scholarly journals Characteristics of the emissive prosody of children with autism spectrum disorder

Revista CEFAC ◽  
2018 ◽  
Vol 20 (5) ◽  
pp. 565-572
Author(s):  
Patrícia Aparecida Zuanetti ◽  
Kelly da Silva ◽  
Ângela Cristina Pontes-Fernandes ◽  
Rodrigo Dornelas ◽  
Marisa Tomoe Hebihara Fukuda
Keyword(s):  
Autism Spectrum Disorder ◽  
Subjective Evaluation ◽  
Video Recording ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Stressed Syllable ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

ABSTRACT Objective: to analyze the prosodic aspects of speech in children with Autism Spectrum Disorder. Methods: 21 children aged 3 to 6 years participated and were divided into three groups: Group 1 - children with Autism Spectrum Disorder; Group 2 - children with language delay; Group 3 - children with typical language development. Three judges performed a subjective evaluation of the emissive prosody (characterization of pitch, loudness, sentence stress, stressed syllable and others) of the children during interaction time (video recording and use of specific protocols). The equality of proportions test was applied for group comparison (α=0.01). Results: the prevalence of a history of delay for speaking the first words was high in Groups 1 and 2. Regarding the prosodic characteristics, all Group 1 children had difficulties in the use of the stressed syllable, and some in the accentuation of the sentence. On the other hand, no Group 3 children showed these changes and few Group 2 children presented excessively stressed syllable. Conclusion: inappropriate stressing of words seems to be one of the features in the differential diagnosis of verbal children with Autism Spectrum Disorder.

scholarly journals The Effects of Gymnastics Training Combined With Music in Children with Autism Spectrum Disorder and Down Syndrome

2018 ◽  
Vol 11 (11) ◽  
pp. 46 ◽  
Author(s):  
Betül Akyol ◽  
Songül Pektaş
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Reach ◽  
Significant Difference ◽  
Functional Reach Test ◽  
Group 2 ◽  
Group 1

The aim of this study was to evaluate the effects of gymnastics training combined with music on balance, loco-motor level and coordination in children with autism spectrum disorder (ASD) and down syndrome (DS). This randomized, controlled experimental trial included 30 children (15 children with DS, 15 children with ASD) aged 8 to 14 years. The children were separated into 2 groups, as Group 1 in which ASD and Group 2 in which DS treated gymnastics training with music for 16 weeks, 2 days a week, 1.5-2 hours. Flamingo balance test, functional reach test, Wall Catch coordination test and flexibility test were used to evaluate balance, dynamic balance, loco-motor level and coordination, flexibility, respectively. All groups were evaluated before training and at the end of 16 weeks. When the pre-training and post-training parameters were compared between the groups, a increase was determined in the parameters of balance, loco-motor level and coordination, flexibility in Group1. This increase was statistically greater in Group 1. Statistically significant difference was determined in Group 2 with respect to functional reach test, sit and reach test values. No statistically significant difference was determined in Group 2 in respect of Flamingo and Wall Catch coordination tests. As a result; gymnastics training combined with music were found to be effective in increase balance score, improving loco-motor level, coordination, flexibility in children with DS and ASD. The results of this study can be considered to provide important contributions to the understanding and treatment of children with autism and down syndrome.

scholarly journals Development and Reliability of the Basic Skill Assessment Tool for Adolescents with Autism Spectrum Disorder

2017 ◽  
Vol 2017 ◽  
pp. 1-7
Author(s):  
Maethisa Pongsaksri ◽  
Suchitporn Lersilp ◽  
Sumana Suchart
Keyword(s):  
Autism Spectrum Disorder ◽  
Assessment Tool ◽  
Work Attitudes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Basic Work ◽  
Adolescents With Autism ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

The purpose of this study was to improve upon the first version of the basic work skills assessment tool for adolescents with autism spectrum disorder (ASD) and examine interrater and intrarater reliability using Intraclass Correlation Coefficient (ICC). The modified tool includes 2 components: (1) three tasks measuring work abilities and work attitudes and (2) a form to record the number of verbal and nonverbal prompts. 26 participants were selected by purposive sampling and divided into 3 groups—group 1 (10 subjects, aged 11–13 years), group 2 (10, aged 14–16 years), and group 3 (6, aged 17–19 years). The results show that interrater reliabilities of work abilities and work attitudes were high in all groups except that the work attitude in group 1 was moderate. Intrarater reliabilities of work abilities in group 1 and group 2 were high. Group 3 was moderate. Intrarater reliabilities of work attitudes in group 1 and group 3 were high but not in group 2 in which they were moderate. Nevertheless, interrater and intrarater reliabilities in the total scores of all groups were high, which implies that this tool is applicable for adolescents aged 11–19 years with consideration of relevance for each group.

