Development of an interactive tool of early social responsiveness to track autism risk in infants and toddlers

2021 ◽  
Author(s):  
Reina S Factor ◽  
Rosa I Arriaga ◽  
Michael J Morrier ◽  
Jennifer B Mathys ◽  
Monica Dirienzo ◽  
...  
Keyword(s):  
Social Responsiveness ◽  
Infants And Toddlers ◽  
Interactive Tool

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Bottom Line: Who Pays the Bill for Early Intervention Services?

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 26-27
Author(s):  
Janet McCarty ◽  
Laurie Havens
Keyword(s):  
Early Intervention ◽  
Private Insurance ◽  
Infants And Toddlers ◽  
Bottom Line ◽  
Early Intervention Services ◽  
Intervention Services

Medicaid, federal education funds and private insurance all cover the costs of speech-language and hearing services for infants and toddlers. Learn who pays for what.

Cerebellar abnormalities in infants and toddlers with Williams syndrome

2002 ◽  
Vol 44 (10) ◽  
Author(s):  
Wendy Jones ◽  
John Hesselink ◽  
Eric Courchesne ◽  
Tim Duncan ◽  
Kevin Matsuda ◽  
...  
Keyword(s):  
Williams Syndrome ◽  
Infants And Toddlers

Autismus-Spektrum-Symptome bei Kindern mit Geburtsblindheit

2020 ◽  
Vol 48 (4) ◽  
pp. 289-302
Author(s):  
Kilian Pankert ◽  
Azarakhsh Pankert ◽  
Leon David Lotter ◽  
Beate Herpertz-Dahlmann ◽  
Kerstin Konrad
Keyword(s):  
Gold Standard ◽  
Social Responsiveness Scale ◽  
Social Responsiveness

Zusammenfassung. Fragestellung: Kinder mit Beeinträchtigungen des Sehens (BS) zeigten in einigen Untersuchungen autismusähnliche Verhaltensweisen. Die Anwendung vorhandener diagnostischer Screening-Instrumente für Autismus-Spektrum-Störungen (ASS) ist problematisch, da diese in der Regel ein intaktes Sehvermögen voraussetzen. Ziel dieser explorativen Studie war es, die prinzipielle Anwendbarkeit von drei ASS-Screening-Fragebögen bei Kindern mit Geburtsblindheit zu überprüfen. Methodik: 15 Kinder mit Geburtsblindheit, 15 Kinder mit ASS (ohne BS) und 20 Kontrollprobandinnen und –probanden wurden mittels des „Fragebogens zur Sozialen Kommunikation“ (FSK), der „Marburger Beurteilungsskala zum Asperger-Syndrom“ (MBAS) und der „Social Responsiveness Scale“ (SRS) untersucht. Ergebnisse: Items, die motorische oder mimisch-gestische Auffälligkeiten und geteilte Aufmerksamkeit erfassten, wurden bei Kindern mit Geburtsblindheit häufig als auffällig beschrieben. Insgesamt zeigten diese Kinder in den ASS-Screening-Instrumenten höhere Werte als Kontrollpersonen, aber meist niedrigere Werte als sehende Kinder mit ASS. Je nach Fragebogen erreichten zwischen 23 und 67 % der Stichprobe mit Geburtsblindheit den klinischen Cut-Off-Wert für ASS. In dieser Gruppe korrelierte der SRS-Gesamtwert negativ mit der kognitiven Empathie und der verbalen Intelligenz. Schlussfolgerungen: Mütter von Kindern mit BS beschreiben in ASS-Screening-Instrumenten vermehrt ASS-Symptome. Dies könnte auf einer ausgeprägten Symptomüberschneidung von ASS und Blindheit beruhen. ASS-Screeningverfahren sollten zukünftig an die spezifischen Besonderheiten von Personen mit beeinträchtigten visuellen Fähigkeiten angepasst und mit Gold-Standard-Methoden validiert werden.

Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

Review of Origins of the infant's social responsiveness: The Johnson & Johnson baby products company pediatric round table, II.

1980 ◽  
Vol 25 (10) ◽  
pp. 849-850
Author(s):  
ELEANOR W. WILLEMSEN
Keyword(s):  
Round Table ◽  
Social Responsiveness

Review of Baby Talk: The Art of Communicating with Infants and Toddlers.

1993 ◽  
Vol 38 (12) ◽  
pp. 1335-1335
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Infants And Toddlers ◽  
Baby Talk
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