scholarly journals Effects of a Program of Adapted Therapeutic Horse-riding in a Group of Autism Spectrum Disorder Children

2017 ◽  
Vol 12 (32) ◽  
Author(s):  
Andrés García-Gómez ◽  
Manuel López Risco ◽  
Jesús Carlos Rubio ◽  
Eloisa Guerrero ◽  
Inés Magdalena García-Peña
Keyword(s):  
Autism Spectrum Disorder ◽  
Experimental Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Calidad De Vida ◽  
Horse Riding ◽  
El Sistema ◽  
Salud Mental

Introducción. El uso de caballos en la terapia tiene una historia bastante larga. Hay muchas referencias acerca de los beneficios terapéuticos de esta actividad. Estas terapias han experimentado un auge a nivel internacional en los últimos años. Sin embargo, la investigación científica sobre el uso efectivo de esta actividad en los niños con autismo se encuentra todavía en las primeras etapas de desarrollo.Método. Se evalúa el impacto de un programa de equitación terapéutica en un conjunto de variables psicosociales en un grupo de 16 sujetos con trastorno del espectro autista de 7 a 14 años de edad. El diseño del estudio fue cuasi-experimental, test-retest, con grupo experimental y grupo de control. Los instrumentos de medición fueron el "Sistema de Evaluación de la Conducta Infantil" (BASC) y un cuestionario de calidad de vida basado en un modelo están-dar que se utiliza en los contextos de salud mental. El programa de tratamiento comprende veinticuatro sesiones de 45 minutos.Resultados. Los resultados mostraron diferencias significativas en algunos de los indicadores de calidad de vida y niveles más bajos de agresividad en la batería (BASC).Discusión y conclusiones. La equitación es una actividad que se adapta particularmente bien a las características específicas de las personas con autismo, ya que se basa en una actividad individual, pero al mismo tiempo pone en juego múltiples interacciones en un contexto que es más estructurado y menos caótico que otros deportes de equipo.

scholarly journals Influencia de las claves semánticas en el reconocimiento episódico de adolescentes con trastorno del espectro del autismo de alto funcionamiento / Influence of Semantic Keys in Episodic Memory of Adolescents with High-Functioning Autism Spectrum Disorder

2019 ◽  
Vol 6 (4) ◽  
pp. 191-199
Author(s):  
Elena Pellitero Sánchez
Keyword(s):  
Autism Spectrum Disorder ◽  
Episodic Memory ◽  
Semantic Memory ◽  
Normal Development ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Memory Disorders ◽  
High Functioning ◽  
El Sistema

ABSTRACTThere's some controversy about memory disorders in teenagers with High-Functioning Autism Spectrum Disorder. Some researches maintain that the semantic memory remains intact while the episodic memory is the most affected system in comparison with Normal Development teenagers; however there are no researches connecting both kinds of memory in a single analysis. The purpose of this study was to evaluate if the episodic recognition improved when semantic keys where autogenerated in the coding phase in these teenagers. The results produced shown that there aren't statistically significant differences between the category's autogeneration compared to the absence of category's autogeneration in the episodic recall.RESUMENExiste controversia acerca de las alteraciones del funcionamiento de la memoria en adolescentes con trastorno del espectro del autismo de alto funcionamiento. Algunas investigaciones sostienen que la memoria semántica está intacta mientras que la memoria episódica es el sistema más afectado en comparación con adolescentes con desarrollo normal; sin embargo no hay estudios que relacionen ambos tipos de memoria en un solo análisis. El  objetivo de este estudio fue evaluar si el reconocimiento episódico mejoraba al autogenerar claves semánticas en la fase de codificación en estos adolescentes. Los resultados mostraron que no hay diferencias estadísticamente significativas entre la autogeneración de la categoría en comparación con la ausencia de la autogeneración de la categoría en el recuerdo episódico.

