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14
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Lory C, Rispoli M, Gregori E. Play Interventions Involving Children with Autism Spectrum Disorder and Typically Developing Peers: a Review of Research Quality. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0124-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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15
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Cho IYK, Jelinkova K, Schuetze M, Vinette SA, Rahman S, McCrimmon A, Dewey D, Bray S. Circumscribed interests in adolescents with Autism Spectrum Disorder: A look beyond trains, planes, and clocks. PLoS One 2017; 12:e0187414. [PMID: 29095880 PMCID: PMC5667845 DOI: 10.1371/journal.pone.0187414] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2017] [Accepted: 10/19/2017] [Indexed: 11/19/2022] Open
Abstract
Adolescence is a unique developmental period, characterized by physical and emotional growth and significant maturation of cognitive and social skills. For individuals with Autism Spectrum Disorder (ASD), it is also a vulnerable period as cognitive and social skills can deteriorate. Circumscribed interests (CIs), idiosyncratic areas of intense interest and focus, are a core symptom of ASD that may be associated with social development. Yet, relatively little is known about the expression of CIs in adolescents with ASD. Many studies investigating CIs have used images depicting items of special interest; however, it is not clear how images should be customized for adolescent studies. The goal of this study was to gain insight into the types of images that may be appropriate for studies of CIs in adolescents with ASD. To this end, we used a mixed methods design that included, 1) one-on-one interviews with 10 adolescents (4 with ASD and 6 TD), to identify categories of images that were High Autism Interest (‘HAI’) or High Typically Developing Interest (‘HTD’), and 2) an online survey taken by fifty-three adolescents with ASD (42 male) and 135 typically developing (TD) adolescents (55 male) who rated how much they liked 105 ‘HAI’ and ‘HTD’ images. Although we found a significant interaction between ‘HAI’ and ‘HTD’ categories and diagnosis, neither group significantly preferred one category over the other, and only one individual category ('Celebrities') showed a significant group effect, favored by TD adolescents. Males significantly preferred ‘HAI’ images relative to females, and TD adolescents significantly preferred images with social content relative to adolescents with ASD. Our findings suggest that studies investigating affective or neural responses to CI-related stimuli in adolescents should consider that stereotypical ASD interests (e.g. trains, gadgets) may not accurately represent individual adolescents with ASD, many of whom show interests that overlap with TD adolescents (e.g. video games).
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Affiliation(s)
- Ivy Y. K. Cho
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, University of Calgary, Calgary, Alberta, Canada
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Kristina Jelinkova
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, University of Calgary, Calgary, Alberta, Canada
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Manuela Schuetze
- Child and Adolescent Imaging Research (CAIR) Program, University of Calgary, Calgary, Alberta, Canada
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta, Canada
| | - Sarah A. Vinette
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, University of Calgary, Calgary, Alberta, Canada
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Sarah Rahman
- Child and Adolescent Imaging Research (CAIR) Program, University of Calgary, Calgary, Alberta, Canada
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- The Ability Hub, Calgary, Alberta, Canada
- Department of Psychiatry, Charleston Area Medical Center and West Virginia University Charleston Division, Charleston, West Virginia, United States of America
| | - Adam McCrimmon
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
| | - Deborah Dewey
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada
| | - Signe Bray
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, University of Calgary, Calgary, Alberta, Canada
- Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Alberta, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- * E-mail:
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Ninci J, Rispoli M, Burke MD, Neely LC. Embedding Interests of Individuals with Autism Spectrum Disorder: a Quality Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0120-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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17
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Fossum KL, Williams L, Garon N, Bryson SE, Smith IM. Pivotal response treatment for preschoolers with autism spectrum disorder: Defining a predictor profile. Autism Res 2017; 11:153-165. [PMID: 28861936 DOI: 10.1002/aur.1859] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Revised: 07/24/2017] [Accepted: 08/14/2017] [Indexed: 12/22/2022]
Abstract
Behavioral characteristics of children with autism spectrum disorder (ASD) who respond positively to Pivotal Response Treatment (PRT) have been described previously, based on single-subject design research. The present study examined several such characteristics, as well as positive affect, as predictors of expressive language (EL) gains in a representative sample of preschoolers with ASD (n = 57) enrolled in a PRT-based community early intervention program. Children's cognitive ability, positive affect, and levels of appropriate toy contact measured at the start of intervention each contributed significantly to the prediction of EL outcomes. Together these variables accounted for 40% of the total outcome variance. In addition, a profile of increased EL ability, positive affect and appropriate toy contact, and decreased social avoidance and stereotyped and repetitive vocalizations was associated with greater gains during intervention. Results are discussed in relation to their implications for understanding both the variable treatment response documented in children with ASD and how to tailor treatment to optimize individual benefit. Autism Res 2018, 11: 153-165. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY The study examined behavior of 57 preschoolers who made the greatest and least gains from 1 year of a community Pivotal Response Treatment program. Using pre-treatment videos, we saw that children who made the most progress showed more language, positive affect, and appropriate interactions with toys, also less avoidance of people and fewer repetitive vocalizations. Behavior profiles can be used to match treatment to individual children's needs.
