Use of Work Systems to Increase the Independence of Adolescents With Autism Spectrum Disorder

2020 ◽  
Vol 43 (4) ◽  
pp. 240-256
Author(s):  
Melissa A. Sreckovic ◽  
Kara A. Hume ◽  
Tara E. Regan
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Functional Independence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Systems ◽  
Independent Task ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion of tasks in home settings completed by three adolescents with ASD. The work systems were implemented by parents. Results indicated parent-implemented work systems are effective at increasing the task initiation and completion of everyday tasks, completed by adolescents with ASD.

scholarly journals Needs for a Healthy Eating Intervention for Adolescents with Autism Spectrum Disorder: A Qualitative Study

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 164-164
Author(s):  
Acadia Buro ◽  
Heewon Gray
Keyword(s):  
Autism Spectrum Disorder ◽  
Healthy Eating ◽  
Social Engagement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Nutrition Intervention ◽  
Funding Sources ◽  
Balanced Diet ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Abstract Objectives This study aimed to better understand perceptions of healthy eating and a prospective nutrition intervention in adolescents with autism spectrum disorder (ASD) and parents of adolescents with ASD. Methods Four focus groups (n = 11) were conducted with adolescents with ASD aged 10–17, and nine interviews were conducted with parents of adolescents with ASD aged 10–17. Questions were semi-structured. Thematic and comparative analyses were conducted with ATLAS.ti 8 software. Results Several themes emerged. Adolescents and parents expressed a need for “nutrition guidelines and education” and discussed the importance of having “social engagement,” “visual components,” and “teen-led initiatives” in a nutrition intervention. When defining a healthy diet, both parents and adolescents mentioned the concept of a “balanced diet,” while parents also mentioned “clean foods.” Conclusions Adolescents with ASD represent an appropriate target audience for a healthy eating intervention, and an intervention should include visual and social components and teen-led initiatives. Funding Sources There was no funding source.

Gaming Disorder and Computer-Mediated Communication in Children and Adolescents with Autism Spectrum Disorder

2020 ◽  
Vol 48 (2) ◽  
pp. 113-122
Author(s):  
Frank W. Paulus ◽  
Charlotte S. Sander ◽  
Monika Nitze ◽  
Anne-Rose Kramatschek-Pfahler ◽  
Anette Voran ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Computer Mediated Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Gaming Disorder ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Abstract. Background: This study investigates how children and adolescents with autism spectrum disorder (ASD) make use of computer gaming and computer-mediated communication (CMC) in comparison to their nonautistic peers. Method: Parents filled out a standardized questionnaire on media use, gaming disorder (GD), and CMC. Sixty-two boys with a diagnosis of ASD aged 4 to 17 years (mean = 11.5; SD = 3.2) were compared to 31 healthy control boys (mean = 11.5; SD = 3.7). Results: Children and adolescents with ASD used CMC less frequently than their nonautistic peers but played video games for longer times than the controls. They preferred playing alone rather than in company of others and less frequently in multiplayer mode. Levels of GD symptoms were higher in boys with ASD. Conclusions: Children and adolescents with ASD seem to be an especially vulnerable subpopulation for GD. For them, the gaming situation (alone and in single-player mode) and CMC behavior seem to correspond to social patterns in real life. Our findings also provide support for the inclusion of offline gaming in the GD definition.

Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Kara Hume ◽  
Jessica Dykstra Steinbrenner ◽  
John Sideris ◽  
Leann Smith ◽  
Suzanne Kucharczyk ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Planning Process ◽  
Transition Planning ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Perspectives ◽  
Limited Participation ◽  
Adolescents With Autism

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.

scholarly journals Social Anxiety in Victimization and Perpetration of Cyberbullying and Traditional Bullying in Adolescents with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 18 (11) ◽  
pp. 5728
Author(s):  
Tai-Ling Liu ◽  
Ray C. Hsiao ◽  
Wen-Jiun Chou ◽  
Cheng-Fang Yen
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Social Anxiety ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Traditional Bullying ◽  
Hyperactivity Disorder ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Victimization and perpetration of cyberbullying and traditional bullying are prevalent among adolescents with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). The aims of this study were to examine the role of social anxiety in victimization and perpetration of cyberbullying and traditional bullying in adolescents with ASD and ADHD in Taiwan. A total of 219 adolescents with ASD and 287 adolescents with ADHD aged 11–18 years and their caregivers were recruited from the child psychiatry outpatient clinics into this study. The associations of social anxiety with victimization and perpetration of cyberbullying and traditional bullying were examined using logistic regression analysis. The results indicated that after the effects of sex, age, and autistic social impairment were controlled, social anxiety increased the risk of being a victim of cyberbullying (Odds Ratios (OR) = 1.048; 95% Confidence Interval (CI): 1.013–1.084), a victim of traditional bullying (OR = 1.066; 95% CI: 1.036–1.097), and a perpetrator of traditional bullying (OR = 1.061; 95% CI: 1.027–1.096) in adolescents with ASD. After the effects of sex, age, and ADHD symptoms were controlled for, social anxiety increased the risk of being a victim of traditional bullying in adolescents with ADHD (OR = 1.067; 95% CI: 1.039–1.096). Social anxiety was significantly associated with several forms of bullying involvement in adolescents with ASD and ADHD and warrants being considered into prevention and intervention programs for bullying involvement.

