Evaluation of a Language Program for Young Autistic Children

1980 ◽  
Vol 45 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Judith Bloch ◽  
Elayne Gersten ◽  
Susan Kornblurn

This report presents retrospective data comparing an individualized language development program for preschool autistic children receiving language remediation (experimental subjects) with a group receiving the basic school curriculum only (control subjects). All findings favored the language remediation group, as indicated: (1) experimental subjects made significant gains in one year while the control group required two years; (2) after one year, experimental subjects surpassed controls on four measures; (3) only experimental subjects made significant gains in communicative speech, noteworthy because interpersonal interaction is so difficult for the autistic child; and (4) after two years, 58% of the experimental subjects, but only 14% of the controls, had mastered all seven skills. These results support the hypothesis that an individualized language remediation program facilitates the acquisition of prelinguistic and linguistic skills.

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.


Author(s):  
Marlene Noach

The aim of this investigation was to determine the structure of concept formation on different levels of its development in speaking autistic children. A modified form of the Hanfmann-Kasanin Test of concept formation was administered to four female speaking autistic children. A control group was selected for comparative purposes. It was established by a qualitative analysis according to Vygotsky's theory that the autistic group was uniformly inferior to the normal group in their capacity for concept formation. It was concluded that these children showed an impairment in concept formation.


Psichologija ◽  
2009 ◽  
Vol 39 ◽  
pp. 19-30
Author(s):  
Elena Mickevičienė ◽  
Liuda Šinkariova ◽  
Aidas Perminas

Straipsnyje pateikiami abiejų tėvų, kurie augina vaiką, turintį autizmo sindromą, ir kontrolinės grupės tėvų, auginančių normalios raidos vaiką, depresyvumo ypatumai. Analizuodami depresyvumą, kalbame apie tam tikrą ikiklinikinių nuotaikos būsenų intensyvumą, pasireiškiantį liūdesiu, pesimizmu ir aktyvumo sumažėjimu.Tyrimo tikslas – palyginti tėvų ir motinų, auginančių vaikus, kuriems diagnozuotas autizmas, depresyvumo raiškos skirtumus atsižvelgiant į socialinius demografinius veiksnius. Tyrime dalyvavo motinos ir tėvai, auginantys vaikus, turinčius autizmo sindromą. Kontrolinė grupė atrinkta atitinkamai pagal autizmo sindromą turinčio vaiko ir jo tėvų lytį bei amžių – tai motinos ir tėvai, auginantys normalios raidos vaikus. Tyrime depresyvumo lygiui įvertinti buvo naudojama Zungo depresijos (Zung-SRD) skalė. Papildomai buvo pateikiami klausimai apie socialinius demografinius veiksnius: tiriamojo amžių, išsilavinimą, užimtumą, šeimos sudėtį bei vaiko, kuriam diagnozuotas autizmas, amžių, lytį, užimtumą, autizmo sutrikimo sunkumo laipsnį.Buvo nustatyta, kad šeimoje, auginančioje vaiką, kuriam būdingas autizmo sindromas, motinų ir tėvų depresyvumas pasireiškia vienodai. Tėvų ir motinų, auginančių autizmo sindromą turintį vaiką, depresyvumas yra didesnis nei normalios raidos vaiko tėvų ir motinų. Abiejų tėvų, auginančių vaiką, kuriam būdingas autizmo sindromas, depresyvumas nėra susijęs su amžiumi ir išsilavinimu. Autizmo sindromą turinčio vaiko amžius skirtingai siejasi su abiejų tėvų depresyvumo lygiu: tėvų depresyvumas didesnis, kai autizmo sindromą turintis vaikas yra 8–11 metų, o motinų depresyvumas didesnis šį sutrikimą turinčio vaiko paauglystės laikotarpiu (12–18 m.).Pagrindiniai žodžiai: vaikai, turintys autizmo sindromą, tėvas, motina, depresyvumas.Depression in fathers and mothers of children with autism spectrum disorderElena Mickevičienė, Liuda Šinkariova, Aidas Perminas SummaryParenting a child with autism spectrum disorder is stressful for many reasons: difficulty with diagnosis, lack of information about autism and its treatment, deficit of social support, etc. It is impossible to review all the problems experienced by parents, so our study focused on depression in both parents of an autistic child.The purpose of this work was to compare depression in fathers and mothers of children with autism spectrum disorder and to compare our findings with results of the control group, i.e. parents of a normally developing child. Depression in our study indicates the intensity of the preclinical state of mind, manifested by sadness, pessimism and a decrease of activity.120 persons participated in the study, 72 (60%) of them being mothers and 48 (40%) fathers of autistic children raging from 3 to 18 years of age. Control group consisted of 69 mothers (57.5%) and 51 fathers (42.5%) of normally developing children of the same age, selected in accordance with the gender and age of autistic children as well as the gender and age of their parents. The age of the participants ranged from 25 to 60 years (mean 39, SD 6.55).For evaluation of depression, we employed Cung’s depression scale. Additional questions on social-demographic factors were also included: age, education and employment status of participants; family composition; age and gender of child with diagnosed autism and occupation.The results showed that depression in mothers and fathers with autistic children did not differ. Both parents of an autistic child had a higher depression than both parents of normally developing children (p = 0,001). The age and education of parents with autistic children did not correlate with depression. The age of the autistic child correlated with depression of both parents differently: when an autistic child was 3–7 years old, depression in fathers and mothers did not differ; when an autistic child was 8–11 years old, depression in fathers was higher than in mothers; during adolescence of an autistic child, the difference of depression persised, but its direction was opposite, mothers showing a higher depression than fathers.There are several limitations to this study. We should note that the sample does not represent the population of families with autistic children. Also, Cung’s depression scale might not be the best scale to evaluate depression in these families. Another limitation is that we did not consider all circumstances, such as marital status, gender of children, occupation of parents and children, individual characteristics, social support and the degree of severity of autism. Findings of this study require further researche. However, the results indicate that parents of an autistic child need special understanding and support.Keywords: autistic child, mother, father, depression.