scholarly journals Sensory and repetitive behaviors among children with autism spectrum disorder at home

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Anne V Kirby ◽  
Brian A Boyd ◽  
Kathryn L Williams ◽  
Richard A Faldowski ◽  
Grace T Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Recording ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Free Play ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Future Research ◽  
Sensory Modalities ◽  
Behavior Types

Atypical sensory and repetitive behaviors are defining features of autism spectrum disorder and are thought to be influenced by environmental factors; however, there is a lack of naturalistic research exploring contexts surrounding these behaviors. This study involved video recording observations of 32 children with autism spectrum disorder (2–12 years of age) engaging in sensory and repetitive behaviors during home activities. Behavioral coding was used to determine what activity contexts, sensory modalities, and stimulus characteristics were associated with specific behavior types: hyperresponsive, hyporesponsive, sensory seeking, and repetitive/stereotypic. Results indicated that hyperresponsive behaviors were most associated with activities of daily living and family-initiated stimuli, whereas sensory seeking behaviors were associated with free play activities and child-initiated stimuli. Behaviors associated with multiple sensory modalities simultaneously were common, emphasizing the multi-sensory nature of children’s behaviors in natural contexts. Implications for future research more explicitly considering context are discussed.

scholarly journals Developmental Trajectories of Feeding Problems in Children with Autism Spectrum Disorder

2019 ◽  
Vol 44 (8) ◽  
pp. 988-998 ◽  
Author(s):  
Sarah Peverill ◽  
Isabel M Smith ◽  
Eric Duku ◽  
Peter Szatmari ◽  
Pat Mirenda ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Trajectories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age ◽  
Feeding Problems ◽  
Children With Asd ◽  
Group 2 ◽  
Over Time

Abstract Objective Although feeding problems are a common concern in children with autism spectrum disorder (ASD), few longitudinal studies have examined their persistence over time. The purpose of this study was to examine the developmental progression of feeding problems across four time points in preschoolers with ASD. Methods Group-based trajectory analyses revealed four distinct trajectories of feeding problems in our sample (N = 396). Results The majority of children showed levels of feeding problems that were low from the outset and stable (Group 1; 26.3%) or moderate and declining over time (Group 2; 38.9%). A third group (26.5%) showed high levels of feeding problems as preschoolers that declined to the average range by school age. Few participants (8.3%) showed evidence of severe chronic feeding problems. Feeding problems were more highly correlated with general behavior problems than with autism symptom severity. Conclusions Overall, our findings demonstrated that in our sample of children with ASD, most feeding problems remitted over time, but a small subgroup showed chronic feeding problems into school age. It is important to consider and assess feeding problems in ASD against the backdrop of typical development, as many children with ASD may show improvement with age.

scholarly journals A retrospective case report on demographic changes of learners at a school for children with Autism Spectrum Disorder in the Gauteng Province

2015 ◽  
Vol 5 (1) ◽  
pp. 20 ◽  
Author(s):  
Sumari Van Biljon ◽  
Alta Kritzinger ◽  
Salomé Geertsema
Keyword(s):  
South Africa ◽  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Large Male ◽  
Demographic Characteristics ◽  
Spectrum Disorder ◽  
Retrospective Case ◽  
Children With Asd ◽  
Group 2

Limited research has been published about the demographic characteristics of children with Autism Spectrum Disorder (ASD) in South Africa. Describing the profiles of learners from a school for children with ASD may contribute to local knowledge in the field. A retrospective comparative design was utilised to compare the demographic characteristics of learners over two time intervals: 1992-2002 (Group 1, n=32) and 2003-2014 (Group 2, n=109). A total of 141 historical admission records in paper-based files were reviewed. Results indicated that there is a large male gender bias (8.4:1) in learners, which increased over the years. The age of the child when parents first became concerned and the age at diagnosis and assessment at school increased over both time periods. There was also an increase in the diversity of home languages after 2002. Parental qualifications decreased, but social class improved in recent years. The low qualification of a mother was associated with an advanced age of the child at school entry. The data serves as a point of reference for future studies about the characteristics of school children with ASD in South Africa.

scholarly journals Visual acuity in children with autism spectrum disorder

2012 ◽  
Vol 2 (1) ◽  
pp. 5 ◽  
Author(s):  
Omar Garcia Liévanos ◽  
Amalia G. Gómez Cotero ◽  
Edith López Suárez ◽  
Ana Karen Melgoza Galván
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Acuity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Adults With Autism ◽  
Children With Asd ◽  
Adolescents And Adults ◽  
Group 1

