scholarly journals Team Collaboration: The Use of Behavior Principles for Serving Students With ASD

2014 ◽  
Vol 45 (4) ◽  
pp. 261-276 ◽  
Author(s):  
Amy L. Donaldson ◽  
Aubyn C. Stahmer
Keyword(s):  
Common Ground ◽  
Interdisciplinary Collaboration ◽  
Empirical Studies ◽  
Autism Spectrum ◽  
Interdisciplinary Teams ◽  
Children With Asd ◽  
Comprehensive Service ◽  
Behavior Analysts ◽  
And Behavior ◽  
Successful Collaboration

PurposeSpeech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.MethodThis tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.ConclusionGiven the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.

Differential Diagnosis of Autism Spectrum Disorder Versus Language Disorder in Children Ages 2 to 5 Years: Contributions of Parent-Reported Development and Behavior

2019 ◽  
Vol 58 (11-12) ◽  
pp. 1232-1238
Author(s):  
Annette E. Richard ◽  
Elise K. Hodges ◽  
Martha D. Carlson
Keyword(s):  
Autism Spectrum Disorder ◽  
Differential Diagnosis ◽  
Language Disorder ◽  
Social Withdrawal ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Problems ◽  
Self Help ◽  
Children With Asd ◽  
And Behavior

Early diagnosis of autism spectrum disorder (ASD) has focused on differentiating children with ASD from neurotypical children. However, many children presenting with concern for ASD are ultimately diagnosed with language disorder (LD). This study aimed to identify differences in parent-rated development and behavior among children ages 2 to 5 years presenting with concern for ASD who were diagnosed with either ASD or LD. Children with ASD were rated as more socially withdrawn and more delayed in social development and self-help skills than those with LD. Parent-rated developmental delays were positively correlated with scores on an autism screening measure and with social withdrawal and pervasive developmental problems among children with ASD. Among those with LD, parent-rated social and self-help development were positively correlated with social withdrawal and attention problems. Thus, parent ratings of social withdrawal and development of social and self-help skills may facilitate differential diagnosis of ASD and LD in children ages 2 to 5 years.

scholarly journals Technology-Assisted Intervention for Children with Autism Spectrum Disorder using Augmented Reality

2020 ◽  
Vol 8 (5) ◽  
pp. 2156-2162
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Social ◽  
Behavior Skills ◽  
And Behavior

Technology-assisted intervention has potentials in improving the social, communication and behavior impairments in of children with autism spectrum disorder (ASD). Augmented reality (AR) offers multitude of possibilities and opportunities for the intervention of children with ASD. Therefore, this study identifies 13 researches from 2012 to 2018 that documented the efficacy of augmented reality applications in supporting the intervention of children with ASD. This study reviews the applications of augmented reality that nhanced the intervention for children with autism in (i) social skills, (ii) communication skills, and (iii) behavior skills. The conclusion reports the significant roles of augmented reality as technology-assisted intervention for children with ASD.

scholarly journals Altered Cytokine and BDNF Levels in Individuals with Autism Spectrum Disorders

2021 ◽  
Author(s):  
Yvonne M.Y. Han ◽  
Suk Yu Yau ◽  
Melody M.Y. Chan ◽  
Chun Kwok Wong ◽  
Agnes S. Chan
Keyword(s):  
Autism Spectrum Disorders ◽  
Problem Behaviors ◽  
Cognitive Functions ◽  
Autism Spectrum ◽  
Immune Functions ◽  
Children With Asd ◽  
Chemokine Ligand ◽  
Spectrum Disorders ◽  
And Behavior ◽  
Study Participants

Abstract Previous studies have shown that immunological factors are involved in the pathogenesis of autism spectrum disorders (ASDs). The present study examined whether immunological abnormalities are associated with cognitive deficits and problem behaviors in children with ASD and whether children with ASD show different immunological biomarkers and brain-derived neurotrophic factor BDNF levels than typically developing (TD) children. Sixteen TD and 18 children with ASD, aged 6–18 years, voluntarily participated in the study. Participants’ executive functions were measured using neuropsychological tests, and behavioral measures were measured using parent ratings. Immunological measures were assessed by measuring the levels of chemokine ligand 2 (CCL2) and chemokine ligand 5 (CCL5) in participants’ blood serum. Children with ASD showed greater deficits in cognitive functions as well as altered levels of immunological measures when compared to TD children, and their cognitive functions and behavior deficits were significantly associated with increased CCL5 levels and decreased BDNF levels. These results provide evidence to support the notion that altered immune functions are associated with neuronal deficits, are indexed by decreased levels of BDNF and manifest as selective cognitive and behavioral symptoms in individuals with ASD.

