scholarly journals Pediatric Tuina in children with autism spectrum disorder: A study protocol for a randomized controlled trial

2021 ◽  
Author(s):  
Xiang Feng ◽  
Jun Yu ◽  
Wu Li ◽  
Tao Li ◽  
Quanrui Jiang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Treatment Group ◽  
Conventional Treatment ◽  
Autism Spectrum ◽  
Clinical Treatment ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Pediatric Tuina ◽  
Conventional Treatment Group ◽  
Children With Asd

Abstract Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterised by repetitive stereotypical behaviour and communication disorders. Currently, it lacks a specific clinical treatment method. Pediatric Tuina is a recent therapy in traditional Chinese medicine; however, there have been studies on the treatment of children with ASD by Tuina. Nonetheless, it remains uncommon given the lack of large-scale evidence-based medical studies. This study aims to compare the efficacy of Tuina and conventional treatment in children with ASD. Methods Eligible children will be randomly divided into the pediatric Tuina plus conventional treatment group or conventional treatment group based on a random table at a ratio of 1:1. Effectiveness will be evaluated using a scale; moreover, the primary outcome will be the Childhood Autism Rating Scale. The secondary outcome will be the Autism Treatment Evaluation Checklist. All participants will be assessed on the scale by a third party not involved in the study. Baseline values of the participants will be determined at the registration time. Outcomes will be evaluated after the 30th treatment session. The follow-up period will last for 6 post-treatment months. Discussion This study will evaluate the effectiveness and safety of Tuina in ASD treatment, which could provide reliable evidence-based findings to improve clinical treatment. Trial registration: Chinese Clinical Trial Registry (CHICTR), ChiCTR2000040452. Registered on 28 November 2020

scholarly journals Pediatric Tuina in children with autism spectrum disorder: A study protocol for a randomized controlled trial

2021 ◽  
Author(s):  
Xiang Feng ◽  
Jun Yu ◽  
Wu Li ◽  
Tao Li ◽  
Quanrui Jiang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Treatment Group ◽  
Conventional Treatment ◽  
Autism Spectrum ◽  
Clinical Treatment ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Pediatric Tuina ◽  
Conventional Treatment Group ◽  
Children With Asd

Abstract Background Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterised by repetitive stereotypical behaviour and communication disorders. Currently, it lacks a specific clinical treatment method. Pediatric Tuina is a recent therapy in traditional Chinese medicine; however, there have been studies on the treatment of children with ASD by Tuina. Nonetheless, it remains uncommon given the lack of large-scale evidence-based medical studies. This study aims to compare the efficacy of Tuina and conventional treatment in children with ASD. Methods Eligible children will be randomly divided into the pediatric Tuina plus conventional treatment group or conventional treatment group based on a random table at a ratio of 1:1. Effectiveness will be evaluated using a scale; moreover, the primary outcome will be the Childhood Autism Rating Scale. The secondary outcome will be the Autism Treatment Evaluation Checklist. All participants will be assessed on the scale by a third party not involved in the study. Baseline values of the participants will be determined at the registration time. Outcomes will be evaluated after the 30th treatment session. The follow-up period will last for 6 post-treatment months. Discussion This study will evaluate the effectiveness and safety of Tuina in ASD treatment, which could provide reliable evidence-based findings to improve clinical treatment. Trial registration: Chinese Clinical Trial Registry (CHICTR), ChiCTR2000040452. Registered on 28 November 2020

scholarly journals When Will He Talk? An Evidence-Based Tutorial for Measuring Progress Toward Use of Spoken Words in Preverbal Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (1) ◽  
pp. 1-18
Author(s):  
Jena McDaniel ◽  
C. Melanie Schuele
Keyword(s):  
Autism Spectrum Disorder ◽  
Progress Monitoring ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Therapeutic Setting ◽  
Children With Asd ◽  
Spoken Words ◽  
Sampling Procedures

Purpose Professionals face substantial challenges determining whether and when children with autism spectrum disorder (ASD) who are not yet using spoken words will use spoken language as their primary means of communication. This tutorial provides speech-language pathologists with practical guidance on how to measure expressive language predictors for progress monitoring and making intervention decisions for children with ASD who are preverbal. Method This tutorial is a repackaging effort that seeks to make the research accessible to clinicians wishing to implement evidence-based practice. Results We describe intentional communication, consonant inventory in communication acts, and responding to joint attention as particularly valuable prelinguistic skills to measure. We explain how and when to efficiently assess progress using published assessments periodically and using brief (5-min) communication samples for more frequent progress monitoring. Conclusions Communication samples can be used to show how a child performs within a therapeutic setting during teaching (treatment data) and outside of the therapeutic setting (generalization probe data). Both types of data are critical for determining whether the child is exhibiting progress and which aspects of intervention are facilitating progress toward use of spoken words. These recommendations also balance the evidence for best practices for progress monitoring and the demands on clinicians' time and effort. To encourage the measurement of prelinguistic skills of children with ASD who are preverbal in clinical practice, we include (a) example data collection documents, (b) examples with hypothetical data and interpretation, and (c) guidance on communication sampling procedures. Supplemental Material https://doi.org/10.23641/asha.13557836

scholarly journals Perception of Special Teachers on the Evidence based Intervention Strategies for Children with Autism Spectrum Disorder

