scholarly journals Assessing treatment efficacy by examining relationships between age groups of children with autism spectrum disorder and clinical anxiety symptoms: Prediction by correspondence analysis

2020 ◽  
Vol 265 ◽  
pp. 645-650 ◽  
Author(s):  
Se-Kang Kim ◽  
Dean McKay ◽  
Jill Ehrenreich-May ◽  
Jeffery Wood ◽  
Eric A. Storch
Keyword(s):  
Autism Spectrum Disorder ◽  
Correspondence Analysis ◽  
Treatment Efficacy ◽  
Age Groups ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Anxiety Symptoms ◽  
Spectrum Disorder

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.

scholarly journals INVESTIGATION OF EMOTIONAL INTELLIGENCE AND EMPATHY IN THE SIBLINGS OF CHILDREN WITH AUTISM SPECTRUM DISORDER

2021 ◽  
Vol 7 (1) ◽  
pp. 59-68
Author(s):  
Anna Szabina Szele ◽  
Judit Inántsy-Pap
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Intelligence ◽  
Age Groups ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Children With Asd ◽  
The Mind ◽  
Experimental Group

In recent years, more and more researchers have focused on studies of children with autism spectrum disorder (ASD), however, studying their siblings has gained less scientific interest. The present study focuses on siblings of children with ASD and assesses their characteristics in terms of emotional intelligence and empathy. Our sample consisted of n = 61 children in two age groups studied: 6-8 and 10-15 years old. Our experimental group consisted of n = 30 siblings of children with ASD, while our control group also consisted of n = 31 children with sibling relationships. Subjects completed two paper-and-pencil tests: the Reading the Mind in the Eyes Test (Children’s Version), and depending on the age group, the Emotional Intelligence Test (EIT 6-8 / EIT 10-15). We identified higher emotional intelligence and empathy in higher age groups. Among 6-8 years old siblings of children with ASD, higher scores were found to be. At the level of gender differences, girls performed more outstandingly in the tests examined. In our study, the 6-8 years old siblings of children with ASD can be characterized by a higher degree of emotional intelligence and empathy, however, we cannot draw conclusions in a representative way for the entire population.

scholarly journals Syntactic complexity in the comprehension of wh-questions and relative clauses in typical language development and autism

2016 ◽  
Vol 37 (6) ◽  
pp. 1501-1527 ◽  
Author(s):  
STEPHANIE DURRLEMAN ◽  
THEODOROS MARINIS ◽  
JULIE FRANCK
Keyword(s):  
Autism Spectrum Disorder ◽  
Age Groups ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Developmental Differences ◽  
Spectrum Disorder ◽  
Syntactic Complexity ◽  
Older Children ◽  
Feature Similarity ◽  
Four Levels

ABSTRACTThis study investigates effects of syntactic complexity operationalized in terms of movement, intervention, and noun phrase (NP) feature similarity in the development of Aʹ-dependencies in 4-, 6-, and 8-year-old typically developing (TD) French children and children with autism spectrum disorder. Children completed an offline comprehension task testing eight syntactic structures classified in four levels of complexity: Level 0: no movement; Level 1: movement without (configurational) intervention; Level 2: movement with intervention from an element that is maximally different or featurally “disjoint” (mismatched in both lexical NP restriction and number); and Level 3: movement with intervention from an element similar in one feature or featurally “intersecting” (matched in lexical NP restriction, mismatched in number). The results show that syntactic complexity affects TD children across the three age groups, but also indicate developmental differences between these groups. Movement affected all three groups in a similar way, but intervention effects in intersection cases were stronger in younger than in older children, with NP feature similarity affecting only 4-year-olds. Complexity effects created by the similarity in lexical restriction of an intervener thus appear to be overcome early in development, arguably thanks to other differences of this intervener (which was mismatched in number). Children with autism spectrum disorder performed less well than the TD children although they were matched on nonverbal reasoning. Overall, syntactic complexity affected their performance in a similar way as in their TD controls, but their performance correlated with nonverbal abilities rather than age, suggesting that their grammatical development does not follow the smooth relation to age that is found in TD children.

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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