scholarly journals Virtual voice assistant applications improved expressive verbal abilities and social interactions in children with autism spectrum disorder: a Single-Subject experimental study

2021 ◽  
pp. 1-13
Author(s):  
Mohammed F. Safi ◽  
Badriya Al Sadrani ◽  
Ashraf Mustafa
Keyword(s):  
Autism Spectrum Disorder ◽  
Experimental Study ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Verbal Abilities

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

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

Online Communication Training for Parents of Children With Autism Spectrum Disorder

2017 ◽  
Vol 39 (3) ◽  
pp. 415-425 ◽  
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.

Effect of a Two-Caregiver-Mediated, Occupation-Centered Intervention for a Family With a Toddler With Autism Spectrum Disorder

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515297p1-7512515297p1
Author(s):  
Abigail M. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Coaching Approach ◽  
Primary Author

Abstract Date Presented 04/13/21 Because of the key role parenting plays in a child's development, parent-mediated interventions that train one parent are a common approach to intervention for young children with autism spectrum disorder (ASD). However, this approach has resulted in mixed findings and may lead to increased parental stress. The purpose of this study was to examine whether a two-parent occupation-centered intervention using a coaching approach improved the quality of social interactions of a family with a toddler with ASD. Primary Author and Speaker: Abigail M. Carroll Contributing Authors: Emily Anderson, Lindsey Hatton, Mary Ferarro, Elyse C. Kelly, Katherine E. Schlager, Amanda Shea, and Kerianne Watlington

scholarly journals Enhancement of psychomotor skills in children with autism spectrum disorder by employing a mechatronic training kit

2019 ◽  
Vol 10 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Ramya S. Moorthy ◽  
Kritika Iyer ◽  
R. Hari Krishnan ◽  
S. Pugazhenthi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Psychomotor Skills ◽  
The Social ◽  
Skill Deficits ◽  
Hand Coordination

AbstractPrevalence of Autism Spectrum Disorder (ASD) in children has been increasing over the years. These children, when compared to typically growing children, face challenges in leading a day-to-day life. Other than the social interactions, communication and cognitive skills, psychomotor skill deficits are also found in them. This paper focuses on enhancement of psychomotor skills in children with ASD by employing a mechatronic training kit. Training using this kit aims at developing skills like ‘palmar grasp’, ‘wrist rotation’ and ‘eye-hand coordination’. Trials were conducted with six children with autism aged between four and nine years. Significant improvements were seen in these children both in skills and in behaviour after the training. Thus, teaching psychomotor skills to children with autism using the newly developed mechatronic door training kit is found to be working and the results are encouraging.

Patterns of growth in verbal abilities among children with autism spectrum disorder.

2007 ◽  
Vol 75 (4) ◽  
pp. 594-604 ◽  
Author(s):  
Deborah K. Anderson ◽  
Catherine Lord ◽  
Susan Risi ◽  
Pamela S. DiLavore ◽  
Cory Shulman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Verbal Abilities

THE USE OF AUGMENTED AND VIRTUAL REALITY IN CHILDREN WITH AUTISM SPECTRUM DISORDER: A BIBLIOGRAPHIC RESEARCH

2021 ◽  
Author(s):  
THAYS GRUBER ◽  
Fabio Evangelista Santana ◽  
Marcio Fontana Catapan
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
Literature Review ◽  
Social Interactions ◽  
Repetitive Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Narrative Literature ◽  
Narrative Literature Review

Autism Spectrum Disorder (ASD) affects children s neurodevelopment, impairing the ability for social interaction, communication and generating repetitive behavior. The treatment is performed according to specific methods, to practice social interactions, emotions and basic activities of daily living. Augmented Reality (AR) and Virtual Reality (VR) are collaborating as a complement to existing methods practiced by psychologists/therapists. Thus, this research seeks, through literature review, to find out what are the gaps in this theme and to know the applications of AR and VR concerning the treatment of children with ASD at national and international levels. The method chosen was the systematic literature review (SLR) and the narrative literature review. The database used was Scopus, where 39 articles were obtained, revealing a gap due to the low number of results, and finally, after using the filters, 19 articles were analyzed. The result shows great potential for using the technologies mentioned in support of the allowed therapeutic methods, allowing the treatment to evolve more efficiently.

scholarly journals Father communication coaching for children with autism spectrum disorder: A single-subject study

2019 ◽  
Vol 4 ◽  
pp. 239694151987737
Author(s):  
Michelle Flippin
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Post Intervention ◽  
Object Play ◽  
Physical Play

Background and aims Parent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father’s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated. Methods A single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder). Results Results showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child’s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre–post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains. Conclusions and implications Findings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers’ use of responsive strategies and increase social communication skills for children with autism spectrum disorder.

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