Providing Interventions for Young Children With Autism Spectrum Disorders

2011 ◽  
Vol 33 (4) ◽  
pp. 321-332 ◽  
Author(s):  
Phillip S. Strain ◽  
Ilene S. Schwartz ◽  
Erin E. Barton
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
The Past ◽  
Children With Asd ◽  
Comprehensive Service ◽  
Spectrum Disorders ◽  
The One

Over the past 25 years, we have learned a great deal about the diagnosis, treatment, and impact of autism spectrum disorders (ASD) on young children and their families. The authors describe several overarching themes that have emerged in the educational research on young children with ASD. The focus of their article is on education-based research because public education remains the one comprehensive service to which all children with ASD are entitled to free of charge. Four themes (i.e., inclusion, systematic and effective instruction, intensity, and social context) are described in terms of the major findings and impact on policy and practices. The authors conclude with a summary of implications for future research for the next 25 years.

scholarly journals A Systematic Review of Polyvictimization among Children with Attention Deficit Hyperactivity or Autism Spectrum Disorder

2019 ◽  
Vol 16 (13) ◽  
pp. 2280 ◽  
Author(s):  
Hellström
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit ◽  
Empirical Studies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Prevalence Rates ◽  
Children With Asd ◽  
Increased Risk ◽  
Methodological Considerations

Children with Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) have shown an increased risk for violence and victimization. However, research on exposure to multiple forms of victimization in different contexts are scarce. Hence, the current aim is to review the evidence about polyvictimization among children with ASD or ADHD. PsycInfo, ERIC, ERC, Scopus, and PubMed databases were systematically searched until 12 March 2019 to identify empirical studies with reported prevalence rates of at least four forms of victimization among children with ASD or ADHD. A total of 6/1300 articles were included in the review, ranging in sample sizes from 92 to 4114. The reported prevalence rates for polyvictimization were 1.8% and 23.1% for children with ASD and 7.3% for children with ADHD. The results emphasize the high prevalence of violence and victimization, including polyvictimization, among children with ASD or ADHD. Polyvictimization among children with ASD or ADHD is a highly under researched area. Significant knowledge gaps and important methodological considerations that provide important implications for future research include lack of information on cyber bullying, frequency or intensity of victimization, and the failure to include children as informants and to report health outcomes associated with polyvictimization.

scholarly journals Bodies of knowledge, Kinetic Melodies, Rhythms of Relating and Affect Attunement in Vital Spaces for Multi-Species Well-Being: Finding Common Ground in Intimate Human-Canine and Human-Equine Encounters

2019 ◽  
Author(s):  
Donna Carlyle ◽  
Pamela Graham
Keyword(s):  
Material Culture ◽  
Common Ground ◽  
Empirical Studies ◽  
Companion Animals ◽  
Well Being ◽  
Social And Emotional ◽  
Human Interactions ◽  
Physiological Benefits ◽  
Affect Attunement ◽  
And Behavior

Children’s beneficial relationships with animals are well known. Companion animals, particularly dogs have become an integral part of family life and children’s material culture. Aside the proven physiological benefits there is little research about what children say about their relationships with animals and how they describe them. In this paper we bring together both horse-human and dog-human interactions, finding common ground for understanding the complexity of human development, well-being and flourishing. Dogs in schools are fast becoming a trend in helping support and enhance children’s learning as well as their social and emotional well-being. Studies have shown that the very presence of a dog can increase children’s concentration, executive function and behavior. Also, equine therapy is gaining momentum and empirical studies are showing noteworthy benefits to children and young people. However, the lack of children’s voices means that the mechanisms for these benefits are somewhat unknown and unclear. In seeking to explore this, the authors utilize a visual, sensory and diffractive ethnographic approach to illuminate and illustrate, experiment and re-enact, how the children relate, share spaces and multiple subjectivities with their classroom canine, “Ted” and companion horse “Henry”. ”Henry” is part of a programme in which youngsters care for and engage in activities with horses.

scholarly journals LEGO® therapy as an intervention in autism spectrum disorders: an integrative literature review

Revista CEFAC ◽  
2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Náiade Cristina Pereira Ramalho ◽  
Stella Maria de Sá Sarmento
Keyword(s):  
Autism Spectrum Disorder ◽  
Literature Review ◽  
Empirical Studies ◽  
Autism Spectrum ◽  
Positive Effects ◽  
Children With Asd ◽  
Intervention Method ◽  
Language Communication ◽  
Motivation Interaction ◽  
Spectrum Disorders

ABSTRACT Objective: to analyze the effects of LEGO® therapy as an intervention for autism spectrum disorder through an integrative literature review. Methods: the study included a search of electronic databases, and nine empirical studies and three books, detailing the intervention method, were selected. Results: the studies identified quantifiable improvements in social behavior and language/communication after LEGO® therapy. Conclusion: LEGO® therapy is an intervention that favors motivation, interaction, and teamwork using a material that allows a variety of strategies, which have shown proven positive effects on the development of children with ASD.

