Introduction to the Forum: Literacy in Autism—Across the Spectrum

2021 ◽  
Vol 52 (1) ◽  
pp. 149-152
Author(s):  
Marleen F. Westerveld ◽  
Jessica Paynter
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Clinical Implications ◽  
Literacy Assessment ◽  
Speech Language Pathologists ◽  
Children With Asd

Purpose The purpose of this article is to introduce the LSHSS Forum: Literacy in Autism—Across the Spectrum. The articles in this forum provide an overview of the current evidence related to literacy in autism spectrum disorder (ASD) from preschool to adolescence and highlight the high literacy needs of this population. Method This introduction provides an overview of some of the reasons why children with ASD are at risk of persistent literacy difficulties and a summary of the six articles included in this forum. Conclusion More research is clearly needed to better understand which factors contribute to the high literacy needs in this population. For now, based on the best available evidence, the authors in this forum provide clear clinical implications that should be highly useful for speech-language pathologists and other professionals involved in literacy assessment and intervention for children and adolescents on the autism spectrum.

scholarly journals Caregiver-mediated approaches to managing challenging behaviors in children with autism spectrum disorder

2013 ◽  
Vol 15 (2) ◽  
pp. 225-233
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Significant Proportion ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Adolescents With Asd

A significant proportion of children with autism spectrum disorder (ASD) are referred to mental health centers due to the presence of challenging behaviors. Because challenging behaviors in children and adolescents with ASD often result from underlying social and communication difficulties and comorbid anxiety, traditional caregiver-mediated behavior intervention techniques developed for children with disruptive behavior disorders may need to be adapted for this population. Behavioral interventions that target communication skills, social skills, anxiety, and sensory responsiveness in children with ASD may be needed. Notably, while best practice necessitates the involvement of caregivers in treating children and adolescents with ASD, few randomized control studies have examined the effectiveness of caregiver-implemented interventions in reducing challenging behaviors. This review summarizes the current literature with regard to caregiver-mediated behavioral interventions for children with ASD, and suggests areas for intervention development and research.

scholarly journals Depression in Children and Adolescents with Autism Spectrum Disorder

Children ◽  
2018 ◽  
Vol 5 (9) ◽  
pp. 112 ◽  
Author(s):  
Melissa DeFilippis
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Rating Scales ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Rate ◽  
Current Evidence ◽  
Comorbid Depression ◽  
Adolescents With Asd ◽  
Higher Functioning

Autism spectrum disorder (ASD) has a high rate of psychiatric comorbidity. The prevalence of comorbid depression seems to correlate with higher functioning forms of ASD and increasing age. Adolescence is a time when youth struggle with identity and interpersonal relationships, and a diagnosis of ASD further complicates this process. Adolescents with ASD may be more aware of the social communication deficits that come with the diagnosis than children with ASD, and it is theorized that higher functioning adolescents may experience this more acutely. While this may be true, the lack of reliable rating and diagnostic scales for depression in individuals with ASD makes it difficult to accurately measure rates of depression among individuals with more severe verbal deficits. While some research has focused on the prevalence of comorbid depression in children and adolescents with ASD and on the associated risk factors, there is very little evidence guiding treatment, including no empirical studies on psychopharmacology for depression in this population. Available evidence exists only in psychosocial approaches to treatment at this time and is mostly limited to adult studies. Current evidence will be presented in this review, including prevalence rates of depression in youth with ASD, various risk and protective factors, the use of diagnostic rating scales, and treatment studies. The lack of evidence supporting various treatment approaches will be highlighted, including challenges specific to the treatment of depression in ASD, which are not addressed in the current treatment studies in typically developing youth with depression.

scholarly journals Comparing iPad® and Paper Assessments for Children With ASD: An Initial Study

