Stability of Variables Derived From Measures of Multisensory Function in Children With Autism Spectrum Disorder

2020 ◽  
Vol 125 (4) ◽  
pp. 287-303 ◽  
Author(s):  
Kacie Dunham ◽  
Jacob I. Feldman ◽  
Yupeng Liu ◽  
Margaret Cassidy ◽  
Julie G. Conrad ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Multisensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Mcgurk Effect ◽  
Spectrum Disorder ◽  
Future Research ◽  
Children With Asd ◽  
Listening In Noise ◽  
The Stability

Abstract Children with autism spectrum disorder (ASD) display differences in multisensory function as quantified by several different measures. This study estimated the stability of variables derived from commonly used measures of multisensory function in school-aged children with ASD. Participants completed: a simultaneity judgment task for audiovisual speech, tasks designed to elicit the McGurk effect, listening-in-noise tasks, electroencephalographic recordings, and eye-tracking tasks. Results indicate the stability of indices derived from tasks tapping multisensory processing is variable. These findings have important implications for measurement in future research. Averaging scores across repeated observations will often be required to obtain acceptably stable estimates and, thus, to increase the likelihood of detecting effects of interest, as it relates to multisensory processing in children with ASD.

scholarly journals Exploring a Role for Parental Mental Health in Perception and Reports of Pain on Behalf of Children with Autism Spectrum Disorder

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Luke P. Grosvenor ◽  
Daniel G. Whitney ◽  
Heather E. Volk ◽  
M. Daniele Fallin
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Maternal Mental Health ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Parent Mental Health ◽  
Adverse Health Outcomes ◽  
Children With Asd

Children with autism spectrum disorder (ASD) have a higher prevalence of pain compared to those without ASD. Pain is a leading cause of morbidity and disability worldwide and may contribute to adverse health outcomes in people with ASD, thus warranting further research on this special population. The present study used data from 1,423 children with ASD and 46,023 children without ASD and their mothers from the combined 2016-2017 National Survey of Children’s Health. Mothers reported child pain and ASD status and their own mental health status. Mothers reporting a status of “Fair or Poor” were considered as having maternal mental health conditions (MMHCs) for the purposes of this study. Children with and without ASD who had mothers with MMHCs had higher odds of pain compared to children with mothers without MMHCs. These increased odds did not attenuate as a result of controlling for co-occurring neurological conditions, which have been associated with increased pain in children with ASD. Thus, parent mental health may alter perception and/or reports of pain on behalf of children with and without ASD. Future research should include more detailed assessments of parent mental health and clinical assessments of children in order to explore the role of parent mental health in the experiences of pain and other symptoms present in children with ASD.

Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder

2021 ◽  
pp. 131-144
Author(s):  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Deaf Community ◽  
Behavioral Norms ◽  
Children With Asd ◽  
Signed Language

In this chapter, the authors discuss assessment of signed language development in deaf/hard of hearing (D/HH) signing children with autism spectrum disorder (ASD). The development of sign in D/HH children with ASD is an area of growing research, with recent papers describing how the language profile of such children is both similar to and different from hearing/speaking children with ASD. The authors highlight the difficulties of assessing signed language in this population, focusing on a lack of tests designed specifically for D/HH children. Furthermore, they describe how variations in degree of exposure to sign at home and different behavioral norms in the Deaf community complicate identification and assessment. Finally, the authors suggest some directions for possible future research.

Remote Microphone System Use in Preschool Children With Autism Spectrum Disorder and Language Disorder in the Classroom: A Pilot Efficacy Study

2020 ◽  
pp. 1-13
Author(s):  
Mary Alice Keller ◽  
Anne Marie Tharpe ◽  
James Bodfish
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Pilot Study ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Children With Asd ◽  
Data Points

Purpose The present pilot study aimed to provide estimates of the feasibility and efficacy of a remote microphone (RM) system as an augmentative intervention to improve the functional listening performance of preschool children with autism spectrum disorder (ASD) and language disorder. Method Eight children with ASD and language disorder participated. Efficacy of the RM system was determined by evaluating participants' functional listening performance, as measured by an observational measure in RM-off and RM-on conditions. Responses were evaluated at the individual level using an alternating conditions design. Results Adequate feasibility was demonstrated as all participants were able to complete tasks in the RM-on condition. A subset of participants showed significant improvements in their functional listening performance in the RM-on condition, as demonstrated by visual inspection and effect sizes (nonoverlapping data points and percentage of data points exceeding the mean), indicating that there may be important sources of individual differences in responses to RM use in children with ASD. Conclusion The results of this pilot study provide support for future research on RM systems to target functional listening performance in children with ASD and language disorder.

scholarly journals Parenting Goals: Links with Parenting Strategies in Caregivers of Children with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Elizabeth O’Nions ◽  
Francesca Happé ◽  
Julie Segers ◽  
Essi Viding ◽  
Ilse Noens
Keyword(s):  
Autism Spectrum Disorder ◽  
Autonomy Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Parenting Strategies ◽  
Children With Asd ◽  
Perceived Importance ◽  
Parenting Goals