2021 ◽  
Vol 9 (T4) ◽  
pp. 55-59
Author(s):  
Atik Badi’ah ◽  
Ni Ketut Mendri ◽  
Bondan Palestin ◽  
Heru Santoso Wahito Nugroho

BACKGROUND: Autistic children have abilities and characteristics that are different from each other, so different ways of interacting the environment autistic children individuals. The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of gross motor development that is appropriate to their age. Stimulation applied behavior analysis (ABA) in children with autism includes gross motor, fine motor, emotional, social, language, informational, and practical supports. An autistic child will feel that he is loved and wanted if more and more people in the family environment love and care for him. Based on this preliminary study, interviewing eight autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into a special school (SLB) in accordance with its limitations mean that their efforts can be said to be enough. Not all parents realize that stimulating and accompanying children with special needs can maximize gross motor development. AIM: This study aims to assess the effect of stimulation ABA on the gross motor development of children with autism. METHODS: Quasi-experiment “Pre-Post Control Group Design” was used in this study. The first observation is to determine the gross motor development of an autistic child before being given stimulation ABA and the second observation after being given the ABA stimulation. Samples were recruited using a purposive sampling technique with the criteria of parents and autistic children aged 6–12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. T-test and Wilcoxon applied in this study with significance level was <0.05. The significance level was set at p < 0.05. RESULTS: Result of data analysis showed in the experiment group before intervention, the category of the gross motor is enough category and after intervention, the category was high. Meanwhile, in the control group, there is no differences category between pre test and post test. there is a difference of the gross motor development of autistic children in intervention group and control group with p value 0.001 and 0.004 respectively. CONCLUSION: There is an effect of stimulation ABA on the gross motor development of autistic children in autistic schools with p (sig.) <0.05 means that Ha is accepted and Ho is rejected.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pariya Sheykhmaleki ◽  
Seyed Abbas Agha Yazdanfar ◽  
Sanaz Litkouhi ◽  
Masoumeh Nazarian ◽  
Andrew David Freeman Price

