Social Communication Symptoms in Children With Autism Spectrum Disorder: Predicting Comorbid Anxiety Disorder

2020 ◽  
Vol 38 (8) ◽  
pp. 942-953
Author(s):  
Patricia D. Cleinmark ◽  
Ashley N. M. Freeman ◽  
Elizabeth L. W. McKenney ◽  
LeAnna Kehl ◽  
Stephen D. A. Hupp ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Responsiveness ◽  
Symptom Presentation ◽  
Comorbid Anxiety ◽  
Children With Asd ◽  
The Social ◽  
The Relationship

Relatively few measures have been examined for their psychometric properties when assessing anxiety among children with autism spectrum disorder (ASD), and the relationship between ASD and anxiety symptoms remains poorly understood. This study examined the relationship between ASD symptoms on the Social Responsiveness Scale ( SRS) and comorbid clinical anxiety. In a sample of 2,435 participants, parents of children with ASD and comorbid anxiety endorsed more frequent or severe ASD symptoms than parents of children without comorbid anxiety. Severity of ASD symptoms was a significant predictor of anxiety status and approached clinical significance. Implications for measurement of anxiety among children with ASD are discussed, including that areas of symptom presentation should be carefully evaluated, and that the onset or worsening of anxiety may affect ASD symptom presentation.

scholarly journals Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

Medicina ◽  
2019 ◽  
Vol 55 (8) ◽  
pp. 440 ◽  
Author(s):  
Joan DiPietro ◽  
Arpad Kelemen ◽  
Yulan Liang ◽  
Cecilia Sik-Lanyi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Robot Assisted ◽  
The Past ◽  
Children With Asd ◽  
The Social

Background and objectives: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper’s purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. Materials and Methods: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. Results: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. Conclusions: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies’ effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.

scholarly journals Technology-Assisted Intervention for Children with Autism Spectrum Disorder using Augmented Reality

2020 ◽  
Vol 8 (5) ◽  
pp. 2156-2162
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Social ◽  
Behavior Skills ◽  
And Behavior

Technology-assisted intervention has potentials in improving the social, communication and behavior impairments in of children with autism spectrum disorder (ASD). Augmented reality (AR) offers multitude of possibilities and opportunities for the intervention of children with ASD. Therefore, this study identifies 13 researches from 2012 to 2018 that documented the efficacy of augmented reality applications in supporting the intervention of children with ASD. This study reviews the applications of augmented reality that nhanced the intervention for children with autism in (i) social skills, (ii) communication skills, and (iii) behavior skills. The conclusion reports the significant roles of augmented reality as technology-assisted intervention for children with ASD.

A qualitative study on the social-emotional benefits of Drumtastic Ability Beats® for children with autism spectrum disorder

2018 ◽  
Vol 17 (3) ◽  
pp. 37-47
Author(s):  
Lyn G. Litchke, PhD ◽  
Mary Margaret Bracken, MSRLS-TR
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Children With Asd ◽  
The Social ◽  
Creative Self

This qualitative collective case study explored the social-emotional benefits of Drumtastic Ability Beats® in a dyadic partnership between children with autism spectrum disorder (ASD) and a college graduate student (GS). Fourteen male campers, ages 5-14, engaged in eight, 1-hour Drumtastic Ability Beats® sessions, twice a week, at a 4-week camp for children with ASD. Data collection focused on observational narrative field notes completed by the campers’ GS partner after each session. Thematic analysis revealed three primary themes: (1) familiarization through synchronization, (2) creative self-expression, and (3) self-regulation of emotions. These findings underscore the potential value of group drumming as a means to promote opportunities to enhance social-emotional regulation through facilitating relationships for children with ASD.

scholarly journals Reading Assessment in Children with Autism Spectrum Disorder

2016 ◽  
Vol 26 (2) ◽  
pp. 205-217 ◽  
Author(s):  
Jessica Paynter ◽  
Marleen F. Westerveld ◽  
David Trembath
Keyword(s):  
Autism Spectrum Disorder ◽  
School Psychologists ◽  
Reading Difficulties ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Literature ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Behavioural Difficulties ◽  
The Social

The social-communication and behavioural difficulties experienced by children with autism spectrum disorder (ASD) are well documented in the research literature; however, relatively little attention has been paid to their commonly experienced reading difficulties. In this article, we synthesise the findings of the research to date and provide practical recommendations for school psychologists and counsellors tasked with assessing and supporting children with ASD who experience reading difficulties. Central to these recommendations is the need for comprehensive multidisciplinary assessment tailored to each child's needs, at all times avoiding common assumptions regarding literacy and learning in children with ASD.

scholarly journals A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

2021 ◽  
Author(s):  
Christina O’Keeffe ◽  
Sinéad McNally
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

scholarly journals Autism Spectrum Disorder and screen time during lockdown: an Italian study.