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Affiliation(s)
- Kristin-Lee Fossum
- Department of Psychology & Neuroscience, Dalhousie University, PO Box 15000 Halifax, NS, B3H 4R2, Canada
| | - Loriann Williams
- Department of Psychology & Neuroscience, Dalhousie University, PO Box 15000 Halifax, NS, B3H 4R2, Canada
| | - Nancy Garon
- Department of Psychology, Mount Allison University, 49A York Street, Sackville, NB, E4L 1C7, Canada
| | - Susan E Bryson
- Department of Pediatrics, Dalhousie University, Autism Research Centre, IWK Health Centre, PO Box 9700, Halifax, NS, B3J 6R8, Canada
| | - Isabel M Smith
- Department of Pediatrics, Dalhousie University, Autism Research Centre, IWK Health Centre, PO Box 9700, Halifax, NS, B3J 6R8, Canada
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Koegel RL, Oliver K, Koegel LK. The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism. Behav Modif 2017; 42:34-57. [DOI: 10.1177/0145445517706346] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research has demonstrated that incorporating restricted interests of an individual with autism into recess activities is effective at increasing socialization with typically developing peers. However, certain activity contexts may alter the reinforcing influence of the restricted repetitive behaviors (RRBs) depending on an individual’s history in that activity. Using an alternating treatment design, this study examined whether an individual’s history with an activity affected socialization. RRBs were embedded into activities with a reported positive history (i.e., prior history of positive experiences) and activities with a reported negative history (i.e., prior history of aversive experiences) for participants. Data indicated that socialization increased and remained above baseline levels when RRBs were introduced during activities with a positive history, whereas socialization was minimal when RRBs were introduced in activities with a negative history. Social significance and implications for designing activities that incorporate a child’s RRBs are discussed.
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Affiliation(s)
- Robert L. Koegel
- University of California, Santa Barbara, CA, USA
- Koegel Autism Consultants, Santa Barbara, CA, USA
| | | | - Lynn K. Koegel
- University of California, Santa Barbara, CA, USA
- Koegel Autism Consultants, Santa Barbara, CA, USA
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19
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Thorup E, Kleberg JL, Falck-Ytter T. Gaze Following in Children with Autism: Do High Interest Objects Boost Performance? J Autism Dev Disord 2017; 47:626-635. [PMID: 27987062 PMCID: PMC5352793 DOI: 10.1007/s10803-016-2955-6] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
This study tested whether including objects perceived as highly interesting by children with autism during a gaze following task would result in increased first fixation durations on the target objects. It has previously been found that autistic children differentiate less between an object another person attends to and unattended objects in terms of this measure. Less differentiation between attended and unattended objects in ASD as compared to control children was found in a baseline condition, but not in the high interest condition. However, typically developing children differentiated less between attended and unattended objects in the high interest condition than in the baseline condition, possibly reflecting reduced influence of gaze cues on object processing when objects themselves are highly interesting.
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Affiliation(s)
- Emilia Thorup
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, 751 42, Uppsala, Sweden.