2018 ◽  
Vol 40 (3) ◽  
pp. 152-155 ◽  
Author(s):  
Karissa J. Marble-Flint ◽  
Kathy H. Strattman ◽  
Marlene A. Schommer-Aikins
Keyword(s):  
Autism Spectrum Disorder ◽  
Standardized Testing ◽  
Initial Study ◽  
Autism Spectrum ◽  
Visual Input ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Speech Language Pathologists ◽  
Children With Asd ◽  
Vocabulary Assessment

iPad® and paper versions of a receptive vocabulary assessment were administered to 4- to 6-year olds with a diagnosis of autism spectrum disorder (ASD). No differences were found between scores on the two assessments. Standardized testing for children with ASD can be challenging; however, testing using the iPad® may offer a different avenue as it provides visual input that appears to be motivating. Findings suggest iPad® assessments offer an efficient format for itinerant speech-language pathologists (SLPs) and SLPs providing telepractice when creating individualized evaluation plans.

Down Syndrome and Autism Spectrum Disorder Dual Diagnosis: Important Considerations for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Theresa M. Versaci ◽  
Laura J. Mattie ◽  
Laura J. Imming
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Service Delivery ◽  
Dual Diagnosis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Therapy Services

Purpose Individuals with Down syndrome (DS) often receive speech-language therapy services starting in infancy or toddlerhood. When providing speech-language therapy services for children with DS, speech-language pathologists (SLPs) need to consider the impact of other developmental and comorbid disorders that can affect language development, such as the presence of a dual diagnosis of DS and autism spectrum disorder (DS + ASD). The prevalence rate of ASD in DS is ~20%, which is higher than in the general population. Method This clinical focus article aims to provide SLPs with additional knowledge about DS + ASD to improve service delivery and support parents' ability to advocate for their child with confirmed or suspected DS + ASD. This is accomplished by summarizing the current evidence base on the presence of ASD in DS and discussing implications of a DS + ASD diagnosis for clinical practice with SLPs. Conclusions SLPs play a key role in supporting families of those with DS + ASD by advocating and educating. By understanding the unique profiles of strengths and weaknesses of individuals with DS + ASD, SLPs can provide appropriate service delivery (i.e., treatment and intervention approaches) and advocacy for their clients and their families.

scholarly journals The association between epilepsy and autism symptoms and maladaptive behaviors in children with autism spectrum disorder

Autism ◽  
2013 ◽  
Vol 18 (8) ◽  
pp. 996-1006 ◽  
Author(s):  
Emma W Viscidi ◽  
Ashley L Johnson ◽  
Sarah J Spence ◽  
Stephen L Buka ◽  
Eric M Morrow ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Implications ◽  
Maladaptive Behaviors ◽  
Autism Symptoms ◽  
Children With Asd ◽  
Simons Simplex Collection ◽  
Autism Phenotype

Epilepsy is common in children with autism spectrum disorder (ASD) but little is known about how seizures impact the autism phenotype. The association between epilepsy and autism symptoms and associated maladaptive behaviors was examined in 2,645 children with ASD, of whom 139 had epilepsy, from the Simons Simplex Collection. Children with ASD and epilepsy had significantly more autism symptoms and maladaptive behaviors than children without epilepsy. However, after adjusting for IQ, only hyperactivity symptoms remained significantly increased (13% higher) in the epilepsy group. Among children with ASD without co-occurring intellectual disability, children with epilepsy had significantly more irritability (20% higher) and hyperactivity (24% higher) symptoms. This is the largest study to date comparing the autism phenotype in children with ASD with and without epilepsy. Children with ASD and epilepsy showed greater impairment than children without epilepsy, which was mostly explained by the lower IQ of the epilepsy group. These findings have important clinical implications for patients with ASD.

scholarly journals Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

2021 ◽  
Vol 52 (1) ◽  
pp. 165-180 ◽  
Author(s):  
Sally Clendon ◽  
Jessica Paynter ◽  
Sue Walker ◽  
Rachael Bowen ◽  
Marleen F. Westerveld
Keyword(s):  
Autism Spectrum Disorder ◽  
Emergent Literacy ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Literacy Assessment ◽  
Children With Asd ◽  
Increased Risk

Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.

