An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders

2016 ◽  
Vol 33 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Alison L. Zagona ◽  
Ann M. Mastergeorge
Keyword(s):  
Social Communication ◽  
Rating Scale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Future Research ◽  
Evidence Based ◽  
Social Communication Skills ◽  
Communication Needs

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers’ actions. The effectiveness of PMII relative to positive developmental outcomes is discussed.

An Ethnographic Investigation of African American Mothers' Perceptions of Augmentative and Alternative Communication

2012 ◽  
Vol 19 (3) ◽  
pp. 84-89 ◽  
Author(s):  
Alayna Townsend ◽  
Ovetta Harris ◽  
Linda Bland-Stewart
Keyword(s):  
African American ◽  
Social Communication ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
African American Mothers ◽  
Alternative Communication ◽  
Social Communication Skills ◽  
Spectrum Disorders ◽  
Communication Needs

The purpose of this study was to investigate fourteen African American mothers' perceptions of the utilization of augmentative and alternative communication (AAC) by their children with autism spectrum disorders (ASD). The authors used ethnographic methodologies to describe and interpret their experiences and perceptions. Findings suggest that AAC strategies were perceived as useful to meet their children's social communication needs and were beneficial in developing social communication skills.

Siblings of Children with ASD: Promoting Social Communication

2015 ◽  
Vol 22 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Amy L. Donaldson
Keyword(s):  
Quality Of Life ◽  
Social Communication ◽  
Sibling Relationships ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Family Quality Of Life ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

Siblings of children with disabilities have been a focus of research in recent years. Sibling relationships, family quality of life, and incorporation of siblings into intervention have all been areas of investigation. The current paper describes the participation of siblings in intervention with children with autism spectrum disorder (ASD). Sibling-mediated intervention, modeled after peer-mediated intervention, has been shown to increase the social communication skills of children with ASD, and families have reported satisfaction and increased quality of life following such intervention. Clinical implications and ideas for supporting siblings and families of children with ASD are discussed.

scholarly journals SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder

2018 ◽  
Vol 61 (11) ◽  
pp. 2629-2640 ◽  
Author(s):  
Connie Kasari ◽  
Alexandra Sturm ◽  
Wendy Shih
Keyword(s):  
Autism Spectrum Disorder ◽  
Research Methods ◽  
Social Communication ◽  
Empirical Studies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Status ◽  
Evidence Based ◽  
Targeted Interventions

Purpose This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to an initial evidence-based practice. Method The narrative reflects on the current status of modular and targeted interventions on social communication outcomes in the field of autism research. Questions are introduced regarding personalization of interventions that can be addressed through research methods. These research methods include adaptive treatment designs and the Sequential Multiple Assignment Randomized Trial. Examples of empirical studies using research designs are presented to answer questions of personalization. Conclusion Bridging the gap between research studies and clinical practice can be advanced by research that attempts to answer questions pertinent to the broad heterogeneity in children with autism spectrum disorder, their response to interventions, and the fact that a single intervention is not effective for all children. Presentation Video https://doi.org/10.23641/asha.7298021

Automated Measures to Understand Communication Opportunities for Young Children With Autism in the Community: A Pilot Study

2019 ◽  
Vol 39 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Lauren M. Little ◽  
Joanne P. Rojas ◽  
Anna Bard ◽  
Ying Luo ◽  
Dwight Irvin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Young Children ◽  
Community Participation ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Similar Amount ◽  
Social Communication Skills ◽  
Children With Asd ◽  
Young Children With Autism

Community participation is vital to children’s development and provides opportunities to practice social communication skills. Although previous studies suggest that young children with autism spectrum disorders (ASD) experience decreased community participation, there is little empirical evidence on the precise patterns of participation that may influence social communication opportunities. Therefore, this pilot study investigated the communication among families of children with ASD ( n = 5) versus typical development (TD; n = 5) across various community locations. We used automated, objective measures: the Language ENvironmental Analysis (LENA) system™ to measure the amount of communication and integrated this with a Global Positioning System (GPS; that is, Qstarz™) to measure community location. Results showed that families of children with ASD and TD spent a similar amount of time in community locations; however, there were differences in the amount of adult talk directed toward children with ASD versus TD across community locations. Findings suggest that automated measures may be successfully integrated to quantify social communication during community participation.

Differential Reinforcement of Other Behaviors to Treat Challenging Behaviors Among Children With Autism: A Systematic and Quality Review

2017 ◽  
Vol 42 (4) ◽  
pp. 584-609 ◽  
Author(s):  
Regan Weston ◽  
Abby Hodges ◽  
Tonya N. Davis
Keyword(s):  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Exceptional Children ◽  
Systematic Analysis ◽  
Evidence Based Practices

This review summarizes the literature regarding differential reinforcement of other behaviors (DRO) to treat challenging behavior among children with autism spectrum disorder (ASD) and determines the quality of studies among the current literature according to the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. Studies that focused on the use of DRO in the treatment of challenging behavior for individuals with ASD were included for systematic analysis. Forty-five studies were identified for inclusion in this review and were evaluated using the eight quality indicators described by the CEC. To the authors’ knowledge, this is the only systematic review of the literature that evaluates DRO as an intervention for individuals diagnosed with ASD. Principle findings, practical recommendations, and areas of future research are discussed.

scholarly journals Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder

2015 ◽  
Vol 32 (4) ◽  
pp. 279-292 ◽  
Author(s):  
Daisy Titeca ◽  
Herbert Roeyers ◽  
Annemie Desoete
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Future Research ◽  
Family Impact ◽  
Magnitude Comparison ◽  
Positive Message ◽  
Mathematics Development

Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD and 20 age-matched control children aged 4 and 5 years. Our data revealed similar early number processing in children with and without ASD at preschool age, meaning that both groups did not differ on the foundation of mathematics development. Given the pervasiveness and the family impact of the condition of ASD, this is an important positive message for parents and preschool teachers. Implications and several directions for future research are proposed.

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.

Motor competency and social communication skills in preschool children with autism spectrum disorder

2018 ◽  
Vol 11 (6) ◽  
pp. 893-902 ◽  
Author(s):  
Francesco Craig ◽  
Alessandro Lorenzo ◽  
Elisabetta Lucarelli ◽  
Luigi Russo ◽  
Isabella Fanizza ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills
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