scholarly journals Comparison and Preference: Manual Signing, Picture Exchange, and Speech-Generating Devices as Communication Modes for Children with Developmental Disabilities

2021 ◽  
Author(s):  
◽  
Larah van der Meer
Keyword(s):  
Developmental Disabilities ◽  
Communication Systems ◽  
Single Case ◽  
Autism Spectrum ◽  
Self Determination ◽  
Future Research ◽  
Positive Effects ◽  
Choice Making ◽  
Children With Asd ◽  
Picture Exchange

<p>Children with autism spectrum disorder (ASD) and related developmental disabilities (DD), who do not speak or have very limited spoken language, are often candidates for augmentative and alternative communication (AAC). Three common modes of AAC are manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Studies suggest that children with ASD and other DD might demonstrate comparable proficiency in learning to use each of these communication systems. Because there may not be one single mode of AAC that appears to be most readily taught to, and learnt by, these children, decisions regarding which AAC mode to implement might need to be based upon an assessment of the individual's preferences for using different AAC systems.  Giving students the opportunity to self-select their most preferred AAC mode could also be viewed as one way of promoting self-determination in AAC intervention and this in turn might significantly influence progress in learning to communicate and maintenance of newly acquired AAC skills. The three empirical intervention studies that are presented in the present thesis each made use of systematic instructional procedures, based upon the principles of applied behaviour analysis (ABA), to teach children with ASD and other DD to request (mand) preferred items using MS, PE, and SGD. A key aspect of the studies was the assessment of each child's preference for using one of the three AAC modes via a structured choice-making protocol. This choice-making protocol was designed to determine whether children made greater progress, showed increased communication ability, and continued to use AAC during follow-up sessions when their preferences for different AAC options were assessed and incorporated into the intervention process.  Utilising single-case research methodology (combined multiple-baseline and alternating-treatments designs), a total of 12 participants (9 boys, 3 girls, aged 4 to 13 years) received interventions that were designed to compare acquisition, maintenance, and preference for MS, PE, and SGD. Overall, the results of the three studies demonstrated that seven of the 12 (58%) participants learnt to use, and reached criterion, for use of each AAC option. Five participants did not reach criterion for MS. Two participants did not reach criterion for PE and one of these participants did not reach criterion for SGD. Eight of the 12 (67%) participants appeared to show a preference for using the SGD. Preference for using PE was demonstrated by three out of eight (38%) participants (PE was only assessed in Studies 2 and 3). Finally, one out of the 12 (8%) participants appeared to show a preference for using MS.  These data suggest greater proficiency and better maintenance when children used their preferred communication option. These findings highlight some potentially positive effects of enabling some degree of self-determination with respect to aspects of the use of AAC systems in communication intervention. Given the encouraging intervention outcomes for the present series of three studies, future research and practice should continue to seek ways of increasing opportunities for self-determination in AAC and related interventions for individuals with ASD/DD.</p>

scholarly journals Comparison and Preference: Manual Signing, Picture Exchange, and Speech-Generating Devices as Communication Modes for Children with Developmental Disabilities

2021 ◽  
Author(s):  
◽  
Larah van der Meer
Keyword(s):  
Developmental Disabilities ◽  
Communication Systems ◽  
Single Case ◽  
Autism Spectrum ◽  
Self Determination ◽  
Future Research ◽  
Positive Effects ◽  
Choice Making ◽  
Children With Asd ◽  
Picture Exchange