scholarly journals Una revisión narrativa: el baloncesto como medio de inclusión en el trastorno del espectro autista (A narrative review: basketball as a mean of inclusion for people with autistic spectrum disorder)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 673-683
Author(s):  
Elisa García Obrero ◽  
Higinio González García
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Relationships ◽  
Autistic Spectrum Disorder ◽  
Life Quality ◽  
Field Studies ◽  
Autism Spectrum ◽  
Narrative Review ◽  
Spectrum Disorder ◽  
Diagnostic Aspects ◽  
Calidad De Vida

  Actualmente se encuentran en auge los estudios que relacionan el Trastorno del Espectro Autista con la actividad física, siendo el deporte sinónimo de mejora en la calidad de vida de las personas. Sin embargo, todas las investigaciones que unifican el Trastorno del Espectro Autista y deporte quedan asociadas a prácticas individuales, como la natación o la equitación. El objetivo de la revisión narrativa es conocer qué suscita la literatura en relación al TEA con el deporte, concretando en los deportes colectivos y especificando en la práctica de baloncesto. La presente revisión narrativa reflexiona abrir la oferta deportiva hacia deportes colectivos, concretamente el baloncesto, encontrando en su práctica un escenario muy positivo y beneficioso para el desarrollo integral de las personas con TEA. Se acredita el deporte como medio indispensable de inclusión y crecimiento de las personas con TEA, además de evidenciarse el potencial de los deportes colectivos, concretamente el baloncesto, a la hora de progresar en aspectos diagnósticos donde las personas con TEA muestran más dificultades (relaciones sociales, funciones ejecutivas, relación en y con el entorno). Como conclusiones, se sugiere la necesidad de continuar con investigaciones que asocien el TEA a deportes colectivos, además de trabajos de campo que tengan como objeto de estudio el baloncesto y ayuden así a la producción de conocimiento entorno a las posibilidades inclusivas y de desarrollo que ofrece su práctica para las personas con TEA. Abstract: The studies that relate the Autism Spectrum Disorder with the physical activity have currently increased, being sport a byword for improvement on people’s life quality. However, all the investigations that join the Autism Spectrum Disorder and sport refer to individual performances, such as swimming or equestrianism. Thus, the goal of the narrative review is to recognize what produces the literature about Autism Spectrum Disorder and sports (focusing on group sports, particularly basketball). This narrative revision suggests an ample sport offer in collective sports, especially basketball, finding on its practice a very positive and beneficial set for the absolute development of people with ASD. Sport is ratified as an indispensable channel of inclusion and growth in people with autism, in addition to evince the potential of group sports, specifically basketball, when progressing in diagnostic aspects where people with ASD find more difficulties (social relationships, executive functions, relationship with and in the environment). As conclusions, it is highlighted the need of continuing with investigations that relate autism with group sports, as well as field studies regarding basketball producing this way knowledge about the possibilities of inclusion and development that its practice offers to people with ASD.

O ambiente familiar e o desenvolvimento da criança com autismo

2019 ◽  
Vol 13 (1) ◽  
pp. 206
Author(s):  
Marisa Anversa Carmo ◽  
Ana Carolina Guidorizzi Zanetti ◽  
Patrícia Leila Santos
Keyword(s):  
Autism Spectrum Disorder ◽  
Parenting Styles ◽  
Family Environment ◽  
Great Influence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Individual Culture ◽  
Calidad De Vida ◽  
The Individual

