Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention

2013 ◽  
Vol 16 (5) ◽  
pp. 345-356 ◽  
Author(s):  
Bibi Huskens ◽  
Rianne Verschuur ◽  
Jan Gillesen ◽  
Robert Didden ◽  
Emilia Barakova
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Question Asking ◽  
School Aged Children ◽  
Spectrum Disorders

Time-Based Prospective Memory in Children With Autism Spectrum Disorder

2009 ◽  
Vol 10 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Mareike Altgassen ◽  
Tim I. Williams ◽  
Sven Bölte ◽  
Matthias Kliegel
Keyword(s):  
Autism Spectrum Disorders ◽  
Prospective Memory ◽  
Memory Task ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Prospective Memory Task ◽  
Visuospatial Working Memory ◽  
School Aged Children ◽  
Spectrum Disorders ◽  
First Time

AbstractIn this study, for the first time, prospective memory was investigated in 11 school-aged children with autism spectrum disorders and 11 matched neurotypical controls. A computerised time-based prospective memory task was embedded in a visuospatial working memory test and required participants to remember to respond to certain target times. Controls had significantly more correct prospective memory responses than the autism spectrum group. Moreover, controls checked the time more often and increased time-monitoring more steeply as the target times approached. These differences in time-checking may suggest that prospective memory in autism spectrum disorders is affected by reduced self-initiated processing as indicated by reduced task monitoring.

Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?”

2011 ◽  
Vol 26 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Cheryl Ostryn ◽  
Pamela S. Wolfe
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Practical Importance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Question Asking ◽  
Wh Questions ◽  
Prerequisite Skill ◽  
Spectrum Disorders ◽  
And Function

Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions.

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