scholarly journals Prevalence of Autism Spectrum Disorder and Co-morbidities in Children and Adolescents: A Systematic Literature Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Clémence Bougeard ◽  
Françoise Picarel-Blanchot ◽  
Ramona Schmid ◽  
Rosanne Campbell ◽  
Jan Buitelaar
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Sleep Disorders ◽  
Hearing Impairment ◽  
Depressive Disorders ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Clear Understanding

Objective: Individuals with autism spectrum disorder often present somatic and/or psychiatric co-morbid disorders. The DSM-5 allows for consideration of additional diagnoses besides ASD and may have impacted the prevalence of co-morbidities as well as being limited in capturing the true differences in prevalence observed between males and females. We describe the prevalence of ASD and frequently observed co-morbidities in children and adolescents (<18 years) in the United States and five European countries.Methods: Two systematic literature reviews were conducted in PubMed and Embase for the period 2014–2019 and focusing on the prevalence of ASD and nine co-morbidities of interest based on their frequency and/or severity: Attention Deficit Hyperactivity Disorder (ADHD), anxiety, depressive disorders, epilepsy, intellectual disability (ID), sleep disorders, sight/hearing impairment/loss, and gastro-intestinal syndromes (GI).Results: Thirteen studies on prevalence of ASD and 33 on prevalence of co-morbidities were included. Prevalence of ASD was 1.70 and 1.85% in US children aged 4 and 8 years respectively, while prevalence in Europe ranged between 0.38 and 1.55%. Additionally, current evidence is supportive of a global increase in ASD prevalence over the past years. Substantial heterogeneity in prevalence of co-morbidities was observed: ADHD (0.00–86.00%), anxiety (0.00–82.20%), depressive disorders (0.00–74.80%), epilepsy (2.80–77.50%), ID (0.00–91.70%), sleep disorders (2.08–72.50%), sight/hearing impairment/loss (0.00–14.90%/0.00–4.90%), and GI syndromes (0.00–67.80%). Studies were heterogeneous in terms of design and method to estimate prevalence. Gender appears to represent a risk factor for co-morbid ADHD (higher in males) and epilepsy/seizure (higher in females) while age is also associated with ADHD and anxiety (increasing until adolescence).Conclusion: Our results provide a descriptive review of the prevalence of ASD and its co-morbidities in children and adolescents. These insights can be valuable for clinicians and parents/guardians of autistic children. Prevalence of ASD has increased over time while co-morbidities bring additional heterogeneity to the clinical presentation, which further advocates for personalized approaches to treatment and support. Having a clear understanding of the prevalence of ASD and its co-morbidities is important to raise awareness among stakeholders.

Oral health status of children and adolescents with autism spectrum disorder: A systematic review of case-control studies and meta-analysis

Autism ◽  
2020 ◽  
Vol 24 (5) ◽  
pp. 1047-1066 ◽  
Author(s):  
Phoebe PY Lam ◽  
Rennan Du ◽  
Simin Peng ◽  
Colman PJ McGrath ◽  
Cynthia KY Yiu
Keyword(s):  
Autism Spectrum Disorder ◽  
Health Status ◽  
Oral Health ◽  
Children And Adolescents ◽  
Oral Health Status ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Tooth Decay ◽  
Oral Diseases

