Objective Measurement of Social Communication Behaviors in Children with Suspected ASD During the ADOS-2

2020 ◽  
Author(s):  
Yeojin Amy Ahn ◽  
Jacquelyn Moffitt ◽  
Yudong Tao ◽  
Stephanie Custode ◽  
Mei-Ling Shyu ◽  
...  
Keyword(s):  
Social Communication ◽  
Objective Measurement ◽  
Communication Behaviors

scholarly journals Measuring Changes in Social Communication Behaviors: Preliminary Development of the Brief Observation of Social Communication Change (BOSCC)

2016 ◽  
Vol 46 (7) ◽  
pp. 2464-2479 ◽  
Author(s):  
Rebecca Grzadzinski ◽  
Themba Carr ◽  
Costanza Colombi ◽  
Kelly McGuire ◽  
Sarah Dufek ◽  
...  
Keyword(s):  
Social Communication ◽  
Communication Behaviors

Animal-assisted activity improves social behaviors in psychiatrically hospitalized youth with autism

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1740-1751 ◽  
Author(s):  
Monique M Germone ◽  
Robin L Gabriels ◽  
Noémie A Guérin ◽  
Zhaoxing Pan ◽  
Tiffany Banks ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Psychiatric Treatment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional Facial Expressions ◽  
Communication Behaviors ◽  
Behavioral Interactions ◽  
Animal Interaction ◽  
Psychiatrically Hospitalized

There is preliminary research suggesting that animal-assisted activities can improve social interactions of children with autism spectrum disorder. This pilot study sought to investigate the benefits of animal-assisted activities with dogs and psychiatrically hospitalized youth with autism spectrum disorder. Participants were recruited from a specialized inpatient psychiatric hospital unit for youth with autism spectrum disorder and other developmental disabilities. Utilizing a crossover design, participants served as their own control by engaging in two 10-min conditions: an experimental dog and handler interaction (animal-assisted activities) and a novel toy and handler control (control). Of the 142 youth aged 6-–8 years screened for participation, 47 completed both conditions. Participants’ behavioral data were captured via video and coded using the Observation of Human-Animal Interaction for Research, a tool specifically developed to capture human behavioral interactions in the presence of animals. Overall, social-communication behaviors significantly improved in the animal-assisted activities experimental condition compared to the control condition ( p = 0.0001). Specifically, participants in the animal-assisted activities experimental condition displayed more positive emotional facial expressions ( p ⩽ 0.0001), talking ( p = 0.0408), use of gestures ( p = 0.032), and looking at both adults and peers ( p ⩽ 0.0001). In addition, a higher frequency of constant motion ( p = 0.003) was observed in the animal-assisted activities experimental condition. Results suggest that animal-assisted activities with a dog may promote social-communication behaviors in psychiatrically hospitalized youth with autism spectrum disorder. Given the fact that social and communication behaviors can facilitate treatment engagement for this population, we recommend future studies examine how such improvements can positively affect the psychiatric treatment of this population.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

Interaction Between Mothers and Infants with Down Syndrome

1986 ◽  
Vol 6 (3) ◽  
pp. 54-71 ◽  
Author(s):  
Nancy B. Richard
Keyword(s):  
Down Syndrome ◽  
Individual Differences ◽  
Early Intervention ◽  
Social Interaction ◽  
Social Communication ◽  
State Control ◽  
Communication Behaviors ◽  
Reciprocal Interaction ◽  
Gaze Patterns

Studies of mother-infant dyads indicate that individual differences of both partners contribute to the development of reciprocal interaction. When an infant is born with Down Syndrome, infant responses are reported to be delayed. Infant characteristics that contribute to social interaction with caregivers differ between nonhandicapped infants and those with Down syndrome. In this review, studies of infant characteristics, including temperament, state control, gaze, gesture, and vocalization, are discussed. Although infants with Down syndrome, like nonhandicapped infants, develop social communication behaviors, vulnerable characteristics are found. Differences in the development of state control, gaze patterns, coordination of gesture, gaze, vocalization, and frequency of vocalization have implications for parents and professionals in early intervention.

scholarly journals Enhancement of Social Communication Behaviors in Young Children With Autism Affects Maternal Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Dominik Laister ◽  
Giacomo Vivanti ◽  
Peter B. Marschik ◽  
Johannes Fellinger ◽  
Daniel Holzinger
Keyword(s):  
Social Communication ◽  
Challenging Behavior ◽  
Mental Health Problems ◽  
Maternal Stress ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Communication Behaviors ◽  
Children With Asd

Children with autism spectrum disorder (ASD) show difficulties in social communication behaviors, emotion regulation and daily living skills, and they frequently present with challenging behaviors. In parents of children with ASD, higher rates of stress and mental health problems have been reported than in parents of either typically developing children or children with other conditions. In this study, we tested whether maternal well-being changes with improved social communicative behaviors of children with ASD receiving early intervention. We examined developmental changes in 72 pre-schoolers and stress levels in their mothers (measured by the Parental Stress Inventory) before and after a 12-month community-based intervention program based on the Early Start Denver Model, a naturalistic developmental behavioral intervention targeting social communication. Multiple regression analyses showed that maternal child-related stress was predicted by changes in children's social communication behaviors (measured with the Pervasive Developmental Disorder Behavior Inventory). Gains in the early social communication behavior domain were the strongest predictor of post-intervention child-related maternal stress, surpassing adaptive behavior, language and non-verbal cognitive gains, and reduction in challenging behavior. These findings support the hypothesis that, in children with ASD, the acquisition of social communication behaviors contribute to improvements in maternal well-being.

Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD)

2016 ◽  
Vol 1 (16) ◽  
pp. 63-77 ◽  
Author(s):  
Jana Waller ◽  
Marie Sanford ◽  
Tina Caswell ◽  
Christine Bainbridge
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Social Communication ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Awareness ◽  
Communication Behaviors ◽  
Social Reciprocity ◽  
Adolescents With Autism

Purpose In this article we describe a comprehensive initiative for preparing adolescents with autism spectrum disorder (ASD) for successful transitions into adulthood. We present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent living. Background In our program, Information and Communication Readiness for All Transition Experiences (ICREATE), we integrate six fundamental components to build social communication behaviors for effective transitions into new experiences. Outcomes Participants in ICREATE demonstrate improvements in social communication behaviors, including self-awareness, social reciprocity, and self-advocacy behaviors. Throughout the program, participants apply and generalize their learned social communication behaviors to a variety of contexts. Implications The ICREATE program has significant implications for adolescents with ASD, their families, and their communities. The information we provide serves as an outline that can be modified and adapted for a variety of settings and populations.

Sex differences in social communication behaviors in toddlers with suspected autism spectrum disorder as assessed by the ADOS-2 toddler module

Autism ◽  
2021 ◽  
pp. 136236132110470
Author(s):  
Emily Ronkin ◽  
Erin C Tully ◽  
Lee Branum-Martin ◽  
Lindsey L Cohen ◽  
Christine Hall ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Social Communication ◽  
Gold Standard ◽  
Autism Diagnostic Observation Schedule ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Communication Behaviors ◽  
Autism Diagnostic Observation

The Autism Diagnostic Observation Schedule, 2nd-edition (ADOS-2) Toddler Module is the current gold-standard measure of autism spectrum disorder (ASD), a neurodevelopmental condition more frequently diagnosed in toddler boys than girls. Some evidence suggests that behaviors assessed by the Toddler Module may capture an ASD phenotype that is more common among boys than girls. Focus on these behaviors may contribute to sex differences in ASD diagnoses. Particularly, the ADOS-2 may equivalently weight social communication behaviors on which boys and girls are expected to look similar and behaviors that which girls may, due to early socialization, perform differently than boys. As a consequence, the Toddler Module may fail to identify ASD in girls who should qualify for the diagnosis. The current study examined the possibility that some ADOS-2 items may function differently for boys and girls by testing the degree to which eight items equivalently related to a social communication latent factor across sexes in toddlers with suspected ASD. Inconsistent with hypotheses, tests of differential item functioning revealed no evidence of sex differences, suggesting that the Toddler Module assesses these eight items similarly for boys and girls. Examination of factor loadings point to Creativity/Imagination as an area of interest for future research. Lay Abstract When toddlers are suspected of autism spectrum disorder (ASD), the gold-standard assessment technique is with the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) Toddler Module, a behavioral observation system. ASD is a neurodevelopmental condition more frequently diagnosed in toddler boys than in toddler girls. There is some evidence that the ADOS-2 assesses behaviors that are more characteristic of boys with ASD than girls. Thus, it is possible that focusing on these behaviors contributes at least in part to why more boys are diagnosed than girls. Specifically, girls may show more social skills than boys during the ADOS-2 assessment due to their socialization histories, which may lead to missed diagnoses of ASD in toddler girls. The current study examined eight social behaviors assessed by the ADOS-2 in a sample of toddlers with suspected ASD to see if they contributed differently to the total score of those items. Examination of those items suggested that those social communication behaviors work the same for boys and girls with suspected ASD, which was inconsistent with hypotheses. However, examination of particular items raises the possibility of examining creative/imaginative play as an area for future research.

Peer Mediators’ Use of Prompting to Increase Social Communication in Students with Disabilities

2020 ◽  
pp. 152574012093699
Author(s):  
Kera B. Ackerman ◽  
Amy D. Spriggs ◽  
Alice L. Rhodes
Keyword(s):  
Students With Disabilities ◽  
Social Communication ◽  
Leisure Activity ◽  
Autism Spectrum ◽  
Probe Design ◽  
School Students ◽  
Communication Behaviors ◽  
System Of Least Prompts ◽  
Effectiveness Of Training ◽  
Multiple Probe

Social communication is a key component in building and maintaining friendships. However, students with autism spectrum disorder and intellectual disability often exhibit deficits in communication behaviors. Peer-mediated interventions are an evidence-based practice in increasing social communication skills for elementary and middle school students. Systematic instruction has been used as an intervention for both academic and functional skills. This study utilized a multiple probe design across students to assess the effectiveness of training two high school aged peer mediators to implement a system of least prompts strategy during a leisure activity to elicit social communication behaviors from four same age peers with disabilities. Results showed increases in initiations and independent responses when system of least prompts was used effectively by peer mediators. Future implications are discussed.

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