Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

2020 ◽  
pp. 153465012098345
Author(s):  
Mirela Cengher ◽  
Joy C. Clayborne ◽  
Adrianna E. Crouch ◽  
Julia T. O’Connor
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Environmental Variables ◽  
Behavioral Interventions ◽  
Selective Mutism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Assessment And Treatment

Over 60% of children diagnosed with selective mutism are also diagnosed with Autism Spectrum Disorder. Previous research established that behavioral interventions are effective at increasing speech in children with both diagnoses. However, few studies conducted assessments to determine environmental variables that inhibit speech, and such assessments are necessary for the development of effective and efficient treatments. This case study describes an assessment that evaluated the function(s) of selective mutism. The results confirmed that the participant did not talk to avoid social interaction and that mutism occurred primarily in the presence of multiple, unfamiliar people. Our first treatment focused on increasing tolerance for social interaction, demonstrated by an increase in speech production in the presence of unfamiliar people. Our second treatment focused on increasing qualitative aspects of the participant’s speech (i.e., both responses and initiations). Finally, we taught the participant’s parents to implement the treatment in naturalistic settings, and the participant demonstrated generalization of treatment effects across people and settings. Implications for clinical practice and future research are discussed.

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.

Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

2014 ◽  
Author(s):  
◽  
Xianhui Wang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Competence ◽  
Social Interactions ◽  
Social Presence ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

Treating Vocal Stereotypy With Environmental Enrichment and Response Cost

2011 ◽  
Vol 10 (6) ◽  
pp. 440-448 ◽  
Author(s):  
Nicholas Watkins ◽  
Lisa Paananen ◽  
Eric Rudrud ◽  
John T. Rapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Case Studies ◽  
Environmental Enrichment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Response Cost ◽  
Vocal Stereotypy ◽  
Assessment And Treatment

The authors describe the assessment and treatment of vocal stereotypy in two children diagnosed with an autism spectrum disorder. Both the case studies evaluated the effectiveness of response cost (RC). The RC interventions quickly reduced and eventually eliminated the vocal stereotypy in one participant and reduced it to near-zero levels in the second. Postintervention probes for one participant confirmed the continued reduction of vocal stereotypy 1 month after treatment and its elimination 8 months after treatment. Directions for future research are also discussed.

The State of Virtual and Augmented Reality Therapy for Autism Spectrum Disorder (ASD)

2019 ◽  
pp. 118-140 ◽  
Author(s):  
Sinan Turnacioglu ◽  
Joseph P McCleery ◽  
Julia Parish-Morris ◽  
Vibha Sazawal ◽  
Rita Solorzano
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Behavioral Interventions ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Reality Therapy ◽  
Future Research ◽  
Future Research Directions ◽  
Number Of Individuals

Autism spectrum disorder (ASD) is a heterogeneous neurodevelopmental condition affecting a growing number of individuals across the lifespan. It is characterized by observable impairments in social communication, as well as repetitive behaviors and restricted patterns of interests. Early, intensive behavioral interventions improve long-term outcomes in ASD, but are often expensive and hard to administer consistently. This chapter describes a new approach to autism intervention, using highly motivating virtual reality (VR) and augmented reality (AR) technologies that could soon support traditional autism therapies across ages and ability levels. The chapter begins by reviewing the ASD phenotype, followed by a review of the current landscape of research on VR and AR in ASD. A discussion of ASD-specific benefits and risks is followed by a presentation of new, harnessed immersive VR technology from Floreo, Inc. Finally, we propose a series of future research directions.

The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder

2019 ◽  
Vol 35 (2) ◽  
pp. 79-89
Author(s):  
Ashley H. Dubin ◽  
Rebecca G. Lieberman-Betz ◽  
Kevin M. Ayres ◽  
Andrea Zawoyski
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Behavioral Interventions ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Intentional Communication ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Study Results

Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms.

scholarly journals CASE STUDY- AUTISM SPECTRUM DISORDER

2020 ◽  
Vol 8 (9) ◽  
pp. 928-932
Author(s):  
Anahit Bindra ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Autism Spectrum ◽  
Psychological Tests ◽  
Spectrum Disorder ◽  
The Other ◽  
Special Educator ◽  
Depth Study ◽  
Core Areas

Autism Spectrum Disorder (ASD) is a life-long, pervasive neuro-development disorder that begins early in childhood and lasts throughout a persons life. It is characterised by deficits in three core areas - communication (both verbal and nonverbal), social interaction, and behaviour (which is restricted and repetitive). Case study refers to the in-depth study of a particular case. A case study employs multiple methods for collecting information such as interview, observation and psychological tests from a variety of respondents who in some way or the other might be associated with the case and can provide useful information. The information was collected by interviewing the case as well as the special educator (the teacher who assists the child at Vasant Valley school). In the case study, the details of the symptoms, causes, treatment, prevention, and management of the respondent were documented.

scholarly journals Promoting Speech Development in Children with Autism Spectrum Disorder: A Case-Study

2016 ◽  
Vol 21 (3) ◽  
pp. 67-76
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Interventions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Spectrum Disorder ◽  
State University ◽  
Verbal Operants ◽  
Verbal Behaviors

The paper describes a series of behavioral interventions carried out by the staff of the interdisciplinary Center of Applied Behavioral Analysis of the Novosibirsk State University and aimed at teaching verbal operants to children with autism spectrum disorder (ASD). The paper analyzes how the children acquire verbal behaviors of mands (demands), echoics (imitations), tacts (naming or labelling) and intraverbals (conversations), as well as provides descriptions of trainings.

Parent-Mediated, Play-Based Counseling Interventions: Use of Affective Engagement to Treat Autism Spectrum Disorder in Young Children

2019 ◽  
Vol 41 (3) ◽  
pp. 189-202
Author(s):  
Kimberly L. Rust ◽  
Page L. Thanasiu
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Affective Engagement ◽  
Social Emotional ◽  
Empirically Supported ◽  
Counseling Interventions ◽  
Counseling Approach

Children diagnosed with autism spectrum disorder (ASD) benefit greatly from a comprehensive counseling approach capable of addressing a myriad of associated symptoms that can vary in presentation from one client to another. Parent-mediated, play-based counseling interventions represent a systemic and empirically supported component to treating children with this disorder. The authors review diagnostic criteria for ASD and highlight valuable elements of parent-mediated approaches that can enhance a child's social communication by targeting playful interactions. Joyful, affective engagement through play is highlighted as an essential catalyst of social–emotional growth for children with ASD, since this experience of joy creates intrinsic motivation for the child to seek out additional opportunities to play with others. One particular model, the Play and Language for Autistic Youngsters (PLAY) Project, is presented along with a composite case study that illustrates a sampling of PLAY techniques. Finally, the authors discuss implications for practitioners and recommendations for future research.

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