Children and adolescents with autism spectrum disorder are thought to be more vulnerable to oral diseases than typically developing individuals due to cariogenic dietary habits, self-injurious behaviors, and increased barriers to dental care services. This review aimed to summarize current evidence comparing the oral health status of people diagnosed with and without autism spectrum disorder. Study selection and screening, data extraction, risk of bias assessment, and quality-of-evidence evaluation was conducted using the Grading of Recommendations Assessment Development and Evaluation approach and performed independently by two reviewers. A total of 16 studies were found eligible for qualitative synthesis and 15 were included in quantitative analysis. When comparing children and adolescents diagnosed with and without autism spectrum disorder, significantly higher prevalence of bruxism was identified. Individuals diagnosed with autism spectrum disorder were also found to have significantly lower salivary pH. However, no statistically significant differences in terms of caries prevalence and severity, oral hygiene and periodontal status, prevalence of malocclusion, dental traumatic injuries, as well as salivary flow rate and buffering capacity were found. The quality of evidence of each outcome was graded as very low mainly due to the overall high risk of bias, considerable heterogeneity, and imprecision. Lay Abstract Children and adolescents diagnosed with Autism Spectrum Disorder (ASD) are thought to be more vulnerable to oral diseases than typically-developing individuals. This is due to their increased barriers to dental care services, self-harm behaviors and dietary habits that may favor tooth decay. In this review, we summarized the current evidence comparing the oral health status of children and adolescents diagnosed with and without ASD. After a systematic search in the literature, we found that the salivary pH of individuals diagnosed with ASD was significantly lower, but the results were not clinically significant that can increase their risks to tooth decay. We also found weak evidence suggesting a higher percentage of children and adolescents diagnosed with ASD having the habit of tooth grinding compared with their neurotypical counterparts. When comparing salivary flow rate, tooth decay, gum diseases, tooth malalignment and tooth trauma; no significant differences were found between the two groups. The findings did not suggest ASD as a predisposing factor to oral diseases: other factors including sugary diet and inadequate oral hygiene may play a more important role. We also call for further research to establish more concrete association between ASD and oral diseases.

A Systematic Review of Caregiver-Implemented Mealtime Interventions for Children With Autism Spectrum Disorder

2018 ◽  
Vol 38 (3) ◽  
pp. 196-207
Author(s):  
Julie Diaz ◽  
Joanna Cosbey
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Research Design ◽  
Design Research ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Children With Asd

Children with autism spectrum disorder (ASD) frequently have difficult mealtimes. A systematic review analyzed current evidence relevant to occupational therapy (OT) and mealtime interventions (a) for children with ASD, (b) occurring in the natural contexts, and (c) with parents/caregivers as interventionists. Database search identified 13 relevant articles. Each article was reviewed for practicality of implementation through a modified Feasibility, Appropriateness, Meaningfulness and Effectiveness (FAME) scale and for quality of research design using three measures specifically designed for single-case experimental design research. The majority of articles reviewed demonstrated rigorous research design with strong evidence for the effectiveness of caregiver-implemented interventions. Six intervention techniques were identified, with all studies using a reinforcement strategy and at least one other technique. This review identifies evidence-based practices for OTs to support children with ASD and their families within the natural co-occupation of mealtimes. Effective techniques and recommendations for practice are included.

scholarly journals Eye Gaze Differences in School Scenes Between Preschool Children and Adolescents With High-Functioning Autism Spectrum Disorder and Those With Typical Development

2020 ◽  
Author(s):  
Yuko Ishizaki ◽  
Takahiro Higuchi ◽  
Yoshitoki Yanagimoto ◽  
Hodaka Kobayashi ◽  
Atsushi Noritake ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Children And Adolescents ◽  
Eye Gaze ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
Human Face ◽  
Children With Asd ◽  
School Classroom

Abstract Children with autism spectrum disorder (ASD) sometimes find it difficult to adapt to the daily life in a nursery or at school. For a better understanding on the difficulties that preschool children and adolescents with ASD face in their daily lives, this study aimed to identify the differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). A total of 30 children with ASD and 49 children with TD were included. We presented images of a human face and a classroom setting and used eye tracking with an iView X system in evaluating and comparing how long the two groups gazed at specific regions of the visual stimuli. Compared to children with TD, children with ASD spent less time gazing at the eyes of the human face and the object pointed by the teacher in the school classroom scene. Preschool children with no classroom experience and adolescents with TD spent the same amount of time looking at the eyes and the object pointed by the teacher in the school classroom scene. Children with ASD did not look at the eyes in the facial image or the object pointed at in the classroom image, which might indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. An educational program that focuses on joint attention in a classroom is desirable for the improvement of school life for children with ASD.

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