| | - Johan Lundin Kleberg
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, 751 42, Uppsala, Sweden
| | - Terje Falck-Ytter
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, 751 42, Uppsala, Sweden
- Karolinska Institute Center of Neurodevelopmental Disorders (KIND), Pediatric Neuropsychiatry Unit, Department of Women's and Children's Health, Karolinska Institutet, Gävlegatan 22, 11330, Stockholm, Sweden
- Child and Adolescent Psychiatry, Center for Psychiatry Research, Stockholm County Council, Stockholm, Sweden
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Kang E, Klein EF, Lillard AS, Lerner MD. Predictors and Moderators of Spontaneous Pretend Play in Children with and without Autism Spectrum Disorder. Front Psychol 2016; 7:1577. [PMID: 27790175 PMCID: PMC5061847 DOI: 10.3389/fpsyg.2016.01577] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2016] [Accepted: 09/29/2016] [Indexed: 11/13/2022] Open
Abstract
Although pretend play has long been linked to children's normative cognitive development, inconsistent findings call for greater rigor in examining this relation (Lillard et al., 2013). Spontaneous pretend play is often impacted in atypical development, notably in autism spectrum disorder (ASD). Since ASD traits exist along a continuum in the general population, investigating how pretend play varies across the range of ASD symptoms by indexing variations in ASD traits in both typically developing and ASD populations may provide insight into how ASD symptoms may influence the relation between pretend play and associated processes in cognitive development. This study used rigorous observational methods to assess spontaneous pretend play. Specifically, 5-min free-play sessions with two discrete toy sets were double-coded by blinded coders (coder assignment counterbalanced). Key facets of pretense development [attribution of pretend properties (APP), object substitution (OS), imaginary objects] were examined. These facets of pretend play production were then analyzed in relation to ASD symptoms, as well as plausible, long-theorized correlates [theory of mind (ToM), verbal ability, familiarity, and interest in specific toys]. Forty children (Mage = 6;5, SDage = 1.45; 29 males), six of whom met the threshold for ASD diagnosis via parent-reported ASD symptoms, participated in play sessions and completed measures of verbal IQ and ToM. Besides the measure of child ASD symptoms, parents completed a survey of their child's interest in and familiarity with the play session toys. Overall, greater ToM predicted more APP, and more interest in the toys presented predicted more OS. In terms of overall pretend play production, two results were counterintuitive. First, among children with more ASD symptoms, verbal ability marginally negatively predicted pretend play production. Second, among children with fewer ASD symptoms, ToM negatively predicted pretend play production. Further probing revealed that the negative effect of ASD symptoms on pretend play was simultaneously moderated by both variables: low ToM and high verbal ability both related to less pretend play production among children with more ASD symptoms. Implications for assessment and subsequent treatment for pretend ability among children with varying degrees of ASD symptoms, as well as for future research, are discussed.
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Affiliation(s)
- Erin Kang
- Department of Psychology, Stony Brook University, Stony Brook NY, USA
| | - Eliana F Klein
- Department of Psychology, University of Virginia, Charlottesville VA, USA
| | - Angeline S Lillard
- Department of Psychology, University of Virginia, Charlottesville VA, USA
| | - Matthew D Lerner
- Department of Psychology, Stony Brook University, Stony BrookNY, USA; Department of Psychology, University of Virginia, CharlottesvilleVA, USA
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Marks SU, Schrader C, Longaker T, Levine M. Portraits of Three Adolescent Students with Asperger's Syndrome: Personal Stories and How They Can Inform Practice. ACTA ACUST UNITED AC 2016. [DOI: 10.2511/rpsd.25.1.3] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
This article presents three portraits of adolescent students with Asperger's syndrome. These portraits include descriptive details about these students as young children, their schooling experiences, their interests, and their social life experiences. To construct these portraits, we conducted a series of focus groups with professionals who provide direct services to these students. We also conducted interviews with the students and parents. The purpose of these three portraits is to serve as a starting point for those in the field to further examine possible solutions for better meeting the needs of these students. The role of these portraits (or personal stories) in helping to inform critical areas of need and important directions for meeting the needs of adolescent students with Asperger's syndrome conclude our article.
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Affiliation(s)
| | - Carl Schrader
- Behavioral Counseling and Research Center, California
| | | | - Mark Levine
- Behavioral Counseling and Research Center, California
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22
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Hwang B, Hughes C. Increasing Early Social-Communicative Skills of Preverbal Preschool Children with Autism through Social Interactive Training. ACTA ACUST UNITED AC 2016. [DOI: 10.2511/rpsd.25.1.18] [Citation(s) in RCA: 42] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
We evaluated the effects of a social interactive training program on early social-communicative skills (i.e., eye contact, joint attention, motor imitation) of three preverbal preschool children with autism. Training was conducted in the children's classroom during naturally occurring daily activities. Findings indicated that implementation of social interactive training components (i.e., contingent imitation, use of naturally occurring reinforcement, expectant look, environmental arrangement) was associated with increases in target behaviors across participants. In addition, generalization of eye contact and motor imitation behavior were found across an additional setting and different interactive partners, although joint attention rarely generalized. Social validation measures provided by 30 raters indicated that perceived positive changes in performance had occurred in child behaviors and that training procedures were considered acceptable. Results are discussed in terms of implications for research and practice.
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23
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Huffman RW, Sainato DM, Curiel ESL. Correspondence Training Using Special Interests to Increase Compliance During Transitions: An Emerging Technology. Behav Anal Pract 2016; 9:25-33. [PMID: 27606230 DOI: 10.1007/s40617-015-0100-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Affiliation(s)
- Robert W Huffman
- Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, A354 PAES Building, 305 West 17th Ave., Columbus, OH 43210-1224 USA
| | - Diane M Sainato
- Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, A354 PAES Building, 305 West 17th Ave., Columbus, OH 43210-1224 USA
| | - Emily S L Curiel
- Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, A354 PAES Building, 305 West 17th Ave., Columbus, OH 43210-1224 USA
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24
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Abstract
The article considers the nature of the presumed social play deficit in autistic spectrum disorders (ASDs). The nature of play and its typical development is outlined and discussed in relation to play development in ASDs. It is suggested that social play is a confluence of two strands of development that are affected in autism: social and emotional development, and the cognitive development of play. It is shown that social play develops in a transactional way and in ASDs initial social difficulties prevent the development of social interaction, with its role in eliciting and enriching spontaneous play. At the same time, cognitive and affective difficulties prevent the play of children with autism developing to the extent of attracting other children and being of a complexity from which social play might develop. This cycle of impoverished play opportunities for children with ASDs may be broken through direct teaching and there are encouraging models of teaching social play with some success.
