The acquisition of the Arabic construct state (CS) constructions by Arabic-speaking children with ASD

2019 ◽  
Vol 5 (4) ◽  
pp. 255-267 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Razan N. Alkhatib
Keyword(s):  
Autism Spectrum Disorder ◽  
Design Methodology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Head Direction ◽  
Content Type ◽  
Children With Asd ◽  
Different Types ◽  
Arabic Speaking ◽  
Better Than

PurposeThe purpose of this paper is to investigate whether age plays a role in the acquisition of construct state (CS) constructions in Arabic by 14 children with autism spectrum disorder (ASD). It also examined the challenges faced by children with ASD in producing different types of CS constructions. Finally, the study analysed the sources of difficulties children with ASD encounter during the learning process of the CS.Design/methodology/approachFor the purposes of this study, the participants were asked to orally complete short sentences with the help of illustrative pictures.FindingsResults revealed that the age of the 14 children with ASD plays a role in the acquisition of CS constructions. Children of age 12–15 performed better than those of age 8 and 10. Results also showed that children with ASD performed better in producing phrases rather than compounds. Moreover, the participants performed better on endocentric compounds as opposed to exocentric ones. Finally, analysing the errors produced on the text revealed that the acquisition of head direction precedes definiteness.Originality/valueThe topic of the study has not been investigated yet and the study concluded with some important findings concerning teaching Arabic CS to children with ADS.

scholarly journals Autism Detection in Children by Combined Use of Gaze Preference and the M-CHAT-R in a Resource-Scarce Setting

2021 ◽  
Vol 51 (3) ◽  
pp. 994-1006
Author(s):  
Kelly Jensen ◽  
◽  
Sassan Noazin ◽  
Leandra Bitterfeld ◽  
Andrea Carcelen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Early Screening ◽  
Resource Limited Settings ◽  
Children With Asd ◽  
Resource Limited ◽  
Combined Use ◽  
Better Than

AbstractMost children with autism spectrum disorder (ASD), in resource-limited settings (RLS), are diagnosed after the age of four. Our work confirmed and extended results of Pierce that eye tracking could discriminate between typically developing (TD) children and those with ASD. We demonstrated the initial 15 s was at least as discriminating as the entire video. We evaluated the GP-MCHAT-R, which combines the first 15 s of manually-coded gaze preference (GP) video with M-CHAT-R results on 73 TD children and 28 children with ASD, 36–99 months of age. The GP-MCHAT-R (AUC = 0.89 (95%CI: 0.82–0.95)), performed significantly better than the MCHAT-R (AUC = 0.78 (95%CI: 0.71–0.85)) and gaze preference (AUC = 0.76 (95%CI: 0.64–0.88)) alone. This tool may enable early screening for ASD in RLS.

scholarly journals Applications for Children with Autism in Preschool and Primary Education

2019 ◽  
Vol 7 (2) ◽  
pp. 4
Author(s):  
Maria Xanthopoulou ◽  
Gioulina Kokalia ◽  
Athanasios Drigas
Keyword(s):  
Autism Spectrum Disorder ◽  
Primary Education ◽  
Significant Influence ◽  
Mobile Apps ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Diagnostic Tools ◽  
The Third ◽  
Children With Asd ◽  
Different Types

<p>In this article, we decided to focus on applications for children with Autism Spectrum Disorder (ASD) knowing the significant influence of them on those children. Below, we analyze the different types of applications that are available for children with ASD. The applications are presenting, have been categorized in three categories. The first category is Diagnostic Tools, the second is Intervention Tools and the third is generally Mobile Apps. This separation was made to give a clear view about the characteristics and the developmental area each application covers. Finally, the applications have been chosen based on positive reviews, in combined with how many had download and install them, whether they were easy to use and if they responded to what their description said they were providing.</p>

The psychometric properties of the Iranian version of Autism Diagnostic Interview-Revised (ADI-R) in children with autism spectrum disorder

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saeid Bashirian ◽  
Ali Reza Soltanian ◽  
Mahdieh Seyedi ◽  
Salman Khazaei ◽  
Ensiyeh Jenabi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Psychometric Properties ◽  
Content Validity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Diagnostic Interview ◽  
Content Type ◽  
Children With Asd ◽  
Autism Diagnostic Interview ◽  
Sensitivity Specificity