scholarly journals Pragmatic and Conversational Features of Arabic-Speaking Adolescents With Autism Spectrum Disorder: Examining Performance and Caregivers' Perceptions

2020 ◽  
Vol 63 (7) ◽  
pp. 2308-2321
Author(s):  
Wesam Almehmadi ◽  
Thora Tenbrink ◽  
Eirini Sanoudaki
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Actual Performance ◽  
Conversational Skills ◽  
Adolescents With Autism ◽  
Pragmatic Skills ◽  
Discourse Management ◽  
Arabic Speaking ◽  
Adolescents With Asd

Purpose This study investigates the features of pragmatic and conversational skills in the language of Arabic-speaking adolescents with autism spectrum disorder (ASD) by comparing them with typically developing (TD) Arabic-speaking adolescents in Saudi Arabia. It aims to identify the differences in the pragmatic skills of the two groups and the perception of those skills by caregivers, with respect to four main pragmatic areas: discourse management, communicative function, conversational repair, and presupposition abilities. Method Data for this study were collected from 15 Saudi adolescents with ASD and a control group of 15 TD adolescents, matched for gender and language abilities. All the participants were in the normal IQ range. The caregivers of the adolescents with ASD and TD adolescents also participated in this study. Data were collected on the adolescents' performances using the Yale in vivo Pragmatic Protocol. In addition, the Pragmatics Profile of Everyday Communication Skills (PPECS) was used to collect data on the caregivers' perceptions of the adolescents' abilities. The combination of tools in this study allows for a unique comparison between actual performance and caregivers' perceptions. Results As expected, both the adolescents' performances and the caregivers' perceptions reflected an overall deficit in the pragmatic and conversational skills of adolescents with ASD. However, we also identified an inconsistency between the caregivers' estimation of the participant's pragmatic abilities and the actual abilities demonstrated by the adolescents. In particular, TD adolescents performed significantly better than adolescents with ASD in the pragmatic areas of turn-taking, topic maintenance, and topic initiation, but the caregivers did not detect differences between the two groups in these discourse management abilities. Conclusions This study has important implications for both ASD interventions and assessment. It provides a comprehensive assessment approach for measuring pragmatic skills, including both direct (participants' performances) and indirect (caregivers' perceptions) measures. Future research may benefit from adopting the combined approach used in this study to explore pragmatics in ASD. Differences between caregivers' perceptions and the performances of individuals with ASD should be considered, as well as the influence of various factors on their communication.

Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD)

2016 ◽  
Vol 1 (16) ◽  
pp. 63-77 ◽  
Author(s):  
Jana Waller ◽  
Marie Sanford ◽  
Tina Caswell ◽  
Christine Bainbridge
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Social Communication ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Awareness ◽  
Communication Behaviors ◽  
Social Reciprocity ◽  
Adolescents With Autism

Purpose In this article we describe a comprehensive initiative for preparing adolescents with autism spectrum disorder (ASD) for successful transitions into adulthood. We present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent living. Background In our program, Information and Communication Readiness for All Transition Experiences (ICREATE), we integrate six fundamental components to build social communication behaviors for effective transitions into new experiences. Outcomes Participants in ICREATE demonstrate improvements in social communication behaviors, including self-awareness, social reciprocity, and self-advocacy behaviors. Throughout the program, participants apply and generalize their learned social communication behaviors to a variety of contexts. Implications The ICREATE program has significant implications for adolescents with ASD, their families, and their communities. The information we provide serves as an outline that can be modified and adapted for a variety of settings and populations.

scholarly journals Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills Among Adolescents with Autism Spectrum Disorder

2019 ◽  
Vol 50 (3) ◽  
pp. 976-997 ◽  
Author(s):  
Tomoko Yamada ◽  
Yui Miura ◽  
Manabu Oi ◽  
Nozomi Akatsuka ◽  
Kazumi Tanaka ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Functioning ◽  
Japanese Version ◽  
Skills Training ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adolescents With Autism ◽  
Adolescents With Asd