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Affiliation(s)
- Rita Jordan
- School of Education, University of Birmingham, Edgbaston, UK
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25
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Stahmer AC, Ingersoll B, Carter C. Behavioral Approaches to Promoting Play. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 7:401-13. [PMID: 14678679 DOI: 10.1177/1362361303007004006] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique.
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Affiliation(s)
- Aubyn C Stahmer
- Children's Hospital and Health Center, San Diego, USA. astahmer@casrc. org
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26
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Vernon TW. Fostering a social child with autism: a moment-by-moment sequential analysis of an early social engagement intervention. J Autism Dev Disord 2015; 44:3072-82. [PMID: 24974256 DOI: 10.1007/s10803-014-2173-z] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Young children with autism often experience limited social motivation and responsiveness that restricts establishment of crucial social momentum. These characteristics can lead to decreased opportunities for parental engagement and the social learning associated with these moments. Early social interventions that capitalize on pre-existing interests may be able to re-establish this developmentally critical feedback loop, in which both child and parent social behaviors simultaneously increase and influence one another. This investigation examined the moment-by-moment, micro-transactional relationship between parent and child social behavior gains observed in an early intervention study. Time-window sequential analyses revealed the presence of clinically and statistically significant sequential associations between parent and child social behaviors during an embedded social interaction intervention, but not in a comparable motivational intervention that utilized highly preferred toys and objects. Specifically, the onset of parent eye contact, directed positive affect, or offer of a reinforcing incentive predicted the immediate occurrence of child eye contact and positive affect in the experimental social intervention condition. Additionally, child verbal initiations, positive affect, and eye contact immediately predicted the onset of parent positive affect during this social intervention paradigm. Theoretical implications for the social developmental trajectory of autism are discussed.
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Affiliation(s)
- Ty W Vernon
- Department of Counseling, Clinical, and School Psychology, Koegel Autism Center, Gevirtz Graduate School of Education, University of California Santa Barbara, Santa Barbara, CA, 93106-9490, USA,
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27
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Kenny N, Barnes-Holmes D, Stewart I. Competing Arbitrary and Non-Arbitrary Relational Responding in Normally Developing Children and Children Diagnosed with Autism. PSYCHOLOGICAL RECORD 2014. [DOI: 10.1007/s40732-014-0042-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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28
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McFadden B, Kamps D, Heitzman-Powell L. Social Communication Effects of Peer-Mediated Recess Intervention for Children with Autism. RESEARCH IN AUTISM SPECTRUM DISORDERS 2014; 8:1699-1712. [PMID: 26312064 PMCID: PMC4547561 DOI: 10.1016/j.rasd.2014.08.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6-8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.
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29
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Koegel RL, Kim S, Koegel LK. Training paraprofessionals to improve socialization in students with ASD. J Autism Dev Disord 2014; 44:2197-208. [PMID: 24671749 DOI: 10.1007/s10803-014-2094-x] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed.
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Affiliation(s)
- Robert L Koegel
- Koegel Autism Center, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA, 93106-9490, USA,
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30
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Davis-Temple J, Jung S, Sainato DM. Teaching Young Children with Special Needs and Their Peers to Play Board Games: Effects of a Least to Most Prompting Procedure to Increase Independent Performance. Behav Anal Pract 2014; 7:21-30. [PMID: 27019792 DOI: 10.1007/s40617-014-0001-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
We investigated the effects of a least to most prompting procedure on the performance of board game steps and game-related on-task behavior of young children with special needs and their typically developing peers. This study was conducted employing a concurrent multiple baseline design across participants. After teaching the board game steps using a systematic prompting strategy, the participants demonstrated increases in the performance of board game steps and game-related on-task behavior. In addition, the participants maintained high levels of performance and game-related on-task behavior during post-game training. The effects of teaching board games using prompting strategies, implications for practice, and areas for future study are presented.