Purpose The purpose of this paper is to assess the validity of the Autism Diagnostic Interview-Revised (ADI-R) in an Iranian population to determine its efficacy in identifying children with autism spectrum disorder (ASD) who parents have Persian-speaking parents. Design/methodology/approach A case–control study was performed in March until July 2020 in Hamadan city, Iran. The case group was children were examined by the clinicians used a coding scheme based on the DSM-IV criteria for ASD. The control group was all children in the family, including healthy siblings, were asked to participate in the study. The reliability, content and face validity were performed to assess the psychometric properties of the tool. Confirmatory factor analysis (CFA) was performed to evaluate the four-dimensional structure of the tool (Scores A, B, C and D). Statistical analysis was performed using AMOS for SPSS 21, and the statistical significant level was less than 0.05. Findings The quantitative content validity analysis revealed that the mean of content validity ratio (CVR) and content validity index (CVI) for all domains was 0.94 and 0.91, respectively. For CFA, four domains A, B, C and D were used and demonstrated a good fit (CFI = 0.92 and RMSEA = 0.06). The sensitivity, specificity, positive predictive value (PPV) and negative predictive value (NPV) in domains A, B (verbal), C and D were 100%. For domain B (non-verbal), the sensitivity, specificity, PPV and NPV were 86.7%, 100%, 100% and 88.2%, respectively. Research limitations/implications This study showed that ADI-R has sufficient ability to discriminate between children with ASD and those with no psychiatric diagnosis, and it is a reliable tool in Iran. The sensitivity and specificity for correctly diagnosing ASD was high, regardless of the age and cognitive level of the examiner. Originality/value To the best of the authors’ knowledge, this is the first paper on psychometric properties of ADI-R in children with ASD.

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

2019 ◽  
Vol 5 (4) ◽  
pp. 243-254
Author(s):  
Hiroshi Asaoka ◽  
Tomoya Takahashi ◽  
Jiafei Chen ◽  
Aya Fujiwara ◽  
Masataka Watanabe ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Perspective Taking ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Content Type ◽  
Children With Asd ◽  
Explicit Condition ◽  
Level 2 ◽  
Implicit Condition

Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.

scholarly journals From prose to poetry: retelling the experiences of children with autism navigating around a school to promote empathy and understanding

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julie E.N. Irish
Keyword(s):  
Autism Spectrum Disorder ◽  
Built Environment ◽  
Design Methodology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Content Type ◽  
Poetic Translation ◽  
Study Participants ◽  
Accessible Format

PurposeThe purpose of this paper was to describe the experiences of four children with autism spectrum disorder navigating around the corridors of an unfamiliar school and translate the findings into poetic format. Poetry could provide a more accessible format to a nonacademic audience and promote empathy and understanding about this population.Design/methodology/approachEach participant was shown a route from the start point to the destination by the researcher then asked to lead the way there. Post-study, participants were interviewed for their perceptions and feelings about navigating.FindingsParticipants' responses and behaviors differed, e.g. some were stimulated by colors, some noticed small details and some were distracted. Poetic translation vividly emphasized these behaviors and emotions.Originality/valueFew studies have described how children with autism navigate the built environment or asked their opinion about navigating. None in the field have used poetic translation to explore data.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

2021 ◽  
pp. 073428292110259
Author(s):  
Brittany A. Dale ◽  
W. Holmes Finch ◽  
Kassie A. R. Shellabarger ◽  
Andrew Davis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cart Analysis ◽  
Children With Asd ◽  
Classification And Regression ◽  
Pattern Of Performance

The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

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

Listening to Bedouin fathers of children with autism spectrum disorder

2018 ◽  
Vol 56 (2) ◽  
pp. 345-358 ◽  
Author(s):  
Iris Manor-Binyamini
Keyword(s):  
Autism Spectrum Disorder ◽  
Support Services ◽  
Cultural Context ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Raising Children ◽  
Cultural Perspectives ◽  
Children With Asd

Although children across the world experience autism spectrum disorder (ASD), most research on ASD has been conducted using Western cultural perspectives and has focused primarily on mothers, leaving significant gaps in the literature. This study aimed to address these gaps by exploring the experiences of fathers raising children with ASD in a Bedouin community. To this end, a sample of 19 fathers of children (aged 6–15 years) with ASD living in recognized and unrecognized Bedouin settlements in the Negev participated in ethnographic, semi-structured interviews designed to investigate their experiences with raising a child with ASD in their community. Two major themes emerged: the challenges that Bedouin fathers of children with ASD face, and the influence of socio-demographic and cultural characteristics on their experience. Findings reflect the complex experiences of fathers raising children with ASD in the Bedouin community, stemming from their socio-cultural context and the limited knowledge and support services that are available in the community for these children. This article concludes with recommendations on how to enhance professional sensitivity and provide more culturally tailored services for parents of children with ASD.

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