scholarly journals Transition Plan for ASD children from preschool to kindergarten.

2020 ◽  
Author(s):  
Anil Kumar Bheemaiah
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Cautionary Note ◽  
Transition Strategy ◽  
Transition Plan ◽  
Social Communicative ◽  
Quantitative Assessments

A systematic survey of quantitative assessments of preschool children with autism spectrum is presented as representing their identity as an independent culture with a right to live in the mainstream world, accepted as they are. This calls for an assessment of social, communicative and locomotion motor skills and the minimal comprehension and cognitive skills needed to habitat this world with the minimal accommodations.Stakeholders in a transition and the mainstream IEP are identified with a cautionary note on the inadequacies of a curricular approach in IEP, in lieu of alternative schooling.Holistic approaches from the Himalayan viewpoint, and other viewpoints of informal Catholic, Islamic, Judaist, Buddhist, Vedic and other major theologies are presented for alternative schooling as a transition strategy.

Exploring the Interaction of Motor and Social Skills With Autism Severity Using the SFARI Dataset

2017 ◽  
Vol 124 (2) ◽  
pp. 413-424 ◽  
Author(s):  
Andrew M. Colombo-Dougovito ◽  
Ronald E. Reeve
Keyword(s):  
Social Skills ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Motor Deficits ◽  
Autism Severity ◽  
Gross Motor ◽  
Nonsignificant Difference ◽  
Social Communicative ◽  
Age Range

Social communicative deficits and stereotyped or repetitive interests or behaviors are the defining features of autism spectrum disorder (ASD). A growing body of research suggests that gross motor deficits are also present in most children with ASD. This study sought to understand how pediatric ASD severity is related to motor skills and social skills. A multivariate analysis of variance analysis of 483 children with autism ( N = 444) and ASD ( N = 39) revealed a nonsignificant difference between groups. Results suggest little difference between severity groups on gross motor and social skills within the limited age range of the participants (about 5.6 years of age).

The Relationship of Motor Skills and Social Communicative Skills in School-Aged Children With Autism Spectrum Disorder

2013 ◽  
Vol 30 (3) ◽  
pp. 271-282 ◽  
Author(s):  
Megan MacDonald ◽  
Catherine Lord ◽  
Dale A. Ulrich
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communicative Skills ◽  
School Aged Children ◽  
Skill Deficits ◽  
Social Communicative ◽  
Relationship Of ◽  
The Relationship

Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6–15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

scholarly journals Isotherapy and Artistic and Creative Habilitation of Preschool Children with Autism Spectrum Disorders

2019 ◽  
Vol 16 (3) ◽  
pp. 131-138
Author(s):  
I.V. Forseeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Preschoolers With Disabilities ◽  
Long Time ◽  
Spectrum Disorders ◽  
And Training

The article presents the experience and results of the work of the compensatory type Kindergarten No. 7 teachers with children with autism spectrum disorders on the use of art-pedagogical technologies in practice. 97 preschoolers with disabilities are brought up in this Kindergarten, and 15 people have autism spectrum disorders. All kindergarten preschool children with autism spectrum disorders are integrated into groups of compensating orientation for children with severe speech disorders, taking into account age characteristics. Education and training of preschool children in this category is complicated by violations of their social interaction, scattered attention, backwardness of large and small motor skills, increased excitability and exhaustion, impulsivity and short temper. They do not know how to obey group rules for a long time, listen to and follow instructions, bring the work started to the end, and achieve a certain result. In working with preschoolers with autism spectrum disorders, teachers see prospects for correcting and compensating for violations in the development of artistic and creative activities. The tasks that are solved in an educational organization using methods of artistic and creative habilitation are to develop the child’s personality; develop and correct emotional and volitional processes, reduce fears through isotherapy; create conditions for free experimentation with artistic materials and tools; create an emotional atmosphere that will engage children with autism spectrum disorders in artistic activities. Teachers in their work rely on scientific theories that confirm the validity of the practice of isotherapy, on the results of scientific and applied research in this area, as a result of artistic and creative habilitation, contact was established with every child with autism spectrum disorders (100%). Children have a desire to engage in artistic and creative activities (100%), many began to respond adequately emotionally in various situations of interaction with adults and peers (65%), show empathy for other children (40%), decreased anxiety and fears in new situations of interaction.

Motor Skills and Calibrated Autism Severity in Young Children With Autism Spectrum Disorder

2014 ◽  
Vol 31 (2) ◽  
pp. 95-105 ◽  
Author(s):  
Megan MacDonald ◽  
Catherine Lord ◽  
Dale A. Ulrich
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autism Severity ◽  
Gross Motor Skills ◽  
Skill Deficits ◽  
Young Children With Autism ◽  
Social Communicative

In addition to the core characteristics of autism spectrum disorder (ASD), motor skill deficits are present, persistent, and pervasive across age. Although motor skill deficits have been indicated in young children with autism, they have not been included in the primary discussion of early intervention content. One hundred fifty-nine young children with a confirmed diagnosis of ASD (n = 110), PDD-NOS (n = 26), and non-ASD (n = 23) between the ages of 14–33 months participated in this study.1 The univariate general linear model tested the relationship of fine and gross motor skills and social communicative skills (using calibrated autism severity scores). Fine motor and gross motor skills significantly predicted calibrated autism severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. Future directions and the role of motor skills in early intervention are discussed.

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 424-438 ◽  
Author(s):  
M. F. Westerveld ◽  
J. Paynter ◽  
D. Trembath ◽  
A. A. Webster ◽  
A. M. Hodge ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Emergent Literacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Emergent Literacy Skills
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