2019 ◽  
Vol 8 (3S2) ◽  
pp. 427-434
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorders ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Graduate Degree ◽  
Chi Square ◽  
Children With Asd

Autism Spectrum Disorder (ASD) is one of five developmental disorders, it is a complex neurodevelopmental disorder affecting the ability of the person to socialize, communicate along with stereotype behaviours. ASD can affect any person irrespective of the gender, caste, creed or religion. Intervention means doing something, taking action or using a treatment to try to improve a particular condition or a problem. When it comes to ASD, there are many kinds of interventions offered. Depending on the type, they can involve the child, the parent or both. They might be one-off events or involve many sessions spread over years. Interventions are based on different theories about what causes ASD. The current study which is a part of the PhD tries to study the perception of special teachers on the current Intervention strategies for children with ASD. The study was conducted by circulating the questionnaire developed to the special teachers (n=40) working for ASD in the country. The participants consisted of special teachers having Diploma, Degree) and Post Graduate degree in the field of ASD (n=40). Descriptive statistics; frequency, percentages, and chi square tests were done using SPSS. The results indicated that teachers accepted the need for evidence based intervention strategies for training children with ASD.

Designing Autism Spectrum Disorder Interventions for Community Implementation

2020 ◽  
pp. 407-421
Author(s):  
Robin L. Gabriels ◽  
Julia Barnes
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Implementation Science ◽  
Child Outcomes ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Children With Asd ◽  
The Impact

There are well-documented gaps between evidence-based interventions (EBIs) developed and tested in controlled research settings and those delivered in routine, community-based care. The field of implementation science has developed in response to identified gaps to study methods to promote the uptake and sustainment of EBIs in community care. Community mental health (MH) services play an important role in caring for individuals with autism spectrum disorder (ASD) across the lifespan who have co-occurring psychiatric conditions. This chapter summarizes over a decade of community-engaged research aimed to (a) characterize MH services for children with ASD, including the training needs of therapists and clinical needs of children with ASD receiving care; (b) develop the AIM HI (An Individualized Mental Health Intervention for ASD) intervention, a package of well-established, evidence-based behavioral strategies designed to reduce challenging behaviors in children served in MH service settings; (c) test the impact of training therapists to deliver AIM HI on child outcomes; (d) identify potential influences on implementation; and (e) test the impact of different implementation strategies to enhance therapist delivery of AIM HI. The chapter includes directions for future research including applying the AIM HI development model to older individuals with ASD and other community service systems and integrating implementation science approaches earlier in the pipeline of research-to-practice translation.

scholarly journals THE APPLICATION OF THE JOINT STIMULUS CONTROL MODEL IN TEACHING COMPLEX RECEPTIVE LANGUAGE TO CHILDREN WITH AUTISM SPECTRUM DISORDER /JUNGTINĖS STIMULŲ KONTROLĖS MODELIO PRITAIKYMAS UGDANT VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMĄ, KOMPL. KALBOS SUVOKIMĄ

2019 ◽  
Vol 1 (38) ◽  
pp. 105
Author(s):  
Rita Raudeliūnaitė ◽  
Eglė Steponėnienė
Keyword(s):  
Autism Spectrum Disorder ◽  
Stimulus Control ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Control Model ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Children With Asd ◽  
Verbal Behaviour