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Affiliation(s)
| | - Sunhwa Jung
- Otterbein University, Westerville, OH 43081 USA
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31
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Koegel R, Kim S, Koegel L, Schwartzman B. Improving socialization for high school students with ASD by using their preferred interests. J Autism Dev Disord 2014; 43:2121-34. [PMID: 23361918 DOI: 10.1007/s10803-013-1765-3] [Citation(s) in RCA: 72] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD's special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD's preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities.
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Affiliation(s)
- Robert Koegel
- Koegel Autism Center, Graduate School of Education, University of California, Santa Barbara, CA 93106-9490, USA. USA.
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32
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Interests in high-functioning autism are more intense, interfering, and idiosyncratic than those in neurotypical development. Dev Psychopathol 2014; 25:643-52. [PMID: 23880382 DOI: 10.1017/s0954579413000072] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Although circumscribed interests are pathognomonic with autism, much about these interests remains unknown. Using the Interests Scale (IS), this study compares interests between 76 neurotypical (NT) individuals and 109 individuals with high-functioning autism spectrum disorder (HF-ASD) matched groupwise on age, IQ, and gender ratio. Participants and their parents/caregivers completed diagnostic measures (the Autism Diagnostic Interview-Revised and the Autism Diagnostic Observation Schedule; HF-ASD only), cognitive tests (Wechsler IQ Scales), and questionnaires (the Repetitive Behavior Scale-Revised, the Behavior Rating Inventory of Executive Function, and the Social Responsiveness Scale), in addition to the IS. Consistent with previous research, HF-ASD and NT individuals did not differ in number of interest areas, but the types of interests and intensity of those interests differed considerably. Using only the IS intensity score, 81% of individuals were correctly classified (NT or HF-ASD) in a logistic regression analysis. Among individuals with HF-ASD, Interests Scale scores were significantly related to Autism Diagnostic Observation Schedule, Behavior Rating Inventory of Executive Function, Repetitive Behavior Scale-Revised, and Social Responsiveness Scale scores, but they were not related to Autism Diagnostic Interview-Revised scores, IQ, gender, age, or psychotropic medication use. The type and intensity, but not the number, of interests distinguish high-functioning individuals with ASD from NT individuals.
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33
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Mason R, Kamps D, Turcotte A, Cox S, Feldmiller S, Miller T. Peer Mediation to Increase Communication and Interaction at Recess for Students with Autism Spectrum Disorders. RESEARCH IN AUTISM SPECTRUM DISORDERS 2014; 8:334-344. [PMID: 26180543 PMCID: PMC4500175 DOI: 10.1016/j.rasd.2013.12.014] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed.
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Affiliation(s)
- Rose Mason
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS 66101
| | - Debra Kamps
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS 66101
| | - Amy Turcotte
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS 66101
| | - Suzanne Cox
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS 66101
| | - Sarah Feldmiller
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS 66101
| | - Todd Miller
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS 66101
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34
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Mazurek MO, Wenstrup C. Television, video game and social media use among children with ASD and typically developing siblings. J Autism Dev Disord 2014; 43:1258-71. [PMID: 23001767 DOI: 10.1007/s10803-012-1659-9] [Citation(s) in RCA: 111] [Impact Index Per Article: 11.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This study examined the nature of television, video game, and social media use in children (ages 8-18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children's screen-based and other extracurricular activities. Children with ASD spent approximately 62% more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games.
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Affiliation(s)
- Micah O Mazurek
- Department of Health Psychology, Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri, 205 Portland Street, Columbia, MO 65211, USA.
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35
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Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: results from three-level HLM. J Autism Dev Disord 2013; 43:1701-16. [PMID: 23212808 DOI: 10.1007/s10803-012-1726-2] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95% CL = 1.32-1.48, N = 115). In the further, several common predictors including intervention length, age and gender of the participants, and study quality indicators (provision of sufficient, in-depth, and replicable information of participants, settings/materials, independent variables, and dependent variables) were not found to mediate the intervention effectiveness. Only research design that the study employed was found to impact the intervention effectiveness; the studies using multiple baseline or reversal design had larger effect sizes than studies using other designs. Implications of the results and limitations of this study are discussed.
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36
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Koegel LK, Ashbaugh K, Koegel RL, Detar WJ, Regester A. INCREASING SOCIALIZATION IN ADULTS WITH ASPERGER'S SYNDROME. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21715] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Lynn Kern Koegel
- The Eli & Edythe L. Broad Asperger Research Center; University of California; Santa Barbara
| | - Kristen Ashbaugh
- The Eli & Edythe L. Broad Asperger Research Center; University of California; Santa Barbara
| | - Robert L. Koegel
- The Eli & Edythe L. Broad Asperger Research Center; University of California; Santa Barbara
| | - Whitney J. Detar
- The Eli & Edythe L. Broad Asperger Research Center; University of California; Santa Barbara
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37
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Jung S, Sainato DM. Teaching play skills to young children with autism. JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY 2013; 38:74-90. [PMID: 23157647 DOI: 10.3109/13668250.2012.732220] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
BACKGROUND Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism. METHOD Empirical studies on teaching play skills to young children with autism published from 1990 to 2011 were located. These studies included single subject and group designs. RESULTS Twenty-six studies were reviewed. The majority of studies on teaching play skills used combined interventions. Children with autism improved their play skills, with direct intervention embedding their interests during play. Improvements in play skills increased positive social interactions and decreased inappropriate behaviour as collateral effects. CONCLUSIONS Further research is needed to develop more effective play skill interventions that assess the functional use of play and are implemented in the natural environment.
