scholarly journals Effect of a brief online shared reading ıntervention to support communication skills of children with Autism Spectrum Disorder

2021 ◽  
Vol 5 (2) ◽  
pp. 552-566
Author(s):  
Yusuf Akemoğlu
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Shared Reading ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Book Reading ◽  
Children With Asd

Shared interactive book reading (SIBR) is an evidence-based practice for young children with developmental disabilities such as autism spectrum disorder (ASD). Children with ASD can benefit from structured activities such as SIBR, especially when they are supported by their parents. During SIBR, parents can support their children’s language and communication skills by engaging with them around a storybook. Parents can create opportunities for communication by commenting on the story, asking a question, and pointing at the pictures. In the current telepractice (internet-based) study, three parents and three children with ASD participated in the study. In a single-case multiple-baseline across subjects design, parents were trained to use expectant pause and mand-model strategy with their children. Parents’ frequency in use of the strategies increased during intervention. All three children increased their initiating and responding behaviors upon their parents’ use of strategies.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

scholarly journals Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Lara Rodrigues Queiroz ◽  
Victor Loyola Souza Guevara ◽  
Carlos Barbosa Alves de Souza ◽  
Eileen Pfeiffer Flores
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Shared Reading ◽  
Task Engagement ◽  
Spectrum Disorder ◽  
Dialogic Reading ◽  
Verbal Responses ◽  
Children With Asd ◽  
Verbal Initiations

Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general “What is happening here?” (WIHH questions). One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings.What does this paper add? • The use of an explicit prompting hierarchy method is a step toward systematization of scaffolding strategies during shared reading.• It is possible to use verbal prompts to help children with autism spectrum disorder answer questions about the story during dialogic reading,

Measuring Happiness Behavior in Functional Analyses of Challenging Behavior for Children with Autism Spectrum Disorder

2019 ◽  
pp. 014544551987867 ◽  
Author(s):  
Benjamin R. Thomas ◽  
Marjorie H. Charlop ◽  
Nataly Lim ◽  
Caitlyn Gumaer
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Experiment Study ◽  
Children With Asd ◽  
Functional Analyses

This two-experiment study assessed the utility of measuring happiness behavior (e.g., smiling and/or laughing) within functional analyses (FA) of challenging behavior, and using results to inform interventions for children with autism spectrum disorder (ASD). In Exp. 1, we concurrently measured happiness behavior within the trial-based FA’s of challenging behavior of four children with ASD. Results showed differentiation for both challenging behavior in test trials and happiness behavior within controls. In Exp. 2, we compared interventions based on challenging and happiness behavior from FA results for three of the participants, using a multiple-baseline across-participants design, with embedded reversals. Results suggested that interventions derived from measures of the children’s happiness behavior led to reductions challenging behavior that were similar to interventions informed by challenging behavior, and were also associated with increased happiness behavior. Taken together, these two experiments suggest that the measurement of children’s happiness behavior in FA of challenging behavior appears to be helpful in determining interventions for children with ASD.

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 Case study assessing the feasibility of using a wearable haptic device or humanoid robot to facilitate transitions in occupational therapy sessions for children with autism spectrum disorder

2021 ◽  
Vol 8 ◽  
pp. 205566832110490
Author(s):  
Audrée Jeanne Beaudoin ◽  
Frédérique Pedneault ◽  
Marina Houle ◽  
Cynthia Bilodeau ◽  
Marie-Pier Gauvin ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Occupational Therapy ◽  
Humanoid Robot ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Haptic Device ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Therapy Sessions

Introduction Some children with autism spectrum disorder (ASD) have difficulties with transitions that may lead to problem behaviours. Although the use of technologies with children with ASD is receiving increasing attention, no study has looked at their effect on transitions in activities of daily living. This study aimed to document the feasibility of (1) using two intervention technologies (NAO humanoid robot or wearable haptic device) separately to facilitate transitions in occupational therapy sessions for children with ASD and (2) the method used to document changes. Methods Using a single case reversal (ABA) design, two children with ASD were randomly assigned to one of the intervention technologies (humanoid robot or haptic bracelet). Each technology was used as an antecedent to stimulate the start of transitions in eight intervention sessions at a private occupational therapy clinic. Data concerning the time required for transitions, child’s behaviours during transitions at the clinic and mother’s perception of the child’s performance in transitions at home were analysed graphically. Results When using technology, both children’s behaviours were appropriate, quick and relatively stable. Also, both mothers reported improved perceptions of their child’s performance in transitions. Conclusions This exploratory study suggests no detrimental effect of using these technologies.

