scholarly journals Identifying playing styles among children with intellectual disability autism spectrum disorder and multiple disability: أنماط اللعب لدى الأطفال ذوي الإعاقة الفكرية واضطراب طيف التوحد وتعدد العوق

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mashael Hamad bu hamad , Nabil Sharaf Al- Maliki
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Disability ◽  
Physical Responses ◽  
Children With Developmental Disabilities ◽  
Children With Intellectual Disability

  This study aimed at identifying playing styles among children with developmental disabilities (intellectual disability, autism spectrum disorder and multiple disability "intellectual disability and autism spectrum disorder. To achieve this, the researcher used the descriptive analytical approach. The population of the study consisted of (415) children with developmental disabilities and the sample of the study consisted of (128) children with developmental disabilities. The researcher used playing activities observation list prepared by Alnajjar (2001) as a tool for collecting data which consisted of playing activities to measure physical, social and emotional responses. The results of the study were as follows: - There are significance statistical differences in physical responses games between children with intellectual disability and children with autism. - There are no significance statistical differences in individual playing styles among children with intellectual disability and children with autism. - There are significance statistical differences in social responses games between children with intellectual disability and children with autism in the favor of autism children. - There are significance statistical differences in physical responses between children with intellectual disability and children with multiple disability in the favor of double disability children. - There are significance statistical differences in emotional responses between children with intellectual disability and children with autism. In the light of results of the study, the researcher recommended the following: - Developing the attitudes of children with intellectual disability toward activities that require physical exertion. - Diversity in the tools and games provided to children with intellectual disability and children with autism disorder.

scholarly journals Differential diagnosis for whom with intellectual disability and autism spectrum disorder according to diagnostic criteria in Diagnostic and Statistical Manual of Mental Disorders (5th edition)

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr.. Sherif Adel Jaber Ahmed - Dr. Sayed Ibrahim Ali
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Interaction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Three Dimensions ◽  
Behavioral Performance ◽  
Level Of Significance ◽  
Children With Intellectual Disability

This study aimed to identify the diagnosis of the difference between the intellectual disability and the autism spectrum disorder. The study sample consisted of 60 children (30 children with intellectual disability, 30 children with autism spectrum disorder). Three scales were used in this study; the measure of autism spectrum disorder for children (prepared by Gaber 2018), the measure of communication and social interaction, and the measure of the behavioral performance (prepared by the researchers of this study). The study found that there were statistically significant differences at the level of significance (0.05) among the average scores of children with intellectual disability and children with autism spectrum disorder on measurement of communication and social interaction of the three dimensions in favor of children with intellectual disability. The results of the study showed that there were statistically significant differences at the level of significance (0.05) between the average scores of children with intellectual disability and children with autism spectrum disorder on the measure of behavioral performance in its four dimensions in favor of children with intellectual disability.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

scholarly journals Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 898-906 ◽  
Author(s):  
Brenna B Maddox ◽  
Patrick Cleary ◽  
Emily S Kuschner ◽  
Judith S Miller ◽  
Anna Chelsea Armour ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Intellectual Disability ◽  
Social Skills ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

scholarly journals Longitudinal assessment of stability of sensory features in children with autism spectrum disorder or other developmental disabilities

2018 ◽  
Vol 12 (1) ◽  
pp. 100-111 ◽  
Author(s):  
Grace T. Baranek ◽  
Mike Carlson ◽  
John Sideris ◽  
Anne V. Kirby ◽  
Linda R. Watson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Longitudinal Assessment ◽  
Sensory Features

Addressing Quality of Life of Children With Autism Spectrum Disorder and Intellectual Disability

2020 ◽  
Vol 58 (5) ◽  
pp. 393-408
Author(s):  
Laura E. Gómez ◽  
M. Lucía Morán ◽  
M. Ángeles Alcedo ◽  
Víctor B. Arias ◽  
Miguel-Ángel Verdugo
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Good Reliability ◽  
Assess Quality ◽  
Study Participants

Abstract Despite the advances on the assessment of quality of life, this concept is barely studied and is riddled with important limitations for those with autism spectrum disorder (ASD). This article is aimed at validating a questionnaire to assess quality of life of children with ASD and intellectual disability (ID). Based on the KidsLife Scale, geared toward people with ID, the most reliable items for those with ASD were selected. Study participants were 420 persons, from 4 to 21 years old. Results indicated that the KidsLife-ASD Scale measured eight intercorrelated domains, had good reliability, and exhibited adequate evidences of validity. KidsLife-ASD emerges as a helpful tool to guide person-centered planning addressed at improving quality of life.

scholarly journals Caregiver Strain and Sensory Features in Children With Autism Spectrum Disorder and Other Developmental Disabilities

2015 ◽  
Vol 120 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Anne V. Kirby ◽  
Tamira J. White ◽  
Grace T. Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Parent Stress ◽  
Spectrum Disorder ◽  
Caregiver Strain ◽  
Child Cognition ◽  
Sensory Features ◽  
Relationship Of

Abstract Caring for children with disabilities contributes to increased levels of parent stress or caregiver strain. However, the potential relationship of sensory features to strain among caregivers of children with autism spectrum disorder (ASD) and other developmental disabilities (DD) is unknown. Sensory features include overreactions, underreactions, and unusual interests in sensations, which may negatively impact family functioning. This descriptive study confirmed three caregiver strain types (i.e., objective, subjective internalized, subjective externalized) and explored differences among ASD (n  =  71) and DD (n  =  36) groups, with the ASD group reporting higher levels. Furthermore, this study explored the contribution of sensory features to caregiver strain, finding differential contributions to strain in the ASD group and covariate contributions (i.e., child cognition, mother's education) in the DD group.

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