Speech-Language Pathologists and Behavior Analysts: A Survey of Video Modeling Use and Perspectives

2020 ◽  
Vol 41 (05) ◽  
pp. 383-399
Author(s):  
Teresa Cardon ◽  
Kaylee Wynkoop ◽  
Paul M. Hawkins ◽  
Cassandra Pray
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Daily Living ◽  
Independent Living ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Behavior Analysts ◽  
Video Creation ◽  
And Behavior

AbstractSpeech-language pathologists (SLPs) and board-certified behavior analysts (BCBAs) work with clients with autism spectrum disorder (ASD). In general, these practitioners support a variety of skills during treatment, including language, social skills, daily living, and academics. Video modeling (VM) is an intervention that is often used to improve skills (e.g., independent living, social, behavioral, academic) for clients with disabilities. It is unknown how SLPs and BCBAs are specifically using VM to support clients, including those with ASD. The primary purpose of this study was to use an existing perception scale to analyze SLPs' and BCBAs' perspectives on and use of VM. Results have indicated that while most practitioners have heard of VM and use it with clients, barriers related to training and video creation still exist. VM is still predominantly used in clinics and special education classrooms, indicating that this evidence-based strategy is being used, but more training and generalization support is needed.

scholarly journals COVID-19 Related Challenges and Advice from Parents of Children with Autism Spectrum Disorder

2020 ◽  
Vol 2 ◽  
pp. 73-82
Author(s):  
China I. Parenteau ◽  
Stephen Bent ◽  
Bushra Hossain ◽  
Yingtong Chen ◽  
Felicia Widjaja ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Positive Coping ◽  
Children With Asd ◽  
Wide Range ◽  
Families With Children ◽  
And Behavior

With the rise of the COVID-19 pandemic and shelter-in-place, families with children with autism spectrum disorder (ASD) face a unique set of challenges related to a diverse set of issues. A qualitative study was conducted in the form of semi-structured interviews from fifteen parents of children and adolescents from a non-public school for children with ASD. Questions covered the following topic areas: general COVID-19 experiences and concerns, changes in the child’s mood and behavior, changes in parent mood and behavior, and coping/advice. Quotes and descriptions from the participants were reviewed and grouped into thematic areas. Findings showed that parents of children with ASD are facing a wide range of challenges, including explaining COVID-19 and safety precautions to their child in a comprehensible way, assisting with e-learning, and guiding their child back into social situations and the community. As children with ASD have difficulties with transitions, parents stated the importance of creating structure in the home by creating schedules and boundaries, while allowing for flexibility as to not over enforce the rigidity children with autism often face. Advice on coping with the additional stressors were also shared. Parents recommended finding time for themselves to reset, utilizing support systems, and reflecting on daily pleasures as positive coping mechanisms. This study aimed to both develop an initial guide for families, teachers and clinicians caring for children with ASD and to create awareness in the community about the challenges presented by COVID-19 and shelter-in-place.

Speech-Language Pathologists and Behavior Analysts: Perspectives Regarding Theories and Treatment of Autism Spectrum Disorder

2017 ◽  
Vol 2 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Teresa Cardon
Keyword(s):  
Autism Spectrum Disorder ◽  
Interprofessional Education ◽  
Descriptive Analysis ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Speech Language Pathologists ◽  
Theoretical Perspectives ◽  
Behavior Analysts ◽  
And Behavior

Speech-language pathologists (SLPs) and behavior analysts (BAs) provide treatment for individuals with autism spectrum disorder (ASD). Little is known about the similarities and/or differences between the two disciplines with regard to their theoretical perspectives and how it relates to intervention. A survey with 10 scenarios was created and distributed to BAs and SLPs. Responses were collected and a descriptive analysis was conducted. Differences in theoretical perspectives and intervention strategies were evident between the disciplines. The need for interprofessional education was apparent given the similarities and differences identified by both SLPs and BAs. There were limited referrals being advocated across disciplines. Recommendations for future areas of collaboration and education are included.

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