PurposeAccording to architectural research, modifying environmental features has the potential to create an appropriate sensory environment for autistic children. Considering the design of public environments, it is difficult to accommodate the diverse requirements of each autistic child. The main objective of this paper is to find out the most prevalent architectural strategies and to prioritise them for the design of the public spaces addressing autistic children's needs.Design/methodology/approachThis research is designed in two stages: (1) descriptive approach in which architectural strategies are extracted from theories on autism design to determine a theoretical test module; and (2) quantitative approach in which the frequency of gained strategies are studied in two groups of references: general references and key references (i.e. most cited and well-reputed researchers in autism architecture) while universal design strategies and the timeline of each strategy is considered for the conclusion.FindingsThe following strategies were highly significant: (1) acoustical control, (2) visual control, (3) legibility, (4) safety and security, (5) predictable spaces. Acoustic was frequently considered in both control and general groups while it was highlighted in timeline study and universal design strategies.Research limitations/implicationsThe main limitation is that these strategies have been prioritised according to their frequency in some limited articles and a control group including the pioneer of autism design researchers while verifying these strategies may not be strong enough. Likewise, the conclusion related to these data cannot be accurate enough. Establishing a case study survey that provides an opportunity to test all these strategies directly on a majority of autistic children and measure their prevalence is advised. Finally, it should be considered that although the five mentioned strategies are all the most prevalent strategies among autistic children, as each autistic child differs from others, generalising the conclusion for all the public area would be impossible, as though we need to study it for each group of them.Originality/valueSeeking to improve the strategies' prioritisation as determined by previous researchers, this article aims to define the most essential strategies categories in this field to eliminate the confusion of researchers and designers.


Perception ◽  
1993 ◽  
Vol 22 (4) ◽  
pp. 419-426 ◽  
Author(s):  
Simon Baron-Cohen ◽  
John Harrison ◽  
Laura H Goldstein ◽  
Maria Wyke

Evidence was reported earlier from a single case that chromatic–lexical (CL) synaesthesia was a genuine phenomenon. A study is presented in which nine subjects were tested who also reported having coloured hearing. The following questions were addressed: (a) were these cases also genuine (ie consistent over time), (b) were they truly lexical, or rather variants of this condition, such as chromatic–graphemic (CG) or chromatic–phonemic (CP) synaesthesia, (c) did the experimental subjects show any commonalities between them, and (d) were they able to give information on a standard questionnaire about the phenomenology and ontogenesis of the condition? Subjects were asked to describe the colour sensation experienced on hearing items from a list of 130 words, phrases, and letters. The experimental group were not informed of any retest, but were retested more than one year later. A control group ( n = 9), matched for IQ, memory, age, and gender, were read the same list and asked to associate a colour with each list item. They were informed at the time of testing that they would be retested on a sample of items from the list a week later. 92.3% of the responses of the experimental group when retested one year later were identical to those given in the original test, compared with only 37.6% of the control subjects' responses (retested one week later). This confirmed the genuineness of these nine cases. All nine experimental subjects showed CG synaesthesia, none showing either CL or CP synaesthesia. Among the experimental group, some consistency was found in the colours evoked by hearing specific letters, suggesting the condition has a neurological basis. There was also evidence of a genetic sex-linked familial pattern underlying the condition. The importance of these distinct forms of synaesthesia for our understanding of the modularity of speech perception and colour vision is discussed.


Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2178-2189
Author(s):  
Anna Cook ◽  
Jane Ogden ◽  
Naomi Winstone

Research shows that the attitudes of children and adolescents towards bullying are influenced by the school environment and their peer groups. Given the increased vulnerability to bullying for autistic children, this study explored whether neurotypical children’s attitudes towards bullying and autism varied according to school exposure and personal contact with autistic people. Survey data were collected at the beginning and end of the school year from 775 children aged 11–12 years, from six schools: three with specialist centres for autism and three without. Participants read vignettes depicting bullying scenarios then completed measures of their attitudes in relation to the vignette and towards autism. Children from centre schools showed a greater increase in prosocial emotions towards bullying. For children from non-centre schools, an interaction showed a decrease in prosocial emotions except in response to social exclusion of an autistic child. Increases in personal contact showed a greater increase in positive attitudes towards autistic people. Explanations draw on theories of inter-group contact and social-moral reasoning. Results highlight the need for contact both at a personal level and through attending a school with an inclusive autism provision to increase understanding, improve attitudes towards autism and reduce tolerance for bullying. Lay abstract Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children’s attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11–12 years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying.