AbstractThis study examines the efficacy of the Japanese version of the Program for the Education and Enrichment of Relational Skills (PEERS), which focuses on improving social functioning through making friends and maintaining good relationships for adolescents with autism spectrum disorder (ASD) without intellectual disabilities. Originally developed in the United States, PEERS is one of the few evidence-based social skills training programs for youth with ASD. The present study shows that with linguistic and cultural modifications, PEERS is effective in improving social functioning for adolescents with ASD in Japan. Positive results were found specifically in the areas of socialization, communication, knowledge of social skills, autistic mannerisms, and behavioral and emotional problems. In addition, most treatment gains were maintained at a 3-month follow-up assessment. These findings suggest that the Japanese version of PEERS is beneficial across multiple socio-emotional and behavioral domains for adolescents with ASD.

scholarly journals Enjoyment, Barriers, and Beliefs About Physical Activity in Adolescents With and Without Autism Spectrum Disorder

2015 ◽  
Vol 32 (4) ◽  
pp. 302-317 ◽  
Author(s):  
Heidi Stanish ◽  
Carol Curtin ◽  
Aviva Must ◽  
Sarah Phillips ◽  
Melissa Maslin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Team Sports ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Perceived Barriers ◽  
Typically Developing ◽  
Adolescents With Autism ◽  
Activity Enjoyment ◽  
Adolescents With Asd

The authors compared physical activity enjoyment, perceived barriers, beliefs, and self-efficacy between adolescents with autism spectrum disorder (ASD) and typically developing (TD) adolescents. A questionnaire was verbally administered to 35 adolescents with ASD and 60 TD adolescents. Compared with TD adolescents, fewer adolescents with ASD enjoyed team sports (65% vs. 95%, p < .001) and physical education (84% vs. 98%, p = .02). A greater proportion of adolescents with ASD perceived that physical activities were too hard to learn (16% vs. 0%, p < .01), and fewer believed that physical activity was a way to make friends (68% vs. 97%, p < .001). Fewer adolescents with ASD preferred to do physical activity in their free time (25% vs. 58%, p < .01). Most adolescents with ASD felt that physical activity is fun (84%), but the proportion was lower than in TD adolescents (98%, p = .03). Some perceptions about physical activity were similar between the 2 groups, but differences identified may inform program development.

scholarly journals Stress System Activation in Children and Adolescents With Autism Spectrum Disorder

2022 ◽  
Vol 15 ◽  
Author(s):  
Gerasimos Makris ◽  
Agorastos Agorastos ◽  
George P. Chrousos ◽  
Panagiota Pervanidou
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Hpa Axis ◽  
Autism Spectrum ◽  
Developmental Trajectory ◽  
Spectrum Disorder ◽  
Stress System ◽  
Adolescents With Autism ◽  
Adolescents With Asd

The mission of the human stress system is the maintenance of homeostasis in the presence of real or perceived, acute or chronic stressors. The hypothalamic–pituitary–adrenal (HPA) axis and the autonomic nervous system (ANS) are the stress system-related neuroendocrine pathways. There is abundant evidence that children and adolescents with autism spectrum disorder (ASD) may exhibit atypical function within the HPA axis and the ANS both at the resting state and during the presence of social and/or non-social stressors. The aim of this review is to provide an up-to-date summary of the findings regarding stress system alterations in children and adolescents with ASD. We focus on the variations of stress hormones circadian rhythms, specifically cortisol and alpha-amylase (i.e., a surrogate index of epinephrine/norepinephrine secretion), and on the alterations of stress system responsivity to different stressors. Also, we present imaging and immunological findings that have been associated with stress system dysregulation in children and adolescents with ASD. Finally, we review the pivotal role of HPA axis-ANS coordination, the developmental trajectory of the stress system in ASD, and the possible role of early life stress in the dysregulation of the stress system demonstrated in children and adolescents with ASD. This synthesis will hopefully provide researchers with a foundation for an integrated approach to future research into stress system variations in children and adolescents with ASD.

scholarly journals Intention Attribution in Children and Adolescents with Autism Spectrum Disorder: An EEG Study

2021 ◽  
Author(s):  
Magdalena Schütz ◽  
Sara Boxhoorn ◽  
Andreas M. Mühlherr ◽  
Hannah Mössinger ◽  
Christine M. Freitag ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Predictive Coding ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Neural Processes ◽  
Adolescents With Autism ◽  
Neural Signature ◽  
Adolescents With Asd ◽  
Observed Behavior

AbstractThe ability to infer intentions from observed behavior and predict actions based on this inference, known as intention attribution (IA), has been hypothesized to be impaired in individuals with autism spectrum disorder (ASD). The underlying neural processes, however, have not been conclusively determined. The aim of this study was to examine the neural signature of IA in children and adolescents with ASD, and to elucidate potential links to contextual updating processes using electroencephalography. Results did not indicate that IA or early contextual updating was impaired in ASD. However, there was evidence of aberrant processing of expectation violations in ASD, particularly if the expectation was based on IA. Results are discussed within the context of impaired predictive coding in ASD.

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