Today, controversy still surrounds the acuity visual (VA) in adolescents and adults with autism spectrum disorder (ASD). ASD has been associated with hypersensitivity but recent studies have questioned these results. The aim of this study was to compare VA in children with ASD and typically developing children (TD). The study included 34 children: 12 with ASD [people living with (PW) ASD group: 1 female, 11 males] and 22 TD (PWTD group: 9 females, 13 males). The PWASD group was from the Clinica Mexicana de Autismo (CLIMA) and the PWTD group was from the <em>Aztecas</em> elementary school. VA was measured with Kay picture test cards for children without correction. Right eye VA of the PWASD group ranged from 0.2 to 1.0 (0.88&plusmn;0.23) and left eye VA ranged from 0.2 to 1.0 (0.87&plusmn;0.23). Right eye VA of the PWTD group ranged from 0.3 and 1.0 (0.84&plusmn;0.23) and left eye VA ranged 0.3 and 1.0 (0.78&plusmn;0.22). Non-statistically significant differences were found (t-test, P&gt;0.05). Results support the view that visual acuity is not affected in children with ASD compared with TD children.

scholarly journals Features of parent-child interaction and behavioral problems among children with autism spectrum disorder

2021 ◽  
Vol 11 (2) ◽  
pp. 162-178
Author(s):  
Natalia Pleshkova ◽  
◽  
Oksana Tatarenko ◽  
Denis Sevryugin ◽  
◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Video Recording ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dyadic Relationship ◽  
Developmental Problems ◽  
Oppositional Defiant ◽  
Children With Asd

The article presents the results of a study of behavioral features of children with autism spectrum disorder (ASD) in connection to the characteristics of psychological interaction of children and their mothers. It previously has been found that children with ASD demonstrate more communicative and social activity, have less pronounced symptoms of autism, if their parents show a high level of sensitivity to the needs of children and are emotionally involved in interaction with them. The study’s participants consisted of 29 children with ASD (average age: 52,4 ± 8,9 months) who were diagnosed by a psychiatrist during examination in the Stavropol Clinical Psychiatric Hospital no. 1. The comparison group included 36 typically developing children (average age: 39,7 ± 12,1 months). The PCERA method, with a video recording of mother — child interactions, was used for assessing qualities of interaction in children with ASD. Behavioral difficulties were evaluated using the CBCL/1.5-5 questionnaire. The results of the study suggest that low sensitivity to child’s cues, high intrusiveness and negative affect in mothers, and low level of reciprocity and enjoyment in the dyadic relationship are linked to borderline/clinical levels on several DSM-oriented scales (“Affective Disorders”, “Pervasive Developmental Problems”, “Oppositional Defiant Problems”) and syndrome scales (“Emotionally Reactive”, “Anxious/Depressed”, “Aggressive Behavior”) in children with ASD.

An “all-in-one” wearable application for assisting children with Autism Spectrum Disorder

2021 ◽  
pp. 1-11
Author(s):  
Yiannis Koumpouros
Keyword(s):  
Autism Spectrum Disorder ◽  
Independent Living ◽  
Speech Therapy ◽  
Statistical Significance ◽  
Subjective Evaluation ◽  
Children With Autism ◽  
Subjective Assessment ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Spectrum Disorder

BACKGROUND: Assistive technologies are playing a vital role in children with Autism Spectrum Disorder. OBJECTIVE: The current paper presents the design and assessment of an “all-in-one” wearable solution incorporating location monitoring, scheduling, communication, and physiological parameters monitoring functionalities for children with autism and their families/carers. METHODS: Twenty high-functioning children and twenty-five parents participated in the research. The final application was assessed over a period of two months. A highly patient-centred design was followed by a multidisciplinary team of experts (experts in the field of special education, speech therapy, psychology, and informatics) with significant experience in children with autism. The evaluation took place in a real and open environment. All participants were administered the PYTHEIA questionnaire in order to assess the various characteristics of the platform. Pearson’s Chi-squared test was used to examine the independence of the variables, with a statistical significance of 95%. RESULTS: The results support that the implemented features can effectively assist everyday life activities and facilitate the independent living of children with autism. The subjective evaluation of the solution revealed important considerations for further developments. Both groups of users (parents and children) were very satisfied with the implemented functionalities. The flexibility given by the PYTHEIA instrument was very important for the subjective assessment of the different functionalities of the solution. All examined axes were found excellent in terms of their adaptability in daily life activities. CONCLUSIONS: Real-world applications, able to run in an open and uncontrolled environment are critical for this population. PYTHEIA is a valuable instrument that supports the assessment of the device and application as a whole, as well as the evaluation of individual features and functions.

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.

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