scholarly journals The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial

2015 ◽  
Vol 2015 ◽  
pp. 1-18 ◽  
Author(s):  
Sudha M. Srinivasan ◽  
Maninderjit Kaur ◽  
Isabel K. Park ◽  
Timothy D. Gifford ◽  
Kerry L. Marsh ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Performance ◽  
Standardized Test ◽  
Controlled Trial ◽  
Standard Of Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Body ◽  
Spectrum Disorder ◽  
Interpersonal Synchrony

We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.

scholarly journals Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2129-2141
Author(s):  
Kathy Leadbitter ◽  
Wendy Macdonald ◽  
Carol Taylor ◽  
Karen Leneh Buckle ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Quality Of Life ◽  
Parent Child Communication ◽  
Young Children With Autism ◽  
Parent Child

Paediatric Autism Communication Therapy is a parent-mediated, video-aided, communication-focussed intervention for young children with autism spectrum disorder. It has been shown in a UK randomised controlled trial to lead to improvements in parent–child communication and family quality of life, together with a sustained reduction in child autism symptom severity. This qualitative study examined parental perceptions of their participation in Paediatric Autism Communication Therapy within the context of the randomised controlled trial. Semi-structured interviews were carried out with 18 parents within 12 months of completion of the therapy. The thematic analysis provides insights into parents’ hopes, expectations, and learning processes when working with Paediatric Autism Communication Therapy therapists and carrying out daily practice in the home. Parents reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnostic therapy. Practical difficulties were also emphasised. Implications for the clinical practice of parent-mediated interventions with young children with autism spectrum disorder are discussed. Lay abstract Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent–child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child’s communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent–child communication and family quality of life. This study aimed to explore parents’ perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist–parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed.

A randomized controlled trial of 25 sessions comparing music therapy and music listening for children with autism spectrum disorder

2020 ◽  
Vol 293 ◽  
pp. 113377
Author(s):  
Thomas Rabeyron ◽  
Juan-Pablo Robledo del Canto ◽  
Emmanuelle Carasco ◽  
Vanessa Bisson ◽  
Nicolas Bodeau ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Randomized Controlled Trial ◽  
Music Therapy ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Music Listening ◽  
Randomized Controlled

A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 359-370 ◽  
Author(s):  
Daniel W Mruzek ◽  
Stephen McAleavey ◽  
Whitney A Loring ◽  
Eric Butter ◽  
Tristram Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Skill Acquisition ◽  
Behavioral Treatment ◽  
Retention Rate ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Toilet Training ◽  
Significant Group

We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3–6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted.

scholarly journals Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language

2018 ◽  
Vol 8 (2) ◽  
pp. 10 ◽  
Author(s):  
Alev Girli ◽  
Sıla Doğmaz
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Body Language ◽  
The Body ◽  
Spectrum Disorder ◽  
Black And White ◽  
The Face

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder(ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sampleconsisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides,consisting of black and white photographs, were used to assess participants’ ability to identify feelings – 3 sets forfacial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographson the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant differencebetween the total scores that children received from each of the face and body language slide sets. It was observedthat the children with LD usually looked at the whole photo, while the children with ASD focused especially aroundthe mouth to describe feelings. The results that were obtained were discussed in the context of the literature, andsuggestions were presented.

scholarly journals Creative Yoga Intervention Improves Motor and Imitation Skills of Children With Autism Spectrum Disorder

2019 ◽  
Vol 99 (11) ◽  
pp. 1520-1534 ◽  
Author(s):  
Maninderjit Kaur ◽  
Anjana Bhat
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Fine Motor ◽  
Children With Asd ◽  
Yoga Group ◽  
Fine Motor Performance ◽  
Academic Group

Abstract Background There is growing evidence for motor impairments in children with autism spectrum disorder (ASD), including poor gross and fine motor performance, poor balance, and incoordination. However, there is limited evidence on the effects of motor interventions for this population. Objective In the present study, the effects of a physical therapy intervention using creative yoga on the motor and imitation skills of children with ASD were evaluated. Design This study had a pretest-posttest control group design. Methods Twenty-four children with ASD aged between 5 and 13 years received 8 weeks of a physical therapist-delivered yoga or academic intervention. Children were tested before and after the intervention using a standardized motor measure, the Bruininks-Oseretsky Test of Motor Performance–2nd Edition (BOT-2). The imitation skills of children using familiar training-specific actions (ie, poses for the yoga group and building actions for the academic group) were also assessed. Results After the intervention, children in the yoga group improved gross motor performance on the BOT-2 and displayed fewer imitation/praxis errors when copying training-specific yoga poses. In contrast, children in the academic group improved their fine motor performance on the BOT-2 and performed fewer imitation errors while completing the training-specific building actions. Limitations The study limitations include small sample size and lack of long-term follow-up. Conclusions Overall, creative interventions, such as yoga, are promising tools for enhancing the motor and imitation skills of children with ASD.

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