Using video modeling to improve the social communication of an adolescent with autism spectrum disorder

2018 ◽  
Author(s):  
Rebecca Marie Hawbaker
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Social

scholarly journals Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input

2018 ◽  
Vol 61 (11) ◽  
pp. 2659-2672 ◽  
Author(s):  
Sudha Arunachalam ◽  
Rhiannon J. Luyster
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Lexical Representation ◽  
Spectrum Disorder ◽  
Learning Situation ◽  
Lexical Development ◽  
The Social ◽  
Processing Demands

Purpose Most children with autism spectrum disorder (ASD) have below-age lexical knowledge and lexical representation. Our goal is to examine ways in which difficulties with social communication and language processing that are often associated with ASD may constrain these children's abilities to learn new words and to explore whether minimizing the social communication and processing demands of the learning situation can lead to successful learning. Method In this narrative review of recent work on lexical development in ASD, we describe key findings on children's acquisition of nouns, pronouns, and verbs and outline our research program currently in progress aimed at further elucidating these issues. Conclusion Our review of studies that examine lexical development in children with ASD suggests that innovative intervention approaches that take into account both the social communication and processing demands of the learning situation may be particularly beneficial. Presentation Video https://doi.org/10.23641/asha.7324013

How useful is the Social Communication Questionnaire in toddlers at risk of autism spectrum disorder?

2010 ◽  
Vol 51 (11) ◽  
pp. 1260-1268 ◽  
Author(s):  
Iris Oosterling ◽  
Nanda Rommelse ◽  
Maretha de Jonge ◽  
Rutger Jan van der Gaag ◽  
Sophie Swinkels ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Questionnaire ◽  
The Social

scholarly journals Technology-Assisted Intervention for Children with Autism Spectrum Disorder using Augmented Reality

2020 ◽  
Vol 8 (5) ◽  
pp. 2156-2162
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Social ◽  
Behavior Skills ◽  
And Behavior

Technology-assisted intervention has potentials in improving the social, communication and behavior impairments in of children with autism spectrum disorder (ASD). Augmented reality (AR) offers multitude of possibilities and opportunities for the intervention of children with ASD. Therefore, this study identifies 13 researches from 2012 to 2018 that documented the efficacy of augmented reality applications in supporting the intervention of children with ASD. This study reviews the applications of augmented reality that nhanced the intervention for children with autism in (i) social skills, (ii) communication skills, and (iii) behavior skills. The conclusion reports the significant roles of augmented reality as technology-assisted intervention for children with ASD.

Validity of the Social Communication Questionnaire in Adults With Intellectual Disabilities and Suspected Autism Spectrum Disorder

2015 ◽  
Vol 120 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Tanja Sappok ◽  
Albert Diefenbacher ◽  
Isabell Gaul ◽  
Sven Bölte
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disabilities ◽  
Social Communication ◽  
Pervasive Developmental Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Version ◽  
Social Communication Questionnaire ◽  
The Social ◽  
Adults With Intellectual Disabilities

Abstract This study examined the validity of the Social Communication Questionnaire (SCQ) to identify autism spectrum disorder (ASD) in 151 adults with intellectual disabilities (ID) in Germany. Sensitivities and specificities for ASD were 98/47% for the SCQ-current version and 92/22% for the SCQ-lifetime version. Sensitivities and specificities were increased to 89/66% and 78/48% by adjusting the recommended cut-points. The SCQ-current score correlated with the Scale for Pervasive Developmental Disorders in Mentally Retarded Persons and the Autism Diagnostic Observation Schedule, whereas the SCQ-lifetime score correlated with the Autism Diagnostic Interview-Revised. Our findings support the use of the SCQ-current version for ASD screening in adults with ID, although the SCQ-lifetime version should be used with caution in this population.

scholarly journals A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

2021 ◽  
Author(s):  
Christina O’Keeffe ◽  
Sinéad McNally
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

scholarly journals A Survey of Lay Knowledge of Autism Spectrum Disorder in Malaysia

2021 ◽  
Vol 19 (01) ◽  
pp. 49-57
Author(s):  
MIN LOW HUI ◽  
WAH LEE LAY ◽  
AZNAN CHE AHMAD ◽  
ENI ELIZA GHAZALI ◽  
KAH TAN PHAIK ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Deficits ◽  
Diagnostic Features ◽  
Lay Knowledge ◽  
Awareness Campaigns ◽  
The Social ◽  
The Right

Today, increasingly more people worldwide are aware about Autism Spectrum Disorder (ASD). However, their actual understanding about ASD is yet unknown. In this study, the lay knowledge on the social communication and language deficits of ASD was investigated using a brief survey involving an elite sample in Malaysia. The survey findings revealed that the vast majority of the respondents had superficial understanding about the social communication and language deficits of ASD. In general, they could relate to ASD as a type of learning disability, but they were less familiar with the diagnostic features and remedial needs of ASD. Another key finding was that the respondents reported different sources of obtaining ASD knowledge according to their demographic profiles (namely age, gender, education and occupation), which correspondingly led to variability in the type of knowledge they obtained. Together, the findings implied that content-specific ASD awareness programs through the right channels are warranted for optimizing efficacy in knowledge transfer and minimizing redundancy in existing ASD awareness campaigns. Increased lay knowledge on ASD will provide a public guardian ground for children with ASD to ensure that the challenges faced by them can be identified at an early age for optimizing the remedial outcomes.

Differentiating Autism Spectrum Disorder From ADHD Using the Social Communication Questionnaire

2018 ◽  
Vol 23 (8) ◽  
pp. 828-837 ◽  
Author(s):  
Anissa Mouti ◽  
Rachel Dryer ◽  
Michael Kohn
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Area Under The Curve ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Optimal Cutoff ◽  
Social Communication Questionnaire ◽  
The Social ◽  
Dual Diagnoses

Objective: This study examined the ability of the Social Communication Questionnaire (SCQ) to differentiate between autism spectrum disorder (ASD), ADHD, and typically developing (TD) children. Method: Children ( Mage = 11.27 years, SDage = 3.28) identified with ASD Severity Levels “1” and/or “2” ( n = 28), ADHD ( n = 44), dual diagnoses of ADHD and ASD ( n = 29), and TD ( n = 61) were assessed using the SCQ. Results: The SCQ differentiated between ASD and non-ASD groups. Children with ASD had higher total and domain scores on the SCQ than ADHD and TD children. The optimal cutoff total score of 13 was identified for differentiating between ASD and ADHD groups (area under the curve [AUC] = .96). Twenty eight of the 39 items were identified as significant in differentiating between ASD and ADHD. Conclusion: The SCQ continues to be a well-validated screening tool for ASD and is suitable for determining whether further ASD assessment is warranted in children with ADHD symptoms.

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