scholarly journals More Attention and Less Repetitive and Stereotyped Behaviors using a Robot with Children with Autism

2018 ◽  
Author(s):  
Andreia P. Costa ◽  
Louise Charpiot ◽  
Francisco Rodriguez Lera ◽  
Pouyan Ziafati ◽  
Aida Nazarikhorram ◽  
...  
Keyword(s):  
Children With Autism ◽  
Stereotyped Behaviors

Weighted Vests, Stereotyped Behaviors and Arousal in Children with Autism

2010 ◽  
Vol 41 (6) ◽  
pp. 805-814 ◽  
Author(s):  
Sandra Hodgetts ◽  
Joyce Magill-Evans ◽  
John E. Misiaszek
Keyword(s):  
Children With Autism ◽  
Stereotyped Behaviors ◽  
Weighted Vests

Applied Behavior Analysis Intervention Can Improved Behaviors and Social Skills among Children with Autism

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Yousefi M ◽  
◽  
Jafari A ◽  
Khalili M ◽  
Meshkat F ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Skills ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Social Communication ◽  
Children With Autism ◽  
Control Group ◽  
Children With Asd ◽  
Stereotyped Behaviors

Background: Children with Autism Spectrum Disorders (ASD) are at particular risk of impairment in social interaction, repetitive and stereotyped behaviors, and a poor quality of life. We tested whether applied behavior analysis intervention could, compared to a control condition, reduce repetitive and stereotyped behaviors, and increase social skills and thus enhance the quality of life among children with ASD. Methods: Thirty children with ASD (mean age: 6.5 years) were randomly assigned either to applied behavior analysis intervention or to a control condition. All participants completed Gareth test on stereotypical behaviors, social communication, and interaction skills at the following time points: baseline, and six months later at completion of the intervention. Findings: Stereotypical behaviors, social communication, and interaction skills improved over time from baseline to intervention completion, but more so in the applied behavior analysis intervention than in the control group. Compared to the control group, the applied behavior analysis intervention group reported had more positive scores. Conclusion: The findings suggest that among children with ASD and compared to a control condition, applied behavior analysis intervention has the potential to improve symptoms of autism, thus contributing to their quality of life.

scholarly journals Sylvian Fissure and Parietal Anatomy in Children with Autism Spectrum Disorder

2012 ◽  
Vol 25 (4) ◽  
pp. 327-339 ◽  
Author(s):  
Tracey A. Knaus ◽  
Helen Tager-Flusberg ◽  
Anne L. Foundas
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sylvian Fissure ◽  
Spectrum Disorder ◽  
Group Differences ◽  
Typically Developing ◽  
Restricted Interests ◽  
Stereotyped Behaviors ◽  
Posterior Parietal

Autism spectrum disorder (ASD) is characterized by deficits in social functioning and language and communication, with restricted interests or stereotyped behaviors. Anatomical differences have been found in the parietal cortex in children with ASD, but parietal subregions and associations between Sylvian fissure (SF) and parietal anatomy have not been explored. In this study, SF length and anterior and posterior parietal volumes were measured on MRI in 30 right-handed boys with ASD and 30 right-handed typically developing boys (7–14 years), matched on age and non-verbal IQ. There was leftward SF and anterior parietal asymmetry, and rightward posterior parietal asymmetry, across groups. There were associations between SF and parietal asymmetries, with slight group differences. Typical SF asymmetry was associated with typical anterior and posterior parietal asymmetry, in both groups. In the atypical SF asymmetry group, controls had atypical parietal asymmetry, whereas in ASD there were more equal numbers of individuals with typical as atypical anterior parietal asymmetry. We did not find significant anatomical-behavioral associations. Our findings of more individuals in the ASD group having a dissociation between cortical asymmetries warrants further investigation of these subgroups and emphasizes the importance of investigating anatomical relationships in addition to group differences in individual regions.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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