scholarly journals Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

2021 ◽  
Vol 52 (1) ◽  
pp. 165-180 ◽  
Author(s):  
Sally Clendon ◽  
Jessica Paynter ◽  
Sue Walker ◽  
Rachael Bowen ◽  
Marleen F. Westerveld
Keyword(s):  
Autism Spectrum Disorder ◽  
Emergent Literacy ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Literacy Assessment ◽  
Children With Asd ◽  
Increased Risk

Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.

scholarly journals Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

2021 ◽  
Author(s):  
◽  
Amarie Carnett
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Systematic Instruction ◽  
Baseline Design ◽  
Children With Asd ◽  
Multiple Probe

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD.  Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD).  Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

scholarly journals The Additive Effect of CBT Elements on the Video Game ‘Mindlight’ in Decreasing Anxiety Symptoms of Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Lieke A. M. W. Wijnhoven ◽  
Rutger C. M. E. Engels ◽  
Patrick Onghena ◽  
Roy Otten ◽  
Daan H. M. Creemers
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Game ◽  
Behavioral Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Additive Effect ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Children With Asd

AbstractThe aim of the present study was to examine the additive effect of elements of cognitive behavioral therapy (CBT) on the video game Mindlight in decreasing anxiety of children with an autism spectrum disorder (ASD). A non-concurrent multiple baseline design with 8 children with ASD in the age of 8–12 was used. CBT did not have the hypothesized additive effect on Mindlight in decreasing anxiety of children with ASD. Instead, multiple participants already experienced a decrease in anxiety during the Mindlight sessions. Yet, several participants did experience a stabilization in anxiety at a low level during the CBT sessions. For now, it can be concluded that CBT does not have an additive effect on Mindlight.

scholarly journals Effectiveness of Hydrotherapy on Communication Skills of Children with Autism Spectrum Disorder: A Single Case Study

2020 ◽  
Vol 6 (4) ◽  
pp. 35-50
Author(s):  
Samad Azimigarosi ◽  
Aliakbar Arjmandnia ◽  
Alireza Mohseni Ezhei ◽  
Mostafa Asgari ◽  
◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Study

scholarly journals Possibilities of Using Board Games to Develop Communication Skills in Children with Autism Spectrum Disorder

2020 ◽  
Vol 17 (1) ◽  
pp. 41-50
Author(s):  
E.E. Klopotova ◽  
I.Y. Krupnova
Keyword(s):  
Autism Spectrum Disorder ◽  
Experimental Study ◽  
Communication Skills ◽  
Effective Means ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Development Indicators ◽  
Board Games ◽  
Children With Asd

The article presents an experimental study aimed at identifying the possibilities of using Board games to develop communication skills in children with autism spectrum disorder (ASD). The study involved 6 children diagnosed with ASD from 4 years 8 months to 8 years. The experiment lasted two and a half months, with each child was conducted about 20 classes (of 2 hours), during which each of the selected games was held 2 times. Two board games were used, corresponding to the level of development of children — “Walker” and “Memory”. Communication skills were evaluated in two directions — the ability to focus on the partner’s actions during the game and ways to address the partner in the game. The analysis of changes in communication skills of each child is presented. In General, the results obtained in the experimental study suggest that board games can act as an effective means of developing communication skills in children with ASD. Through board games, children were able to develop the skills of paying attention to the partner during the game, tracking their actions and waiting for their turn, addressing the partner and answering a question. The results obtained from the presented sample of subjects showed that better dynamics in the development of communication skills were demonstrated by children with initially higher development indicators, regardless of age.

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