Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners?

2012 ◽  
Vol 43 (4) ◽  
pp. 880-890 ◽  
Author(s):  
Lászlό Erdődi ◽  
Renée Lajiness-O’Neill ◽  
Thomas A. Schmitt
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Curve ◽  
Neurodevelopmental Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Learners

scholarly journals Autistic Spectrum Disorder in the Context of Pandemic by Covid-19: Caring for Children and Caregivers

2021 ◽  
Author(s):  
José Vilelas
Keyword(s):  
Autism Spectrum Disorder ◽  
Neurodevelopmental Disorders ◽  
Scientific Evidence ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Importance ◽  
Negative Behaviors ◽  
The Family ◽  
And Behavior

The COVID-19 pandemic has brought important challenges to society and families, with repercussions on child behavior and development with special importance for children with neurodevelopmental disorders that affect and impair the child’s functionality: Autism spectrum disorder. Thus, we set as objective to Identify and analyze the scientific evidence of interventions performed on children with Autism Spectrum Disorder in the context of a Covid-19 pandemic. A search was conducted in the MEDLINE, PubMed, CINHAL databases and gray literature. Children with Autism Spectrum Disorders (EAP) may become more anxious, agitated and unregulated with the change in routines to which they are subjected in this phase of the Covid 19 pandemic. Autism disorders affect communication, social interaction and behavior, usually with a tendency to be repetitive and routine, but in a scenario of pandemic and social isolation, anxiety and agitation may be more pronounced and, in more severe cases, there may be less capacity to function. It is important that the family of the child with ASD propose cooperative activities or resources that they have at home and that can be adapted. The insertion of some tasks contributes to the establishment of the ability to play independently. In it, the child gets involved independently. And so it prevents negative behaviors from occurring due to leisure and the need for attention, also favoring concentration.

Stress in mothers of children with neurodevelopmental disorders

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ghorban Hemati Alamdarloo ◽  
Farzad Majidi
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Neurodevelopmental Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Disorder ◽  
Content Type ◽  
Specific Learning Disorder ◽  
Specific Learning

Purpose Most parents experience stress when their children are diagnosed with some kind of disability. This paper aims to compare the level of stress among mothers of children with neurodevelopmental disorders. Design/methodology/approach Research sample consisted of 150 mothers of children with neurodevelopmental disorders (50 mothers of children with autism spectrum disorder, 50 mothers of children with intellectual disability and 50 mothers of children with specific learning disorder selected by convenience sampling). The Stress Response Inventory was used for measuring stress. One-way analysis of variance, multivariate analysis of variance and Scheffe post hoc tests were used for data analysis. Findings The results showed that the stress of mothers of children with autism spectrum disorder was significantly higher than to the other groups of mothers. It was also observed that the stress of mothers of children with intellectual disability was significantly higher than the mothers of children with the specific learning disorder. Originality/value Therefore, designing and implementing preventive and interventional programs to decrease the stress of mothers of children with neurodevelopmental disorders, especially mothers of children with autism spectrum disorder is necessary.

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.

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