Parents’ gesture adaptations to children with autism spectrum disorder

2019 ◽  
Vol 47 (1) ◽  
pp. 205-224 ◽  
Author(s):  
Hanako YOSHIDA ◽  
Paul CIRINO ◽  
Sarah S. MIRE ◽  
Joseph M. BURLING ◽  
Sunbok LEE
Keyword(s):  
Autism Spectrum Disorder ◽  
Bayesian Estimation ◽  
Children With Autism ◽  
Early Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Developmental Mechanism ◽  
Children With Asd ◽  
Cue Use

AbstractThe present study focused on parents’ social cue use in relation to young children's attention. Participants were ten parent–child dyads; all children were 36 to 60 months old and were either typically developing (TD) or were diagnosed with autism spectrum disorder (ASD). Children wore a head-mounted camera that recorded the proximate child view while their parent played with them. The study compared the following between the TD and ASD groups: (a) frequency of parent's gesture use; (b) parents’ monitoring of their child's face; and (c) how children looked at parents’ gestures. Results from Bayesian estimation indicated that, compared to the TD group, parents of children with ASD produced more gestures, more closely monitored their children's faces, and provided more scaffolding for their children's visual experiences. Our findings suggest the importance of further investigating parents’ visual and gestural scaffolding as a potential developmental mechanism for children's early learning, including for children with ASD.

scholarly journals Early screening of autism spectrum disorder using cry features

2020 ◽  
Author(s):  
Aida Khozaei ◽  
Hadi Moradi ◽  
Reshad Hosseini ◽  
Hamidreza Pouretemad ◽  
Bahareh Eskandari
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
New Classification ◽  
Early Screening ◽  
Classification Approach ◽  
Children With Asd ◽  
Sensitivity Specificity

AbstractDue to the importance of automatic and early autism screening, in this paper, a cry-based screening approach for children with Autism Spectrum Disorder (ASD) is introduced. During the study, we realized that the ASD specific features are not necessarily observable among all children with ASD and among all instances of each child. Therefore, we proposed a new classification approach to be able to find such features and their corresponding instances. We tested the proposed approach and found two features that can be used to distinguish groups of children with ASD from Typically Developing (TD) children. In other words, these features are present in subsets of children with ASD not all of them. The approach has been tested on a dataset including 14 boys and 7 girls with ASD and 14 TD boys and 7 TD girls, between 18 to 53 months old. The sensitivity, specificity, and precision of the proposed approach for boys were 85.71%, 100%, and 92.85%, respectively. These measures were 71.42%, 100%, and 85.71% for girls, respectively.

scholarly journals Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers

2020 ◽  
Author(s):  
Eva Jiménez ◽  
Eileen Haebig ◽  
Thomas T. Hills
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Semantic Categories ◽  
Children With Asd ◽  
Late Talkers ◽  
Lexical Composition ◽  
Noun Bias

Abstract This study compares the lexical composition of 118 children with autism spectrum disorder (ASD) aged 12 to 84 months with 4626 vocabulary-matched typically developing toddlers with and without language delay, aged 8 to 30 months. Children with ASD and late talkers showed a weaker noun bias. Additionally, differences were identified in the proportion of nouns and verbs, and in the semantic categories of animals, toys, household items and vehicles. Most differences appear to reflect the extent of the age differences between the groups. However, children with ASD produced fewer high-social verbs than typical talkers and late talkers, a difference that might be associated with ASD features. In sum, our findings identified areas of overlap and distinction across the developing lexical profiles.

The Use of Hand Gestures to Communicate About Nonpresent Objects in Mind Among Children With Autism Spectrum Disorder

2015 ◽  
Vol 58 (2) ◽  
pp. 373-382 ◽  
Author(s):  
Wing-Chee So ◽  
Ming Lui ◽  
Tze-Kiu Wong ◽  
Long-Tin Sit
Keyword(s):  
Autism Spectrum Disorder ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Spatial Skills ◽  
Typically Developing Children ◽  
Visual Spatial ◽  
Children With Asd

Purpose The current study examined whether children with autism spectrum disorder (ASD), in comparison with typically developing children, perceive and produce gestures to identify nonpresent objects (i.e., referent-identifying gestures), which is crucial for communicating ideas in a discourse. Method An experimenter described the uses of daily-life objects to 6- to 12-year-old children both orally and with gestures. The children were then asked to describe how they performed daily activities using those objects. Results All children gestured. A gesture identified a nonpresent referent if it was produced in the same location that had previously been established by the experimenter. Children with ASD gestured at the specific locations less often than typically developing children. Verbal and spatial memory were positively correlated with the ability to produce referent-identifying gestures for all children. However, the positive correlation between Raven's Children Progressive Matrices score and the production of referent-identifying gestures was found only in children with ASD. Conclusions Children with ASD might be less able to perceive and produce referent-identifying gestures and may rely more heavily on visual–spatial skills in producing referent-identifying gestures. The results have clinical implications for designing an intervention program to enhance the ability of children with ASD to communicate about nonpresent objects with gestures.

Psychopharmacological treatment of ADHD symptoms in children with autism spectrum disorder

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Benjamin L. Handen ◽  
Johanna Taylor ◽  
Rameshwari Tumuluru
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Adhd Symptoms ◽  
Typically Developing Children ◽  
Psychopharmacological Treatment ◽  
Children With Asd ◽  
Appropriate Treatment

Abstract One of the most frequently reported behavioral concerns among children with autism spectrum disorder (ASD) is high rates of activity and inattention, symptoms that are often associated with attention deficit hyperactivity disorder (ADHD). Although there is a considerable body of research regarding the appropriate treatment of ADHD symptoms among typically developing children, the research among children with ASD is more limited. The evidence to date suggests that medication response rates among children with ASD are considerably lower than among typically developing children and that children with ASD tend to be at greater risk for experiencing side effects. The purpose of the present paper is to review the available research on the treatment of ADHD symptoms in children with ASD. This paper summarizes the data on a range of pharmacological options and provides specific recommendations for how best to clinically manage these symptoms.

