The Impact of IQ on Using High-tech Augmentative Alternative Communication AAC in Children with Autism Spectrum Disorder ASD

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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Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder

Child Psychiatry & Human Development ◽

10.1007/s10578-021-01139-0 ◽

2021 ◽

Author(s):

Denise Davidson ◽

Elizabeth Hilvert ◽

Adrien M. Winning ◽

Michael Giordano

Keyword(s):

Autism Spectrum Disorder ◽

Reading Intervention ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Mind Reading ◽

Situational Contexts ◽

Recognition Of Emotions ◽

The Impact

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The Impact of COVID-19 on the Adaptive Functioning, Behavioral Problems, and Repetitive Behaviors of Italian Children with Autism Spectrum Disorder: An Observational Study

Children ◽

10.3390/children8020096 ◽

2021 ◽

Vol 8 (2) ◽

pp. 96

Author(s):

Martina Siracusano ◽

Eugenia Segatori ◽

Assia Riccioni ◽

Leonardo Emberti Gialloreti ◽

Paolo Curatolo ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Behavioral Problems ◽

Adaptive Functioning ◽

Children With Autism ◽

Autism Spectrum ◽

Repetitive Behaviors ◽

Assessment System ◽

Spectrum Disorder ◽

Adaptive Skills ◽

The Impact

Children with autism spectrum disorder (ASD) and their families have represented a fragile population on which the extreme circumstances of the COVID-19 outbreak may have doubly impaired. Interruption of therapeutical interventions delivered in-person and routine disruption constituted some of the main challenges they had to face. This study investigated the impact of the COVID-19 lockdown on adaptive functioning, behavioral problems, and repetitive behaviors of children with ASD. In a sample of 85 Italian ASD children (mean age 7 years old; 68 males, 17 females), through a comparison with a baseline evaluation performed during the months preceding COVID-19, we evaluated whether after the compulsory home confinement any improvement or worsening was reported by parents of ASD individuals using standardized instruments (Adaptive Behavior Assessment System (Second Edition), Achenbach Child Behavior Checklist, Repetitive Behavior Scale-Revised). No significant worsening in the adaptive functioning, problematic, and repetitive behaviors emerged after the compulsory home confinement. Within the schooler children, clinical stability was found in reference to both adaptive skills and behavioral aspects, whereas within preschoolers, a significant improvement in adaptive skills emerged and was related to the subsistence of web-delivered intervention, parental work continuance, and online support during the lockdown.

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Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-20-00099 ◽

2021 ◽

Vol 30 (2) ◽

pp. 584-597

Author(s):

Christine Holyfield

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Age Children ◽

Book Reading ◽

Single Subject ◽

Alternative Communication ◽

Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

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Chapter 19 The impact of robots on children with autism spectrum disorder

Autism Imaging and Devices ◽

10.1201/9781315371375-20 ◽

2016 ◽

pp. 397-418 ◽

Cited By ~ 2

Author(s):

Zhi Zheng ◽

Esubalew Bekele ◽

Amy Swanson ◽

Amy Weitlauf ◽

Zachary Warren ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

The Impact

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Online Communication Training for Parents of Children With Autism Spectrum Disorder

Communication Disorders Quarterly ◽

10.1177/1525740117727491 ◽

2017 ◽

Vol 39 (3) ◽

pp. 415-425 ◽

Cited By ~ 6

Author(s):

Sarah N. Douglas ◽

Rebecca Kammes ◽

Erica Nordquist

Keyword(s):

Autism Spectrum Disorder ◽

Parent Training ◽

Children With Autism ◽

Online Training ◽

Autism Spectrum ◽

Communication Strategy ◽

Spectrum Disorder ◽

Probe Design ◽

Single Subject ◽

The Impact

Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed.

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Understanding Communication and Students with Autism Spectrum Disorder

Teaching Music to Students with Autism ◽

10.1093/oso/9780190063177.003.0003 ◽

2020 ◽

pp. 39-66

Author(s):

Alice M. Hammel ◽

Ryan M. Hourigan

Keyword(s):

Autism Spectrum Disorder ◽

Joint Attention ◽

Augmentative And Alternative Communication ◽

Expressive Language ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Music Classroom ◽

Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

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