Evaluation of interactive computerized training to teach parents to implement photographic activity schedules with children with autism spectrum disorder

2017 ◽  
Vol 50 (3) ◽  
pp. 567-581 ◽  
Author(s):  
Kristina R. Gerencser ◽  
Thomas S. Higbee ◽  
Jessica S. Akers ◽  
Bethany P. Contreras
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Activity Schedules ◽  
Computerized Training ◽  
Interactive Computerized Training

The effect of photographic activity schedules on moderate‐to‐vigorous physical activity in children with autism spectrum disorder

2020 ◽  
Author(s):  
Lorraine A. Becerra ◽  
Thomas S. Higbee ◽  
Mariana C. Vieira ◽  
Azure J. Pellegrino ◽  
Katelin Hobson
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Vigorous Physical Activity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Activity Schedules

scholarly journals Wykorzystanie aplikacji Przyjazny Plan na tablecie do rozwijania samodzielności u dzieci z zaburzeniem ze spektrum autyzmu

2020 ◽  
pp. 1-18
Author(s):  
Iwona Ruta-Sominka ◽  
Anna Budzińska
Keyword(s):  
Autism Spectrum Disorder ◽  
Child Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Easy Access ◽  
Activity Schedules ◽  
Non Profit ◽  
Paper Version ◽  
University Of Technology

The prevalence of autism spectrum disorder (ASD) has increased in recent decades. The need to provide evidence-based practices in the field of ASD is also growing. The Institute for Child Development (IWRD) in Poland is offering science-based intervention to children with autism, based on the model developed initially by McClannahan and Krantz (1993) in the Princeton Child Development Institute, USA. Their research and clinical experience show that activity schedules are very effective in teaching people with autism many new skills. However, activity schedules in the “traditional” paper version could lead to stigmatization while used inthe social environment. It is essential to give people with autism spectrum disorder socially acceptable tools, which can help them to function more independently. The intensive development of modern technologies as well as an easy access to various types of mobile devices inspired us to implement tablets into our treatment.Friendly Schedule is an application for children and youth with autism and related disorders, which was developed as a joint initiative of the Gdańsk University of Technology and the Institute for Child Development. The application was created as a “non-profit” project. The data from our research show that manual prompts are very effective in teaching children with autism to follow activity schedules on a tablet. All of our participants learned to use the application Friendly Schedule to complete five tasks independently. In the IWRD program the application Friendly Schedule is used to teach students with autism a variety of new skills, including verbal and social behaviours.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

The SCARED Is a Useful Tool for Assessing Anxiety Disorders in Children With Autism Spectrum Disorder

2014 ◽  
Author(s):  
F. J. A. Van Steensel ◽  
A. Deutschman ◽  
S. M. Bogels
Keyword(s):  
Autism Spectrum Disorder ◽  
Anxiety Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder
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