Preliminary Evidence That Motor Planning Is Slower and More Difficult for Children With Autism Spectrum Disorder During Motor Cooperation

Motor Control ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 127-149
Author(s):  
Breanna E. Studenka ◽  
Kodey Myers
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Planning ◽  
Children With Autism ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Motor Action ◽  
Children With Asd ◽  
Sequence Versus

Children with autism spectrum disorder (ASD) exhibit impairment in helping someone else with a motor action, which may arise from impairment in selecting and preparing motor responses. Five children with ASD and five typically developing children performed a cooperative motor planning task that required them to reach for, lift, and hand an object (hammer or stick) to a researcher. The response, movement, and grasp time were measured. Children with ASD grasped the object longer on trials where they helped, indicating that the action was planned in sequence versus as a whole (i.e., prior to the onset of movement). The hammer object elicited a quicker response than the stick, suggesting the facilitation of planning by tools with inherent action properties. Finally, the increased helping of children with ASD was not mirrored by changes in the response, movement, or grasp time.

“His inner-self must be good”: An ethnographic-vignette study of social interactions between children with autism spectrum disorder and typically developing peers

2020 ◽  
Vol 38 (1) ◽  
pp. 232-255
Author(s):  
Huso Yi ◽  
Queenie K. Y. Siu
Keyword(s):  
Autism Spectrum Disorder ◽  
Peer Relationships ◽  
Narrative Analysis ◽  
Peer Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Positive Interactions ◽  
Typically Developing ◽  
Children With Asd

Children with autism spectrum disorder (ASD) can benefit from greater social integration through positive peer relationships. The study aimed to understand children’s views toward autism as well as experiences of interactions between children with ASD and typically developing (TD) peers. After ethnographic observations in a mainstream primary school educating diverse students, interviews were conducted with 10 students with ASD and ten of their TD peers using open-ended and vignette questions about three hypothetical scenarios set in varied contexts: a classroom, a birthday party, and a public setting. Narrative analysis focused on how the children constructed their experiences in response to these vignettes. Children with ASD frequently experienced isolation in peer interactions. While their TD peers favored interactions with those with ASD, believing that their behaviors of concern are extrinsic and their intentions must be good, their lack of understanding of ASD and of social skills that could be used to facilitate more positive interactions could result in unintended harm and exclusion. Early school-based intervention would assist in increasing the acceptance of neurodevelopmental differences and diversity.

scholarly journals Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons?

2020 ◽  
Author(s):  
Cheriece K. Carter ◽  
Calum Hartley
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Comprehension ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Mutual Exclusivity ◽  
Black And White ◽  
Children With Asd ◽  
First Time

Abstract For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent =  ~ 44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions.

scholarly journals Children With Autism Spectrum Disorder Can Attribute False Beliefs in a Spontaneous-Response Preferential-Looking Task

2021 ◽  
Vol 6 ◽  
Author(s):  
Melanie Glenwright ◽  
Rose M. Scott ◽  
Elena Bilevicius ◽  
Megan Pronovost ◽  
Ana Hanlon-Dearman
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Figurative Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
False Belief ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
False Belief Understanding ◽  
Children With Asd

An established body of literature indicates that children with autism spectrum disorder (ASD) have difficulty understanding figurative language due to a deficit in theory of mind, or the ability to consider the beliefs of other people. Children with ASD tend to similarly fail traditional theory of mind tasks, which assess their ability to represent false beliefs. Our claim is, however, that these tasks involve cognitive processing demands that might mask false belief understanding because they require elicited responses. We examined whether children with ASD demonstrate false-belief understanding when tested with a spontaneous-response false belief task that measures children’s eye gaze durations. The two child participant groups were composed of 20 males with ASD (aged 3–9 years) and 20 typically developing males (aged 2–5 years) who were individually matched according to verbal mental age. Children with ASD and typically developing children listened to a change-of-location story accompanied by a book with matching and non-matching pictures. The final page showed the character searching for her object in a location that was either consistent or inconsistent with her belief. Both groups of children looked reliably longer at the belief-consistent picture, regardless of whether the character’s belief was true or false, though children with ASD were slower to do so. We suggest that a spontaneous-response assessment technique can potentially reveal figurative language comprehension in children with ASD in future research.

Participation of Children With ASD Using an Adapted Structured Preschool Participation Observation and Comparison With Typically Developing Children

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500056p1-7512500056p1
Author(s):  
Anat Golos ◽  
Sophi Itkin ◽  
Hadas Ben-Zur
Keyword(s):  
Autism Spectrum Disorder ◽  
Content Validity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Preschool Participation ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Participation of children with autism spectrum disorder (ASD) is limited compared with their typically developing (TD) peers. This study examined the participation of children with ASD using an adapted observation in comparison with TD children. Content validity was evaluated by 21 experts, and 70 children were observed. Children with ASD scored significantly lower than TD children in most areas. More structured settings enabled higher participation scores. Further studies are needed. Primary Author and Speaker: Anat Golos Contributing Authors: Sophi Itkin, Hadas Ben-Zur

Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder

2021 ◽  
pp. 108835762110350
Author(s):  
Gökhan Töret
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Minimally Verbal ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Minimally Verbal Children

Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. On the contrary, both groups display an association between imitation recognition and a variety of play actions in both groups.

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