Abstract Objectives Parenting goals describe the outcomes that parents aim for when interacting with their child. They have received little attention in research with caregivers of children with autism spectrum disorder (ASD). The present study explored different types (dimensions) of parenting goals reported by caregivers of children with ASD, investigated links between these parenting goals and child characteristics, and explored whether parenting goals were linked to reported use of particular parenting strategies. Methods Data from 161 caregivers of children with ASD aged 7–18 years revealed two goal dimensions: “Norm Adherence Goals” (i.e. the perceived importance of the child cooperating with the parent, respecting their authority, and behaving well in public); and “Autonomy Support and Relationship Goals” (i.e. the perceived importance of promoting the child’s resilience, wellbeing, and the quality of the parent-child relationship). Results Parents who reported that norm adherence goals were particularly important to them were more likely to endorse parenting strategies such as setting rules, using rewards, and giving punishments. These parents also reported using less “Accommodation” (e.g. making allowances for their child, being flexible, avoiding triggers). Autonomy support and relationship goals were very strongly endorsed by nearly all parents, and we therefore could not find strong links between the importance of these goals and parenting strategies. Conclusion These findings suggest that parenting goals might be importantly linked to parenting strategies and could be considered in personalizing interventions in clinical practice. Given that parents’ cognitions about their child’s behaviour and their role as parents likely interact with and influence their parenting goals, we argue that future research should investigate parenting goals, cognitions, and behaviours in parallel.

scholarly journals Longitudinal Study of Sensory Features in Children with Autism Spectrum Disorder

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Lucia Perez Repetto ◽  
Emmanuelle Jasmin ◽  
Eric Fombonne ◽  
Erika Gisel ◽  
Mélanie Couture
Keyword(s):  
Autism Spectrum Disorder ◽  
Assessment Tool ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
Children With Asd ◽  
Sensory Features ◽  
Severity Scores ◽  
The Stability

Background. Between 45 and 95% of children with Autism Spectrum Disorder (ASD) present sensory features that affect their daily functioning. However, the data in the scientific literature are not conclusive regarding the evolution of sensory features in children with ASD. The main objective of this study was to analyze the sensory features of children within the age of 3-4 (T1) when they received their ASD diagnosis and two years later (T2) when they started school. Methods. We conducted a prospective cohort study to assess sensory features in 34 children with ASD over time. The data were collected using a standardized assessment tool, the Sensory Profile. Results. Our analyses show that sensory features in children with ASD are stable from the age of three to six years. The stability of sensory scores is independent of correction by covariates, such as cognitive level and autism severity scores. Conclusions. Children with ASD have sensory features that persist from the time of diagnosis at the age of 3 to 4 years to school age. This persistence of sensory features from an early age underscores the need to support these children and their parents. Sensory features should be detected early and managed to improve functional and psychosocial outcomes.

Pilot Study of a Parent Guided Website Access Package for Early Intervention Decision-Making for Autism Spectrum Disorder

2017 ◽  
Vol 41 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Sarah Carlon ◽  
Mark Carter ◽  
Jennifer Stephenson
Keyword(s):  
Decision Making ◽  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Research Support ◽  
Raising Children ◽  
Children With Asd

A pilot study of the effectiveness of guided access to websites that provide information on intervention options for children with autism spectrum disorder (ASD) was conducted with 12 parents of preschool-aged children with ASD. Guided access to reliable websites that included information about the efficacy of interventions for ASD (Raising Children Network, 2006–2014; Research Autism, 2006–2014) was provided in the format of a DVD presentation. The guidelines for choosing interventions provided on the Raising Children Network (2009) website were reiterated and assistance was provided with navigation and interpretation of the sites. Participants reported the guided access to reliable websites as useful and also reported an increased level of confidence in making intervention decisions after using the package. However, the guided access did not appear to influence the factors that parents considered important in decision-making, their understanding of the level of research support for interventions, nor their desire to use different interventions. Implications for future research and attempts to disseminate information to parents are discussed.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder

2021 ◽  
pp. 105381512199557
Author(s):  
Jay Buzhardt ◽  
Anna Wallisch ◽  
Dwight Irvin ◽  
Brian Boyd ◽  
Brenda Salley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Progress Monitoring ◽  
Autism Spectrum ◽  
Growth Patterns ◽  
Spectrum Disorder ◽  
Future Research ◽  
Infants And Toddlers ◽  
Early Communication ◽  
Children With Asd ◽  
Language Growth

One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

2021 ◽  
pp. 073428292110259
Author(s):  
Brittany A. Dale ◽  
W. Holmes Finch ◽  
Kassie A. R. Shellabarger ◽  
Andrew Davis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cart Analysis ◽  
Children With Asd ◽  
Classification And Regression ◽  
Pattern Of Performance

The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

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