Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

2008 ◽  
Vol 36 (4) ◽  
pp. 321-326 ◽  
Author(s):  
Shernavaz Vakil ◽  
Evonn Welton ◽  
Barbara O’Connor ◽  
Lynn S. Kline
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Children With Autism ◽  
Early Childhood Educator ◽  
Young Children With Autism

The role of eye contact in goal detection: Evidence from normal infants and children with autism or mental handicap

1992 ◽  
Vol 4 (3) ◽  
pp. 375-383 ◽  
Author(s):  
Wendy Phillips ◽  
Simon Baron-Cohen ◽  
Michael Rutter
Keyword(s):  
Theory Of Mind ◽  
Young Children ◽  
Eye Contact ◽  
Children With Autism ◽  
Infant Cognition ◽  
Mental Handicap ◽  
Goal Detection ◽  
Young Children With Autism ◽  
Infants And Young Children

AbstractOne reason for looking at a person's eyes may be to diagnose their goal, because a person's eye direction reliably specifies what they are likely to act upon next. We report an experiment that investigates whether or not young normal infants use eye contact for this function. We placed them in situations in which the adult's action toward them was either ambiguous or unambiguous in its goal. Results showed that the majority of normal infants and young children with mental handicap made instant eye contact immediately following the ambiguous action but rarely after the unambiguous action. Young children with autism, in contrast, made eye contact equally (little) in both conditions. These results are discussed in relation to the function of eye contact, to our understanding of infant cognition, and to the theory of mind hypothesis of autism.

scholarly journals Anxiety in 3- to 7-year-old children with autism spectrum disorder seeking treatment for disruptive behavior

Autism ◽  
2019 ◽  
Vol 24 (2) ◽  
pp. 400-410 ◽  
Author(s):  
Denis G Sukhodolsky ◽  
Luc Lecavalier ◽  
Cynthia Johnson ◽  
Tristram Smith ◽  
Naomi Swiezy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Anxiety Symptoms ◽  
Spectrum Disorder ◽  
Severity Scores ◽  
Child Psychiatric ◽  
Young Children With Autism

Anxiety is a common and impairing problem in children with autism spectrum disorder, but little is known about it in preschool children with autism spectrum disorder. This article reports on the characteristics of anxiety symptoms in young children with autism spectrum disorder using a parent-completed rating scale. One hundred and eighty children (age 3–7 years) participated in a clinical trial of parent training for disruptive behaviors. Anxiety was measured as part of pre-treatment subject characterization with 16 items from the Early Childhood Inventory, a parent-completed scale on child psychiatric symptoms. Parents also completed other measures of behavioral problems. Sixty-seven percent of children were rated by their parents as having two or more clinically significant symptoms of anxiety. There were no differences in the Early Childhood Inventory anxiety severity scores of children with IQ < 70 and those with ⩾70. Higher levels of anxiety were associated with severity of oppositional defiant behavior and social disability. Anxiety symptoms are common in preschoolers with autism spectrum disorder. These findings are consistent with earlier work in school-age children with autism spectrum disorder. There were no differences in anxiety between children with IQ below 70 and those with IQ of 70 and above. Social withdrawal and oppositional behavior were associated with anxiety in young children with autism spectrum disorder.

Face-Viewing Patterns in Young Children With Autism Spectrum Disorders: Speaking up for the Role of Language Comprehension

2014 ◽  
Vol 57 (6) ◽  
pp. 2246-2252 ◽  
Author(s):  
Jakob Åsberg Johnels ◽  
Christopher Gillberg ◽  
Terje Falck-Ytter ◽  
Carmela Miniscalco
Keyword(s):  
Young Children ◽  
Language Comprehension ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Speaking Up ◽  
Children With Asd ◽  
Short Films ◽  
Young Children With Autism

Purpose The aim was to examine whether viewing patterns toward the mouth, eyes, and nonmouth–noneyes areas differed between young children with autism spectrum disorder (ASD) and typically developing (TD) children when viewing a person speaking. The role of language comprehension in such viewing patterns was also examined. Method Eleven children with ASD (approximately 4.5 years old) and 29 TD toddlers (approximately 2.5 years old) participated. The groups were matched on language comprehension raw scores from the Reynell Developmental Language Scales III. All children viewed short films of a woman speaking while their eye movements were recorded with eye-tracking equipment. Results Children with ASD spent proportionally less time viewing the mouth and more time viewing the nonmouth–noneyes areas. Time viewing the eyes did not differ between groups. Increased mouth viewing was associated with lower language comprehension in the group with ASD. Conclusion Variability in language comprehension is an important factor to monitor when interpreting face-viewing patterns in young children with ASD, particularly with regard to mouth viewing. The results may help explain divergent findings in this field of research.

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