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Affiliation(s)
- Sunhwa Jung
- Otterbein University, Westerville, OH 43081, USA.
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38
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Koegel LK, Vernon T, Koegel RL, Koegel BL, Paullin AW. Improving Social Engagement and Initiations between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings. JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS 2012; 14:220-227. [PMID: 25328380 PMCID: PMC4199304 DOI: 10.1177/1098300712437042] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Children with Asperger's Disorder often have difficulty with peer relationships and socialization. The current study assessed whether peer social interactions would improve in school settings if an intervention was designed that incorporated the children with Asperger's interests. Three children who were fully-included in regular education classes but did not interact with peers prior to intervention participated in this research. Social lunch clubs, open to both the study participants and their typical peers, were implemented twice weekly during regular lunchtime periods. Results showed that all three children increased their time engaged with peers as a result of the clubs. While their initiations greatly improved over baseline levels and approximated their peers, they were often initiating below the level of most of their peers. Implications for improving peer social interactions for children with Asperger's Disorder are discussed.
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Affiliation(s)
- Lynn Kern Koegel
- Eli and Edythe L. Broad Center for Asperger's Research, University of California, Santa Barbara
| | - Ty Vernon
- Eli and Edythe L. Broad Center for Asperger's Research, University of California, Santa Barbara
| | - Robert L Koegel
- Eli and Edythe L. Broad Center for Asperger's Research, University of California, Santa Barbara
| | - Brittany L Koegel
- Eli and Edythe L. Broad Center for Asperger's Research, University of California, Santa Barbara
| | - Anne W Paullin
- Eli and Edythe L. Broad Center for Asperger's Research, University of California, Santa Barbara
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39
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Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings. COGNITIVE AND BEHAVIORAL PRACTICE 2012. [DOI: 10.1016/j.cbpra.2010.11.003] [Citation(s) in RCA: 74] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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40
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Koegel RL, Bharoocha AA, Ribnick CB, Ribnick RC, Bucio MO, Fredeen RM, Koegel LK. Using individualized reinforcers and hierarchical exposure to increase food flexibility in children with autism spectrum disorders. J Autism Dev Disord 2012; 42:1574-81. [PMID: 22042309 PMCID: PMC3793013 DOI: 10.1007/s10803-011-1392-9] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Inflexibility is a major characteristic of autism. In the present study we addressed inflexible mealtime behaviors and collected longitudinal data across 48 foods for 3 children, ages 6.4-7.8 years, diagnosed with autism spectrum disorder, for up to 22 weeks. Participants exhibited severe challenges with adherence to an extremely restricted repertoire of foods. We employed clinical replication and multiple baseline designs across participants to assess the effects of individualized reinforcement and hierarchical exposure to increase flexibility. Results showed that following intervention, all participants expanded their food repertoire and spontaneously requested new foods during follow up/generalization. Implications for clinical practice and directions for further research are discussed.
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Affiliation(s)
- Robert L Koegel
- Koegel Autism Center, Gevirtz Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA 93106, USA.
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41
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Koegel R, Fredeen R, Kim S, Danial J, Rubinstein D, Koegel L. Using Perseverative Interests to Improve Interactions Between Adolescents with Autism and their Typical Peers in School Settings. JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS 2012; 14:133-141. [PMID: 24163577 PMCID: PMC3806136 DOI: 10.1177/1098300712437043] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The literature suggests that adolescents with ASD typically are not socially engaged during unstructured school activities and do not initiate social activities with typically developing peers. This study assessed whether implementing socialization opportunities in the form of lunch clubs based around aspects of the adolescents with ASD's perseverative interests would promote positive direct and generalized social interaction between the target adolescent and their typically developing peers. A repeated measures multiple baseline experimental design (with two reversals) was implemented across participants. During baseline measures, the participants did not show social engagement or initiations. During intervention, results showed large increases in both social engagement and initiations. Generalization measures also showed that the target adolescents improved their social engagements and initiations with typically developing peers throughout unstructured lunchtime activities. These results have implications for understanding variables related to social development in autism.