<p>Children with autism spectrum disorder (ASD) and related developmental disabilities (DD), who do not speak or have very limited spoken language, are often candidates for augmentative and alternative communication (AAC). Three common modes of AAC are manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Studies suggest that children with ASD and other DD might demonstrate comparable proficiency in learning to use each of these communication systems. Because there may not be one single mode of AAC that appears to be most readily taught to, and learnt by, these children, decisions regarding which AAC mode to implement might need to be based upon an assessment of the individual's preferences for using different AAC systems.  Giving students the opportunity to self-select their most preferred AAC mode could also be viewed as one way of promoting self-determination in AAC intervention and this in turn might significantly influence progress in learning to communicate and maintenance of newly acquired AAC skills. The three empirical intervention studies that are presented in the present thesis each made use of systematic instructional procedures, based upon the principles of applied behaviour analysis (ABA), to teach children with ASD and other DD to request (mand) preferred items using MS, PE, and SGD. A key aspect of the studies was the assessment of each child's preference for using one of the three AAC modes via a structured choice-making protocol. This choice-making protocol was designed to determine whether children made greater progress, showed increased communication ability, and continued to use AAC during follow-up sessions when their preferences for different AAC options were assessed and incorporated into the intervention process.  Utilising single-case research methodology (combined multiple-baseline and alternating-treatments designs), a total of 12 participants (9 boys, 3 girls, aged 4 to 13 years) received interventions that were designed to compare acquisition, maintenance, and preference for MS, PE, and SGD. Overall, the results of the three studies demonstrated that seven of the 12 (58%) participants learnt to use, and reached criterion, for use of each AAC option. Five participants did not reach criterion for MS. Two participants did not reach criterion for PE and one of these participants did not reach criterion for SGD. Eight of the 12 (67%) participants appeared to show a preference for using the SGD. Preference for using PE was demonstrated by three out of eight (38%) participants (PE was only assessed in Studies 2 and 3). Finally, one out of the 12 (8%) participants appeared to show a preference for using MS.  These data suggest greater proficiency and better maintenance when children used their preferred communication option. These findings highlight some potentially positive effects of enabling some degree of self-determination with respect to aspects of the use of AAC systems in communication intervention. Given the encouraging intervention outcomes for the present series of three studies, future research and practice should continue to seek ways of increasing opportunities for self-determination in AAC and related interventions for individuals with ASD/DD.</p>

Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis

2020 ◽  
pp. 108835762095690 ◽  
Author(s):  
Marie Ratliff-Black ◽  
William Therrien
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Older Children ◽  
Differential Effectiveness ◽  
Positive Effects ◽  
Children With Asd

Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

Increasing the Number Sense Understanding of Preschool Students With ASD

2021 ◽  
pp. 027112142110061
Author(s):  
Bonnie L. Ingelin ◽  
Seyma Intepe-Tingir ◽  
Nanette C. Hammons
Keyword(s):  
Preschool Children ◽  
Number Sense ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Future Research ◽  
Preschool Students ◽  
Children With Asd ◽  
Early Number ◽  
Mathematical Success ◽  
Number Talks

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder

2021 ◽  
pp. 105381512199557
Author(s):  
Jay Buzhardt ◽  
Anna Wallisch ◽  
Dwight Irvin ◽  
Brian Boyd ◽  
Brenda Salley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Progress Monitoring ◽  
Autism Spectrum ◽  
Growth Patterns ◽  
Spectrum Disorder ◽  
Future Research ◽  
Infants And Toddlers ◽  
Early Communication ◽  
Children With Asd ◽  
Language Growth

One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

scholarly journals The Effects of Intermittent Fasting on Brain and Cognitive Function

2021 ◽  
Author(s):  
Jip Gudden ◽  
Alejandro Arias Vasquez ◽  
Mirjam Bloemendaal
Keyword(s):  
Cognitive Function ◽  
Animal Studies ◽  
Randomized Clinical Trials ◽  
Caloric Intake ◽  
Autism Spectrum ◽  
Future Research ◽  
Intermittent Fasting ◽  
Long Term Effects ◽  
Functional Changes ◽  
Positive Effects

