Keeping It Real: Naturalistic Teaching Strategies (NaTS) for Play and Social Skills with Children with Autism Spectrum Disorder

2018 ◽  
pp. 53-70 ◽  
Author(s):  
Marjorie H. Charlop ◽  
Russell Lang ◽  
Mandy Rispoli
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Teaching Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Naturalistic Teaching ◽  
Naturalistic Teaching Strategies

Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery

Autism ◽  
2021 ◽  
pp. 136236132110016
Author(s):  
Eliana Hurwich-Reiss ◽  
Colby Chlebowski ◽  
Teresa Lind ◽  
Kassandra Martinez ◽  
Karin M Best ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Usual Care ◽  
Teaching Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Active Teaching

This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

scholarly journals Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 898-906 ◽  
Author(s):  
Brenna B Maddox ◽  
Patrick Cleary ◽  
Emily S Kuschner ◽  
Judith S Miller ◽  
Anna Chelsea Armour ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Intellectual Disability ◽  
Social Skills ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

scholarly journals PENERAPAN DIR FLOORTIME PADA ANAK DENGAN AUTISM SPECTRUM DISORDER UNTUK MENINGKATKAN KEMAMPUAN SOSIAL

Psibernetika ◽  
2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Elita Kirana ◽  
Ediasri T Atmodiwirjo ◽  
Debora Basaria
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Individual Differences ◽  
Middle Childhood ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Post Test ◽  
Patterns Of Behavior

<p><strong><em>ABSTRACT</em></strong><strong><em>: </em></strong><em>Children with autism have deficit characteristics in social communication and social interaction, as well as restricted and repetitive patterns of behavior, and limited interests or activities. As children grow and engage in a wider environment, this is become a problem because of the lack of social skills on children with autism. The purpose of this research is to improve the social skills of children with autism. There are several methods that can be applied to children with autism to improve their social skills. One of them is the DIR </em>(<em>Developmental, Individual Differences, &amp; Relationship Based</em>) <em>Floortime method. DIR Floortime aims to help children reach the stage of their emotional development through play activities. This type of research is a clinical case study, involving two middle childhood boys that are diagnosed with a mild level of autism. The instruments used in this study are Autism Social Skills Profile and Functional Emotional Assessment Scale. This research involves 20 sessions, conducted in May until June 2018, consisting of 10 sensory sessions and 10  symbolic sessions for each subject. The results of this research show an improvement in social skills in both participants, marked by an increase in the post test scores, but not significantly. Qualitatively, both subject demonstrates an improvement on social skills in their daily behavior after they had participated in the intervention.</em><strong><em></em></strong></p><p><strong><em>Keywords</em></strong><strong>: </strong><em>autism spectrum disorder, middle childhood, </em>DIR <em>Floortime,social skills</em></p><p><strong> </strong></p><p><strong>ABSTRAK</strong><strong>: </strong>Anak autistik memiliki karakteristik kesulitan dalam komunikasi dan interaksi sosial serta adanya yang minat terbatas, perilaku berulang, atau keterikatan dalam minat dan aktivitas. Hal ini menjadi masalah saat anak tumbuh seiring usia dan terlibat dalam lingkungan yang lebih luas karena kurangnya kemampuan sosial pada anak autistik. Penelitian ini bertujuan untuk meningkatkan kemampuan sosial anak autistik. Ada beberapa metode yang dapat diterapkan pada anak autistik untuk meningkatkan kemampuan sosial. Salah satunya adalah metode DIR (<em>Developmental, Individual Differences, &amp; Relationship Based</em>) <em>Floortime</em>. DIR<em> Floortime</em>  bertujuan membantu anak mencapai tahap perkembangan emosionalnya melalui kegiatan bermain. Jenis penelitian ini adalah case study yang melibatkan dua orang partisipan, yaitu anak laki-laki berusia <em>middle childhood</em> dengan autisme <em>level Mild</em>. Instrumen dalam penelitian ini adalah <em>Autism Social Skills Profile dan Functional Emotional Assesment Scale</em>. Penelitian ini berlangsung selama 20 sesi intervensi yang dilaksanakan pada bulan Mei hingga Juni 2018. Sesi intervensi terdiri dari 10 sesi sensori auditori dan 10 sesi simbolik bagi masing-masing subjek. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kapasitas emosi, tetapi kemampuan sosial kedua partisipan tidak meningkat secara signifikan. Secara kualitatif, kedua subjek menunjukkan kemampuan sosial yang lebih baik setelah mengikuti sesi intervensi, hal ini tampak dalam perilaku sehari-hari.<strong></strong></p><p><strong>Kata kunci</strong>: autisme<em>, middle childhood, </em>DIR <em>Floortime,</em> kemampuan sosial</p>

Beyond the Motor Domain: Exploring the Secondary Effects of a Fundamental Motor Skill Intervention for Children With Autism Spectrum Disorder

2020 ◽  
pp. 1-20
Author(s):  
Leanne K. Elliott ◽  
Jonathan A. Weiss ◽  
Meghann Lloyd
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Motor Skill ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Listening Skills ◽  
Secondary Effects ◽  
Motor Skill Intervention

Early motor skill interventions have been shown to improve the motor skill proficiency of children with autism spectrum disorder; however, little is known about the secondary effects associated with these types of interventions (e.g., influence on behavior, social skills, family dynamics). The purpose of this qualitative study was to (a) investigate parents’ perceptions of the child-level benefits associated with a fundamental motor skill intervention for their 4-year-olds with autism spectrum disorder and (b) explore how child-level benefits influenced the family unit. Eight parents (N = 8) were interviewed (semistructured) about their experiences with the intervention for their child(ren); the study was grounded in phenomenology. Five main child-level benefits emerged, including improvements with (a) motor skills, (b) social skills, (c) listening skills, (d) turn-taking skills, and (e) transition skills. The child-level benefits then extended to family members in a number of ways (e.g., more positive sibling interactions). These findings highlight several important secondary effects that should be investigated in future research.

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