The effects of error correction with and without reinforcement on skill acquisition and preferences of children with autism spectrum disorder

2018 ◽  
Author(s):  
Chengan Yuan
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Skill Acquisition ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Comparison of Flexible Prompt Fading to Error Correction for Children with Autism Spectrum Disorder

2013 ◽  
Vol 26 (2) ◽  
pp. 203-224 ◽  
Author(s):  
Justin B. Leaf ◽  
Ronald Leaf ◽  
Mitchell Taubman ◽  
John McEachin ◽  
Lara Delmolino
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 359-370 ◽  
Author(s):  
Daniel W Mruzek ◽  
Stephen McAleavey ◽  
Whitney A Loring ◽  
Eric Butter ◽  
Tristram Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Skill Acquisition ◽  
Behavioral Treatment ◽  
Retention Rate ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Toilet Training ◽  
Significant Group

We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3–6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted.

scholarly journals Reinforcer Choice on Skill Acquisition for Children with Autism Spectrum Disorder: a Systematic Replication

2018 ◽  
Vol 12 (2) ◽  
pp. 401-406
Author(s):  
Jessie Northgrave ◽  
Jason C. Vladescu ◽  
Ruth M. DeBar ◽  
Karen A. Toussaint ◽  
Lauren K. Schnell
Keyword(s):  
Autism Spectrum Disorder ◽  
Skill Acquisition ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Systematic Replication

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.

scholarly journals Altered Inferior Parietal Functional Connectivity is Correlated with Praxis and Social Skill Performance in Children with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Nicholas F Wymbs ◽  
Mary Beth Nebel ◽  
Joshua B Ewen ◽  
Stewart H Mostofsky
Keyword(s):  
Autism Spectrum Disorder ◽  
Skill Acquisition ◽  
Parietal Lobe ◽  
Premotor Cortex ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dorsal Premotor Cortex ◽  
Communicative Skills ◽  
Social Communicative

Abstract Children with autism spectrum disorder (ASD) have difficulties perceiving and producing skilled gestures, or praxis. The inferior parietal lobule (IPL) is crucial to praxis acquisition and expression, yet how IPL connectivity contributes to autism-associated impairments in praxis as well as social-communicative skill remains unclear. Using resting-state functional magnetic resonance imaging, we applied independent component analysis to test how IPL connectivity relates to praxis and social-communicative skills in children with and without ASD. Across all children (with/without ASD), praxis positively correlated with connectivity of left posterior-IPL with the left dorsal premotor cortex and with the bilateral posterior/medial parietal cortex. Praxis also correlated with connectivity of right central-IPL connectivity with the left intraparietal sulcus and medial parietal lobe. Further, in children with ASD, poorer praxis and social-communicative skills both correlated with weaker right central-IPL connectivity with the left cerebellum, posterior cingulate, and right dorsal premotor cortex. Our findings suggest that IPL connectivity is linked to praxis development, that contributions arise bilaterally, and that right IPL connectivity is associated with impaired praxis and social-communicative skills in autism. The findings underscore the potential impact of IPL connectivity and impaired skill acquisition on the development of a range of social-communicative and motor functions during childhood, including autism-associated impairments.

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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