Author(s):  
Atik Badi’ah ◽  
Ni Ketut Mendri ◽  
Heru Santoso Wahito Nugroho ◽  
Wawuri Handayani

Autistic children have abilities and characteristics that are different from each other, so different ways of interacting with themselves and the environment and making autistic children as unique individuals (Ginanjar, 2007). The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of language development that is appropriate to their age. Parenting in children with autism includes autistic child parents providing emotional, social, informational and practical support. Attention and love from parents and family will encourage autistic children to develop better. An autistic child will feel that he is loved and wanted if more and more people in the family environment who love and care for him. Based on the results of a preliminary study conducted by the author by interviewing 8 autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into an outside school ordinary (SLB) autism in accordance with its limitations means their efforts can be said to be enough. Not all parents realize that having children with special needs in accompanying language development can maximize language development. Knowing the effect of parenting on the language development of children with autism This type of quantitative research uses Quasi experiment with the design "Pre test Post test with Control Group Design". Observation was carried out twice. The first observation is to determine the development of an autistic child before being given parenting and the second observation after being given parenting. Sampling was done by purposive sampling with the criteria of parents and autistic children aged 6-12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. Examination data were analyzed analytically with the help of SPSS for Windows version 16.0 using paired t-test and Wilcoxon, with a significant level of p <0.05. The experimental group pre-test and post-test with a value of p (sig) 0,000 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the experimental group. In the control group pre-test and post-test with p value (sig) 0.002 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the control group. There is a parenting effect on the language development of autistic children in autistic schools with p (sig) <0.05 means that Ha is accepted and Ho is rejected.


1997 ◽  
Vol 78 (05) ◽  
pp. 1327-1331 ◽  
Author(s):  
Paul A Kyrle ◽  
Andreas Stümpflen ◽  
Mirko Hirschl ◽  
Christine Bialonczyk ◽  
Kurt Herkner ◽  
...  

SummaryIncreased thrombin generation occurs in many individuals with inherited defects in the antithrombin or protein C anticoagulant pathways and is also seen in patients with thrombosis without a defined clotting abnormality. Hyperhomocysteinemia (H-HC) is an important risk factor of venous thromboembolism (VTE). We prospectively followed 48 patients with H-HC (median age 62 years, range 26-83; 18 males) and 183 patients (median age 50 years, range 18-85; 83 males) without H-HC for a period of up to one year. Prothrombin fragment Fl+2 (Fl+2) was determined in the patient’s plasma as a measure of thrombin generation during and at several time points after discontinuation of secondary thromboprophylaxis with oral anticoagulants. While on anticoagulants, patients with H-HC had significantly higher Fl+2 levels than patients without H-HC (mean 0.52 ± 0.49 nmol/1, median 0.4, range 0.2-2.8, versus 0.36 ± 0.2 nmol/1, median 0.3, range 0.1-2.1; p = 0.02). Three weeks and 3,6,9 and 12 months after discontinuation of oral anticoagulants, up to 20% of the patients with H-HC and 5 to 6% without H-HC had higher Fl+2 levels than a corresponding age- and sex-matched control group. 16% of the patients with H-HC and 4% of the patients without H-HC had either Fl+2 levels above the upper limit of normal controls at least at 2 occasions or (an) elevated Fl+2 level(s) followed by recurrent VTE. No statistical significant difference in the Fl+2 levels was seen between patients with and without H-HC. We conclude that a permanent hemostatic system activation is detectable in a proportion of patients with H-HC after discontinuation of oral anticoagulant therapy following VTE. Furthermore, secondary thromboprophylaxis with conventional doses of oral anticoagulants may not be sufficient to suppress hemostatic system activation in patients with H-HC.


2011 ◽  
pp. 13-19
Author(s):  
Nhu Minh Hang Tran ◽  
Huu Cat Nguyen ◽  
Dang Doanh Nguyen ◽  
Van Luong Ngo ◽  
Vu Hoang Nguyen ◽  
...  

Objectives: To determine factors impact on the relapse in depressed patients treated with Cognitive Behavioral Therapy (CBT) during one year follow-up. Materials and Methods: 80 depressed patients divided into two groups, group 1: included 40 patients treated with CBT; group 2: 40 patients on amitriptyline. Non-randomized controlled clinical trial, opened, longiditual and prospective research. Results and Conclusions: relapse rate after CBT during 1 year follow-up is 10% (compared to 25% in control group), related factors to relapse rate in depression after CBT are age and education. Shared predictors between 2 groups are severity and recurrence of depression. Key words: Depression, relapse, Cognitive Behavioral Therapy (CBT)


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