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1263
Author(s):  
Maria Grazia Logrieco ◽  
Laura Casula ◽  
Giuseppe Niccolò Ciuffreda ◽  
Ilaria Nicolì ◽  
Maria Spinelli ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Screen Time ◽  
Online Survey ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Lives ◽  
Children With Asd ◽  
Core Symptoms ◽  
The Relationship

Background: Lockdown due to Covid-19 pandemic brought deep changes to the daily lives of children with Autism Spectrum Disorder (ASD), greatly increasing their amount of time spent at home. Methods: A cohort of 243 parents of children with ASD (2-15 years old) completed an original online survey regarding the child’s screen time and the modification of the ASD symptomatology during lockdown to investigate the relationship between them. Results: The data show that high solitary screen time is related with the worsening of ASD core symptoms. Conclusions: This study may help to increase awareness in the excessive use of screen in children with ASD during the lockdown, both during the pandemic as well as after it ends.

scholarly journals Nutrition, BMI and Motor Competence in Children with Autism Spectrum Disorder

Medicina ◽  
2019 ◽  
Vol 55 (5) ◽  
pp. 135 ◽  
Author(s):  
Ting Liu ◽  
Julie Kelly ◽  
Lyndsay Davis ◽  
Krystal Zamora
Keyword(s):  
Autism Spectrum Disorder ◽  
Pearson Correlation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Nutrition Knowledge ◽  
Spectrum Disorder ◽  
Motor Competence ◽  
Children With Asd ◽  
Knowledge Survey ◽  
The Relationship

Background and objectives: The purpose of this study was to examine the relationship between motor competence, body mass index (BMI), and nutrition knowledge in children with autism spectrum disorder (ASD). Materials and Methods: Fifty-one children with ASD (five females and 46 males) aged 7–12 participated in the study. The Movement Assessment Battery for Children-2 (MABC-2) was used to examine children’s fine and gross motor skill competence; the nutrition knowledge survey assessed children’s overall knowledge of food groups and healthful eating; and BMI-for-age determined their weight status. Descriptive analysis and Pearson correlation was used to analyze the relationship between nutrition knowledge, BMI, and motor competence in children with ASD. Results: The majority of children with ASD (82%) showed significant motor delays in MABC-2 assessments. The BMI-for-age percentile data suggested that 20% of participants were obese, 17% were overweight, and 12% were underweight. The nutrition knowledge data indicated that 55% of children scored below 70% on accuracy in the nutrition knowledge survey. Pearson correlation analysis revealed a significant positive relationship between MABC-2 manual dexterity and nutrition knowledge (r = 0.327, p < 0.01), and between MABC-2 balance skills and nutrition knowledge (r = 0.413, p < 0.01). A significant negative relationship was also found between BMI and MABC-2 balance skills (r = −0.325, p < 0.01). Conclusions: The findings of the study suggest that nutrition knowledge and motor competence may be key factors influencing BMI in children with ASD and therefore interventions tackling both sides of the energy balance equation are necessary.

scholarly journals DUKUNGAN SOSIAL DAN PARENTING SELF-EFFICACY PADA ORANG TUA ANAK AUTISM SPECTRUM DISORDER DI KOTA BLITAR

2018 ◽  
Vol 7 (1) ◽  
pp. 46-52
Author(s):  
Resti Albintary ◽  
Hetti Rahmawati ◽  
Farah Farida Tantiani
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Descriptive Research ◽  
The Social ◽  
The Relationship

The objective of this research is to understand the relationship between the social support and the parenting self-efficacy on child’s parent with autism spectrum disorder in Blitar City. This research is a quantitative research with correlational descriptive research design. The sample of this research were 35 parents of children with autism spectrum disorder in Blitar City. The result of this research are: (1) 68,6% child’s parent with autism spectrum disorder in Blitar City have the parenting self-efficacy in the medium category; (2) 82,9% child’s parent with autism spectrum disorder in Blitar City have social support in the high category; (3) there is a positive relationship between social support and parenting self-efficacy on child’s parent with autism spectrum disorder in Blitar City.

scholarly journals Relationship Between Social Motivation in Children With Autism Spectrum Disorder and Their Parents

2021 ◽  
Vol 15 ◽  
Author(s):  
Mirko Uljarević ◽  
Thomas W. Frazier ◽  
Booil Jo ◽  
Jennifer M. Phillips ◽  
Wesley Billingham ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Motivation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Responsiveness ◽  
Typically Developing ◽  
Children With Asd ◽  
Simons Simplex Collection ◽  
The Social ◽  
Multiplex Families

Impairment in social motivation (SM) has been suggested as a key mechanism underlying social communication deficits observed in autism spectrum disorder (ASD). However, the factors accounting for variability in SM remain poorly described and understood. The current study aimed to characterize the relationship between parental and proband SM. Data from 2,759 children with ASD (Mage = 9.03 years, SDage = 3.57, 375 females) and their parents from the Simons Simplex Collection (SSC) project was included in this study. Parental and proband SM was assessed using previously identified item sets from the Social Responsiveness Scale (SRS). Children who had parents with low SM scores (less impairments) showed significantly lower impairments in SM compared to children who had either one or both parents with elevated SM scores. No parent-of-origin effect was identified. No significant interactions were found involving proband sex or intellectual disability (ID) status (presence/absence of ID) with paternal or maternal SM. This study establishes that low SM in children with ASD may be driven, in part, by lower SM in one or both parents. Future investigations should utilize larger family pedigrees, including simplex and multiplex families, evaluate other measures of SM, and include other related, yet distinct constructs, such as social inhibition and anhedonia. This will help to gain finer-grained insights into the factors and mechanisms accounting for individual differences in sociability among typically developing children as well as those with, or at risk, for developing ASD.

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