ABSTRACTObjective: to identify evidence available in the literature about how the family environment is able to influence the development of a child with autism spectrum disorder. Method: this is a bibliographic, descriptive study, characterized as an integrative literature review of studies published in the period from January 2007 through December 2017, in the databases Medline and WebOfScience. Data collection occurred between March and May 2018 with controlled descriptors included in DeCS, in English, Portuguese and Spanish. The studies were analyzed considering author, objectives, methodology and year of publication, presenting the results in the form of a figure. Results: situations such as parenting styles, the participation of family members in the daily life of the child, socioeconomic situations and the individual culture have great influence on the development of the child with ASD. Conclusion: new studies related to the theme should be developed aiming to improve the quality of life of children with autism spectrum disorder and their families. Descriptors: Autism; Autism Spectrum Disorder; Child Development; Family; Child; Family Relations.RESUMOObjetivo: identificar evidências disponíveis na literatura sobre como o ambiente familiar é capaz de influenciar o desenvolvimento da criança com transtorno do espectro autista. Método: trata-se de um estudo bibliográfico, descritivo, tipo revisão integrativa de literatura de estudos publicados no período de janeiro de 2007 a dezembro de 2017 nas bases de dados Medline e WebOfScience. Realizou-se a coleta de dados entre os meses de março e maio de 2018 com descritores controlados contemplados no DeCS, nos idiomas inglês, português e espanhol. Analisou-se os estudos considerando autoria, objetivos, metodologia e ano de publicação, apresentando-se os resultados em forma de figura. Resultados: observou-se que situações como estilos parentais, participação dos familiares na vida diária da criança, situações socioeconômicas e a cultura individual possuem grande influência no desenvolvimento da criança com TEA. Conclusão: espera-se o aparecimento de novos estudos relacionados ao tema com o intuito de melhorar a qualidade de vida das crianças com transtorno do espectro autista e dos familiares. Descritores: Autismo; Transtorno do Espectro Autista; Desenvolvimento Infantil; Família; Criança; Relações Familiares.RESUMENObjetivo: identificar la evidencia disponible en la literatura acerca de cómo el entorno familiar es capaz de influir en el desarrollo de los niños con trastorno del espectro autista. Método: este es un estudio bibliográfico, descriptivo, tipo revisión integradora de la literatura de estudios publicados en el período comprendido entre enero de 2007 y diciembre de 2017 en las bases de datos Medline y WebOfScience. La recopilación de datos ocurrió entre los meses de marzo y mayo de 2018 con los descriptores controlados incluidos en DeCS, en inglés, portugués y español. Se analizaron los estudios considerándose autor, objetivos, metodología y año de publicación, presentando los resultados en forma de una figura. Resultados: se observó que las situaciones tales como estilos de crianza de los hijos, la participación de los miembros de la familia en la vida cotidiana de los niños, su situación socioeconómica y la cultura individual tienen gran influencia sobre el desarrollo de los niños con TEA. Conclusión: se espera la aparición de nuevos estudios relacionados con el tema, con el objetivo de mejorar la calidad de vida de los niños con trastorno del espectro autista y sus familias. Descriptores: Transtorno Autístico; Trastorno Del Espectro Autista; Desarrollo infantil; Familia; Niño; Relaciones Familiares.

The effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 544-568 ◽  
Author(s):  
Anneliese Ruggeri ◽  
Alina Dancel ◽  
Robert Johnson ◽  
Barbara Sargent
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Learning ◽  
Learning Strategies ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Physical Activity Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Horse Riding

Difficulty performing age-appropriate motor skills affects up to 83% of children with autism spectrum disorder. This systematic review examined the effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder and the effect of motor learning strategies on motor skill acquisition, retention, and transfer. Six databases were searched from 2000 to 2019. Forty-one studies were included: 34 intervention studies and 7 motor learning studies. The overall quality of the evidence was low. Participants included 1173 children with autism spectrum disorder ranging from 3 to 19 years. Results from level II and III intervention studies supported that participation outcomes improved with a physical education intervention; activity outcomes improved with aquatic, motor activity, motor skill, and simulated horse riding interventions; and body structure and function outcomes improved with aquatic, exergaming, motor activity, motor skill, and simulated horse riding interventions. Results from level II and III motor learning studies supported that motor skill acquisition improved with visual, versus verbal, instructions but was not influenced by differences in instructional personnel. More rigorous research on motor intervention is needed with well-controlled study designs, adequate sample sizes, and manualized protocols. In addition, research on motor learning strategies is warranted as it generalizes across motor interventions.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

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