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42
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Boyd BA, McDonough SG, Bodfish JW. Evidence-based behavioral interventions for repetitive behaviors in autism. J Autism Dev Disord 2012; 42:1236-48. [PMID: 21584849 PMCID: PMC3709868 DOI: 10.1007/s10803-011-1284-z] [Citation(s) in RCA: 112] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Restricted and repetitive behaviors (RRBs) are a core symptom of autism spectrum disorders (ASD). There has been an increased research emphasis on repetitive behaviors; however, this research primarily has focused on phenomenology and mechanisms. Thus, the knowledge base on interventions is lagging behind other areas of research. The literature suggests there are evidence-based practices to treat "lower order" RRBs in ASD (e.g., stereotypies); yet, there is a lack of a focused program of intervention research for "higher order" behaviors (e.g., insistence on sameness). This paper will (a) discuss barriers to intervention development for RRBs; (b) review evidence-based interventions to treat RRBs in ASD, with a focus on higher order behaviors; and (c) conclude with recommendations for practice and research.
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Affiliation(s)
- Brian A Boyd
- Division of Occupational Science and Occupational Therapy, Department of Allied Health Sciences, University of North Carolina at Chapel Hill, CB# 7122, Bondurant Hall, Chapel Hill, NC 27599-7120, USA.
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43
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Meta-analysis of studies incorporating the interests of young children with autism spectrum disorders into early intervention practices. AUTISM RESEARCH AND TREATMENT 2012; 2012:462531. [PMID: 22934173 PMCID: PMC3420674 DOI: 10.1155/2012/462531] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2011] [Revised: 01/09/2012] [Accepted: 03/01/2012] [Indexed: 11/30/2022]
Abstract
Incorporating the interests and preferences of young children with autism spectrum disorders into interventions to promote prosocial behavior and decrease behavior excesses has emerged as a promising practice for addressing the core features of autism. The efficacy of interest-based early intervention practices was examined in a meta-analysis of 24 studies including 78 children 2 to 6 years of age diagnosed with autism spectrum disorders. Effect size analyses of intervention versus nonintervention conditions and high-interest versus low-interest contrasts indicated that interest-based intervention practices were effective in terms of increasing prosocial and decreasing aberrant child behavior. Additionally, interest-based interventions that focused on two of the three core features of autism spectrum disorders (poor communication, poor interpersonal relationships) were found most effective in influencing child outcomes. Implications for very early intervention are discussed in terms addressing the behavior markers of autism spectrum disorders before they become firmly established.
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44
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Spiker MA, Lin CE, Van Dyke M, Wood JJ. Restricted interests and anxiety in children with autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2011; 16:306-20. [DOI: 10.1177/1362361311401763] [Citation(s) in RCA: 88] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
A preoccupation with restricted interests (RI) is a core symptom of autism spectrum disorders (ASD). Engagement in RI is commonly observed in this population and impacts social, adaptive, and emotional functioning. The presence of anxiety disorders and overlap in symptom expression with RI, such as obsessive compulsive disorder (OCD), in children with ASD suggests a possible link between anxiety and the RI manifestation. RI play a multidimensional role in ASD and have been described as being expressed in multiple forms, such as fact collection or the enactment of RI through play. However, there is little research exploring in more detail the possible relationship between RI expression and anxiety. To explore the association between RI expression and anxiety, the current study examined the association between the various modes of RI expression and anxiety disorder symptoms in 68 elementary-aged children diagnosed with high-functioning ASD. Findings indicated that symbolic enactment of RI in the form of play, rather than information collection or time engaged in RI, was significantly linked with the increased presence and severity of anxiety symptoms. The conceptualization of RI as possible maladaptive coping responses to negative emotional experiences is discussed.
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Lang R, O'Reilly M, Sigafoos J, Lancioni GE, Machalicek W, Rispoli M, White P. Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: a pilot study. J Appl Behav Anal 2010; 42:889-94. [PMID: 20514199 DOI: 10.1901/jaba.2009.42-889] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2008] [Accepted: 01/28/2009] [Indexed: 12/27/2022]
Abstract
An alternating treatments design compared one condition in which a child with autism was allowed to engage in stereotypy freely prior to the intervention (abolishing operation component) to a second condition without the free-access period. Levels of stereotypy and problem behavior were lower and levels of functional play were higher in the condition with the abolishing operation component. These data provide preliminary support for the use of abolishing operations in interventions to increase the play skills of children with autism.
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Affiliation(s)
- Russell Lang
- Meadows Center for Preventing Educational Risk, University of Texas at Austin, USA.