The importance of diet and the gut-brain axis for brain health and cognitive function is increasingly acknowledged. Dietary interventions are tested for their potential to prevent and/or treat brain disorders. Intermittent fasting (IF), the abstinence or strong limitation of calories for 12 to 48 hours, alternated with periods of regular food intake, has shown promising results on neurobiological health in animal models. In this review article, we discuss the potential benefits of IF on cognitive function and the possible effects on the prevention and progress of brain-related disorders in animals and humans. We do so by summarizing the effects of IF which - through metabolic, cellular and circadian mechanisms - lead to anatomical and functional changes in the brain. Our review shows that there is no clear evidence of a positive short-term effect of IF on cognition in healthy subjects. Clinical studies show benefits of IF for epilepsy, Alzheimer&rsquo;s disease and multiple sclerosis on disease symptoms and progress. Findings from animal studies show mechanisms by which Parkinson&rsquo;s disease, ischaemic stroke, autism spectrum disorder and mood- and anxiety disorders could benefit from IF. Future research should disentangle whether positive effects of IF hold true regardless of age or the presence of obesity. Also, variations in fasting patterns, total caloric intake and intake of specific nutrients may be relevant components of IF success. Longitudinal studies and Randomized Clinical Trials (RCTs) will provide a window into the long-term effects of IF on the development and progress of brain-related diseases.

scholarly journals Acquisition of Verb Meaning From Syntactic Distribution in Preschoolers With Autism Spectrum Disorder

2018 ◽  
Vol 49 (3S) ◽  
pp. 668-680 ◽  
Author(s):  
Sabrina Horvath ◽  
Elizabeth McDermott ◽  
Kathleen Reilly ◽  
Sudha Arunachalam
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Context ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
The Novel ◽  
Prior Work ◽  
Verb Learning ◽  
Children With Asd ◽  
Syntactic Frames

Purpose Our goal was to investigate whether preschool children with autism spectrum disorder (ASD) can begin to learn new word meanings by attending to the linguistic contexts in which they occur, even in the absence of visual or social context. We focused on verbs because of their importance for subsequent language development. Method Thirty-two children with ASD, ages 2;1–4;5 (years;months), participated in a verb-learning task. In a between-subjects design, they were randomly assigned to hear novel verbs in either transitive or intransitive syntactic frames while watching an unrelated silent animation or playing quietly with a toy. In an eye-tracking test, they viewed two video scenes, one depicting a causative event (e.g., boy spinning girl) and the other depicting synchronous events (e.g., boy and girl waving). They were prompted to find the referents of the novel verbs, and their eye gaze was measured. Results Like typically developing children in prior work, children with ASD who had heard the verbs in transitive syntactic frames preferred to look to the causative scene as compared to children who had heard intransitive frames. Conclusions This finding replicates and extends prior work on verb learning in children with ASD by demonstrating that they can attend to a novel verb's syntactic distribution absent relevant visual or social context, and they can use this information to assign the novel verb an appropriate meaning. We discuss points for future research, including examining individual differences that may impact success and contrasting social and nonsocial word-learning tasks directly.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Fostering Inclusion of Children and Adolescents With Autism Spectrum Disorders in Daily Settings Through Technological Supports

2021 ◽  
pp. 224-245
Author(s):  
Fabrizio Stasolla ◽  
Alessandro O. Caffò ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
The Third ◽  
Children With Asd ◽  
Adolescents With Autism ◽  
Spectrum Disorders

This chapter emphasizes a selective overview of the newest empirical contributions available in the literature within the last decade (i.e., 2008-2019) regarding the use of assistive technology for the inclusion of children with autism spectrum disorders (ASD) in daily settings. According to the including and excluding criteria, 40 studies were retained and grouped in five main categories, namely (1) communication skills, (2) adaptive and/or social skills, (3) life skills, (4) challenging behaviors, and (5) academic performance. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to provide some practical and illustrative examples of assistive technology-based programs aimed at the integration of children with ASD in daily settings. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research and practice. Results were fairly positive, although some failure occurred. Clinical, educational, psychological, and rehabilitative implications were critically discussed.

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