<p><em>Lithuanian educators are still not adequately well prepared to teach children with autism spectrum disorder (further in text ASD). There is a lack of research, the access to evidence-based methods is limited, and traditional educational methodological approaches are usually ineffective (Diržytė, Mikulėnaitė &amp; Kalvaitis, 2016; Buivydaitė, Newman &amp; Prasauskienė, 2017).</em></p><p><em>One of the earliest signs of ASD is failure to develop language and social communication (Mody &amp; Bellieveau, 2013; Arunachalam &amp; Luyster 2016; etc.). Meta-analyses conducted by foreign researchers show that B.F. Skinner’s (1957) verbal behaviour analysis is one of the evidence-based effective methods used for developing language in children with ASD (McPherson et al., 1984; Dymond et al. 2006; Sautter &amp; LeBlanc, 2006; Devine &amp; Petursdottir, 2017). A rapid increase in the prevalence of ASD brings the researchers’ attention to the possibilities of applying this method, however, there are still some areas in verbal behaviour approach remaining, which lack research. Scientific studies in these areas would likely open effective ways for developing language in children with ASD (Devine &amp; Petursdottir, 2017). The researchers (Buivydaitė, Newman &amp; Prasauskienė, 2017) have conducted a review of scientific articles on ASD in the Baltic states (including Lithuania), and the findings of it confirm the lack of such research. </em></p><p><em>In this study, a single-subject educational experiment was used, during which a joint stimulus control model was applied for developing language in children with ASD, with the main focus being on receptive language acquisition. The object of joint stimulus control is the development of a symmetrical (bi-directional) word-object relation and independent, verbally maintained generalisation with unlearned stimuli. The results of the experiment show that a joint stimulus control model can be applied as an effective mechanism to develop language in children with ASD. In the presence of non-verbal stimuli and rehearsing the names of the stimuli overtly or covertly, the joint stimulus control emerges and, in this way, the complex receptive language perception in children with ASD is developed within  the context of social interaction. </em><em></em></p><p><em>The participants of this experiment were able to emit correct responses with the novel sets of stimuli and were able to apply this mechanism without prompts not only in teaching sessions, but also in other social situations. </em><em></em></p><br /><p><em><br /></em></p><p><em>Lietuvos pedagogai vis dar nepasiruošę ugdyti autizmo spektro sutrikimų (toliau ASS) turinčius vaikus, trūksta tyrimų, moksliškai pagrįstų metodikų prieinamumas yra ribotas, o tradicinės metodinės prieigos dažnai būna neveiksmingos (Diržytė, Mikulėnaitė ir Kalvaitis, 2016; Buivydaitė, Newman ir Prasauskienė, 2017).</em></p><p><em>Vienas pagrindinių ASS požymių yra kalbos ir socialinės komunikacijos sutrikimas (Mody ir Bellieveau, 2013; Arunachalam ir Luyster 2016 ir kt.). Kaip rodo užsienio mokslininkų atliktos meta- analizės (McPherson et al., 1984; Dymond et a. 2006; Sautter ir LeBlanc, 2006; Devine ir Petursdottir, 2017), B.F. Skinerio verbalinio elgesio analizė (1957) yra viena iš empiriniais tyrimais pagrįstų veiksmingų ASS turinčių vaikų kalbos ugdymo metodikų. Didėjant ASS turinčių vaikų skaičiui, sparčiai auga mokslininkų susidomėjimas šios metodikos pritaikymo galimybėmis, tačiau vis dar lieka verbalinio elgesio analizės sričių, kurių ištirtumas atvertų efektyvius kelius į ASS turinčių vaikų kalbos ugdymą (Devine ir Petursdottir, 2017). Mokslininkų (Buivydaitė, Newman ir Prasauskienė, 2017) atlikta mokslinių straipsnių ASS tematika analizė Baltijos šalyse, tame tarpe ir Lietuvoje, patvirtina tyrimų stokos problemą. </em></p><p><em>Šiame straipsnyje aprašomas ugdomasis individualusis eksperimentas, kurio metu taikytas jungtinės stimulų kontrolės modelis ugdant ASS turinčių vaikų kalbą, pagrindinį dėmesį sutelkiant į kalbos suvokimo ugdymą. Jungtinės stimulų kontrolės </em><em>objektas yra simetrinio (abipusio) žodžio – objekto tarpusavio ryšio vystymas ir savarankiška, verbaliai palaikoma, generalizacija pritaikoma su nemokytais stimulais. </em><em>Eksperimentu nustatyta,  kad  jungtinės stimulų kontrolės modelis, gali būti efektyvus mechanizmas ugdant ASS </em><em>turinčių vaikų kalbinius gebėjimus. </em><em>Matant neverbalinių stimulų vaizdus ir kartojant jų pavadinimus balsu arba sau mintyse pasireiškia jungtinė stimulų kontrolė, ir tokiu būdu </em><em>ugdomas ASS vaikų kompleksinis receptyvusis suvokimas socialinio bendravimo kontekste.</em><em> Naudodamiesi šiuo įrankiu, eksperimento dalyviai  gebėjo teisingai atlikti užduotį su naujais stimulų rinkiniais ir </em><em>išmoko savarankiškai taikyti šio modelio mechanizmą ne tik mokymo(si), bet ir kitose socialinėse situacijose.</em></p>

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.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

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