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Nadig A, Lee I, Singh L, Bosshart K, Ozonoff S. How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism. Neuropsychologia 2010; 48:2730-9. [PMID: 20493890 PMCID: PMC2935904 DOI: 10.1016/j.neuropsychologia.2010.05.020] [Citation(s) in RCA: 91] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2009] [Revised: 04/08/2010] [Accepted: 05/10/2010] [Indexed: 11/21/2022]
Abstract
Conversation is a primary area of difficulty for individuals with high-functioning autism (HFA) although they have unimpaired formal language abilities. This likely stems from the unstructured nature of face-to-face conversation as well as the need to coordinate other modes of communication (e.g. eye gaze) with speech. We conducted a quantitative analysis of both verbal exchange and gaze data obtained from conversations between children with HFA and an adult, compared with those of typically developing children matched on language level. We examined a new question: how does speaking about a topic of interest affect reciprocity of verbal exchange and eye gaze? Conversations on generic topics were compared with those on individuals' circumscribed interests, particularly intense interests characteristic of HFA. Two opposing hypotheses were evaluated. Speaking about a topic of interest may improve reciprocity in conversation by increasing participants' motivation and engagement. Alternatively, it could engender more one-sided interaction, given the engrossing nature of circumscribed interests. In their verbal exchanges HFA participants demonstrated decreased reciprocity during the interest topic, evidenced by fewer contingent utterances and more monologue-style speech. Moreover, a measure of stereotyped behaviour and restricted interest symptoms was inversely related to reciprocal verbal exchange. However, both the HFA and comparison groups looked significantly more to their partner's face during the interest than generic topic. Our interpretation of results across modalities is that circumscribed interests led HFA participants to be less adaptive to their partner verbally, but speaking about a highly practiced topic allowed for increased gaze to the partner. The function of this increased gaze to partner may differ for the HFA and comparison groups.
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Affiliation(s)
- Aparna Nadig
- McGill University, School of Communication Sciences and Disorders, 1266 Pine Avenue West, Montreal, QC, H3G 1A8, Canada.
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Lang R, O'Reilly M, Sigafoos J, Machalicek W, Rispoli M, Lancioni GE, Aguilar J, Fragale C. The Effects of an Abolishing Operation Intervention Component on Play Skills, Challenging Behavior, and Stereotypy. Behav Modif 2010; 34:267-89. [DOI: 10.1177/0145445510370713] [Citation(s) in RCA: 66] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of this study was to reduce stereotypy and challenging behavior during play skills instruction by adding an abolishing operation component (AOC) to the intervention strategy. An alternating treatments design compared one condition in which participants were allowed to engage in stereotypy freely before beginning the play skills intervention (AOC condition) to a second condition without this free access period (No AOC condition). Across 4 participants with autism spectrum disorders (ASD), levels of stereotypy and challenging behavior were lower and functional play was higher during play intervention sessions that followed the AOC. These data provided support for the inclusion of an AOC in interventions aimed at increasing the play skills of children with ASD who present with stereotypy.
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Donaldson AL, Olswang LB. Investigating requests for information in children with autism spectrum disorders: Static versus dynamic assessment. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/14417040701413720] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Wood JJ, Drahota A, Sze K, Har K, Chiu A, Langer DA. Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: a randomized, controlled trial. J Child Psychol Psychiatry 2009; 50:224-34. [PMID: 19309326 PMCID: PMC4231198 DOI: 10.1111/j.1469-7610.2008.01948.x] [Citation(s) in RCA: 349] [Impact Index Per Article: 23.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Children with autism spectrum disorders often present with comorbid anxiety disorders that cause significant functional impairment. This study tested a modular cognitive behavioral therapy (CBT) program for children with this profile. A standard CBT program was augmented with multiple treatment components designed to accommodate or remediate the social and adaptive skill deficits of children with ASD that could pose barriers to anxiety reduction. METHOD Forty children (7-11 years old) were randomly assigned to 16 sessions of CBT or a 3-month waitlist (36 completed treatment or waitlist). Therapists worked with individual families. The CBT model emphasized behavioral experimentation, parent-training, and school consultation. Independent evaluators blind to treatment condition conducted structured diagnostic interviews and parents and children completed anxiety symptom checklists at baseline and posttreatment/postwaitlist. RESULTS In intent-to-treat analyses, 78.5% of the CBT group met Clinical Global Impressions-Improvement scale criteria for positive treatment response at posttreatment, as compared to only 8.7% of the waitlist group. CBT also outperformed the waitlist on diagnostic outcomes and parent reports of child anxiety, but not children's self-reports. Treatment gains were maintained at 3-month follow-up. CONCLUSIONS The CBT manual employed in this study is one of the first adaptations of an evidence-based treatment for children with autism spectrum disorders. Remission of anxiety disorders appears to be an achievable goal among high-functioning children with autism.
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Affiliation(s)
- Jeffrey J Wood
- University of California, Los Angeles, California 90095, USA.
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