Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility

2020 ◽  
Vol 35 (3) ◽  
pp. 186-192 ◽  
Author(s):  
Jonathan Safer-Lichtenstein ◽  
Laura Lee McIntyre
Keyword(s):  
Special Education ◽  
Symptom Severity ◽  
Challenging Behavior ◽  
Adaptive Functioning ◽  
Challenging Behaviors ◽  
The United States ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
Special Education Eligibility

Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed.

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.

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

2020 ◽  
pp. 109830072091114
Author(s):  
Virginia L. Walker ◽  
Megan E. Carpenter ◽  
Kristin J. Lyon ◽  
Lindsey Button
Keyword(s):  
Students With Disabilities ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
School Environments ◽  
Wide Range

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood–age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described.

Oppositional Defiant Disorder and Related Disruptive Behaviors in Autism Spectrum Disorder

2020 ◽  
pp. 136-158
Author(s):  
Connor M. Kerns ◽  
Chandler Puhy ◽  
Chelsea M. Day ◽  
Steven J. Berkowitz
Keyword(s):  
Autism Spectrum Disorder ◽  
Oppositional Defiant Disorder ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Defiant Behavior

The Diagnostic and Statistical Manual of Mental Disorders, fifth edition characterizes oppositional defiant disorder (ODD) as reflecting pervasive patterns of irritable mood, defiant behavior, and/or vindictiveness. Youth with autism spectrum disorder (ASD) exhibit high rates of disruptive behaviors commonly associated with ODD, such as noncompliance, irritability, temper tantrums, and mood dysregulation. This chapter reviews the presentation of ODD in individuals with ASD, including current prevalence estimates, proposed etiology, validated assessment methods, and emerging best practices designed to treat challenging behaviors. Although there is a robust literature describing assessment and treatment procedures for disruptive behaviors in individuals with ASD, conceptualizing these hallmark behaviors within the framework of ODD is relatively novel and not without controversy. Discussion thus includes challenges around the applicability of the diagnostic criteria in this population and future research directions that may provide clarity on this issue.

scholarly journals Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

2021 ◽  
Author(s):  
Stephanie A. Moore ◽  
Rebecca Landa ◽  
Gazi Azad
Keyword(s):  
Special Education ◽  
General Education ◽  
Organizational Context ◽  
School Leaders ◽  
The United States ◽  
Autism Spectrum ◽  
School Enrollment ◽  
School Type ◽  
Implementation Climate ◽  
Implementation Leadership

AbstractOrganizational context (e.g., climate, culture, resources) can impede or enhance implementation of evidence-based practices in general education settings or special education settings serving students with autism spectrum disorder. We examined the relations between organizational context and individual (i.e., implementation leadership, administrator- or service provider-role) or school (i.e., enrollment size, public/nonpublic school type) characteristics. Participants were administrative or service providing leaders (n = 34) from 11 schools in one state on the East Coast of the United States. School leaders’ average ratings of the organizational context were generally more positive for special education than general education; however, greater culture stress was reported for special education. Correlation analyses indicated being an administrator and implementation leadership were positively associated with implementation climate in both education settings. Being an administrator was also positively associated with cultural effort (i.e., how hard people work towards achieving goals) in special education, but negatively associated with culture stress in general education. In special education, nonpublic schools had better climates (both learning and implementation), but more culture stress. Additionally, school enrollment size was negatively related to available resources and implementation climate in special education. Investigating the similarities and differences in organizational context across educational settings is needed in future research.

Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports

2020 ◽  
pp. 41-62
Author(s):  
Fabrizio Stasolla ◽  
Anna Passaro
Keyword(s):  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Communication Skills ◽  
Challenging Behavior ◽  
Emotional Regulation ◽  
Life Skills ◽  
Social Inclusion ◽  
Autism Spectrum ◽  
Future Research ◽  
Adolescents With Autism

This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

Fostering Inclusion of Children and Adolescents With Autism Spectrum Disorders in Daily Settings Through Technological Supports

2021 ◽  
pp. 224-245
Author(s):  
Fabrizio Stasolla ◽  
Alessandro O. Caffò ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
The Third ◽  
Children With Asd ◽  
Adolescents With Autism ◽  
Spectrum Disorders

This chapter emphasizes a selective overview of the newest empirical contributions available in the literature within the last decade (i.e., 2008-2019) regarding the use of assistive technology for the inclusion of children with autism spectrum disorders (ASD) in daily settings. According to the including and excluding criteria, 40 studies were retained and grouped in five main categories, namely (1) communication skills, (2) adaptive and/or social skills, (3) life skills, (4) challenging behaviors, and (5) academic performance. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to provide some practical and illustrative examples of assistive technology-based programs aimed at the integration of children with ASD in daily settings. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research and practice. Results were fairly positive, although some failure occurred. Clinical, educational, psychological, and rehabilitative implications were critically discussed.

Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports

2022 ◽  
pp. 971-992
Author(s):  
Fabrizio Stasolla ◽  
Anna Passaro
Keyword(s):  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Communication Skills ◽  
Challenging Behavior ◽  
Emotional Regulation ◽  
Life Skills ◽  
Social Inclusion ◽  
Autism Spectrum ◽  
Future Research ◽  
Adolescents With Autism

This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

scholarly journals Trends in Special Education Eligibility Among Children With Autism Spectrum Disorder, 2002-2010

2017 ◽  
Vol 133 (1) ◽  
pp. 85-92 ◽  
Author(s):  
Eric Rubenstein ◽  
Julie Daniels ◽  
Laura A. Schieve ◽  
Deborah L. Christensen ◽  
Kim Van Naarden Braun ◽  
...  
Keyword(s):  
Public Health ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Intellectual Disability ◽  
Monitoring Network ◽  
Autism Spectrum ◽  
Special Education Eligibility ◽  
Children With Asd ◽  
Percentage Points ◽  
Racial Ethnic

Objective: Although data on publicly available special education are informative and offer a glimpse of trends in autism spectrum disorder (ASD) and use of educational services, using these data for population-based public health monitoring has drawbacks. Our objective was to evaluate trends in special education eligibility among 8-year-old children with ASD identified in the Autism and Developmental Disabilities Monitoring Network. Methods: We used data from 5 Autism and Developmental Disabilities Monitoring Network sites (Arizona, Colorado, Georgia, Maryland, and North Carolina) during 4 surveillance years (2002, 2006, 2008, and 2010) and compared trends in 12 categories of special education eligibility by sex and race/ethnicity. We used multivariable linear risk regressions to evaluate how the proportion of children with a given eligibility changed over time. Results: Of 6010 children with ASD, more than 36% did not receive an autism eligibility in special education in each surveillance year. From surveillance year 2002 to surveillance year 2010, autism eligibility increased by 3.6 percentage points ( P = .09), and intellectual disability eligibility decreased by 4.6 percentage points ( P < .001). A greater proportion of boys than girls had an autism eligibility in 2002 (56.3% vs 48.8%). Compared with other racial/ethnic groups, Hispanic children had the largest increase in proportion with autism eligibility from 2002 to 2010 (15.4%, P = .005) and the largest decrease in proportion with intellectual disability (–14.3%, P = .004). Conclusion: Although most children with ASD had autism eligibility, many received special education services under other categories, and racial/ethnic disparities persisted. To monitor trends in ASD prevalence, public health officials need access to comprehensive data collected systematically, not just special education eligibility.

Differential Item and Test Functioning of the Autism Spectrum Rating Scales: A Follow-Up Evaluation in a Diverse, Nonclinical Sample

2020 ◽  
pp. 073428292094552
Author(s):  
Maryellen Brunson McClain ◽  
Bryn Harris ◽  
Sarah E. Schwartz ◽  
Megan E. Golson
Keyword(s):  
Rating Scales ◽  
Ethnically Diverse ◽  
The United States ◽  
Autism Spectrum ◽  
Future Research ◽  
Differential Test Functioning ◽  
Item Functioning ◽  
Racial Ethnic ◽  
Differential Test

Although the racial/ethnic demographics in the United States are changing, few studies evaluate the cultural and linguistic responsiveness of commonly used autism spectrum disorder screening and diagnostic assessment measures. The purpose of this study is to evaluate item and test functioning of the Autism Spectrum Rating Scales (ASRS) in a sample of racially/ethnically diverse parents of children (nonclinical) between the ages of 6–18 ( N = 806). This study is a follow-up to a prior publication examining the factor structure of the ASRS among a similar sample. The present study furthers the examination of measurement invariance of the ASRS in racially/ethnically diverse populations by conducting differential item functioning and differential test functioning with a larger sample. Results indicate test-level invariance; however, five items are noninvariant across parent reporters from different racial/ethnic groups. Implications for practice and directions for future research are discussed.

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD

2018 ◽  
Vol 34 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Stephanie Gerow ◽  
Mandy Rispoli ◽  
Emily Gregori ◽  
Lisa Sanchez
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Analysis ◽  
Young Children ◽  
Challenging Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Children With Asd ◽  
Function Based Intervention ◽  
Multiple Probe

There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3–7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent–child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research.

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