scholarly journals Verbal Interactional Synchronization between Therapist and Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies

Animals ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. 716 ◽  
Author(s):  
Richard Griffioen ◽  
Steffie van der Steen ◽  
Ralf F. A. Cox ◽  
Theo Verheggen ◽  
Marie-Jose Enders-Slegers
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Delayed Reaction ◽  
Turn Taking ◽  
Quantification Analysis ◽  
Research Questions ◽  
Cross Recurrence Quantification ◽  
Cross Recurrence Quantification Analysis

Synchronizing behaviors in interactions, such as during turn-taking, are often impaired in children with Autism Spectrum Disorder. Therapies that focus on turn-taking generally lead to increased social skills, less interruptions, and silent pauses, however a positive non-demanding environment is therefore thought to be beneficial. Such an environment can be achieved by incorporating animals into therapy. Our study was guided by the following research questions: (1) How can we characterize the interaction between child and therapist during dolphin-assisted therapy, with regard to synchrony in verbalizations (turn-taking) and (2) does synchrony change over the course of six sessions of therapy? To answer these questions, we performed a cross-recurrence quantification analysis on behavioral data of five children, to give a detailed view of the interaction between therapist and child in the context of dolphin-assisted therapy. We were able to detect synchrony (i.e., adequate turn-taking) in all dyads, although not all children improved equally. The differences might be explained by a delayed reaction time of some children, and their level of language development.

scholarly journals The Utilization of RaschModel Measurement (RMM) in Investigating the Effect of Pharmacological andNon-pharmacological Treatment on the Quality of Life of Malaysian’s Children with Autism Spectrum Disorder (ASD) and Their Family

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Amily Fikry ◽  
◽  
Siti Fatahiyah Mahamood ◽  
Mohd Nor Mamat ◽  
Hamizah Hassan ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Pharmacological Treatment ◽  
Children With Autism ◽  
Measurement Model ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Model Reliability ◽  
Research Questions

Autism Spectrum Disorder (ASD) is a developmental disorder that encompasses varieties of disorder with impairments in social relationships, communication and imaginative display. In an attempt to reduce the severity of the said symptoms, these ASD children have been given either pharmacological or non-pharmacological treatment. The treatment given is hope to improve quality of life of the ASD children and their respective family. Thus, by using Rasch Model, this paper attempts to look at the significant effect of pharmacological and non-pharmacological treatment on quality of life of Malaysian’s children with Autism and their respective family. A total of 31 questionnaires (with 16 returned and usable questionnaires) were distributed to parents of ASD child at public rehab center located in Eastern and Central Region of Malaysia. By using Bond and Fox Steps of Rasch Measurement Model, reliability analysis of responses were analyzed and research questions were answered. Conclusions and recommendations were discussed at the end of the paper.

Effects of a Robot-Enhanced Intervention for Children With ASD on Teaching Turn-Taking Skills

2019 ◽  
Vol 58 (1) ◽  
pp. 29-62 ◽  
Author(s):  
Daniel O. David ◽  
Cristina A. Costescu ◽  
Silviu Matu ◽  
Aurora Szentagotai ◽  
Anca Dobrean
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Similar Extent ◽  
Children With Asd ◽  
Human Partner ◽  
Turn Taking ◽  
Core Symptoms

Among social skills that are core symptoms of autism spectrum disorder, turn-taking plays a fundamental role in regulating social interaction and communication. Our main focus in this study is to investigate the effectiveness of a robot-enhanced intervention on turn-taking abilities. We aim to identify to what degree social robots can improve turn-taking skills and whether this type of intervention provides similar or better gains than standard intervention. This study presents a series of 5 single-subject experiments with children with autism spectrum disorder aged between 3 and 5 years. Each child receives 20 intervention sessions (8 robot-enhanced sessions—robot-enhanced treatment (RET), 8 standard human sessions—standard human treatment, and 4 sessions with the intervention that was more efficient). Our findings show that most children reach similar levels of performance on turn-taking skills across standard human treatment and RET, meaning that children benefit to a similar extent from both interventions. However, in the RET condition, children seemed to see their robotic partner as being more interesting than their human partner, due to the fact that they looked more at the robotic partner compared with the human partner.

scholarly journals Tact instruction for children with autism spectrum disorder: A review

2021 ◽  
Vol 6 ◽  
pp. 239694152199901
Author(s):  
MY Savana Bak ◽  
Ana D Dueñas ◽  
Sarah M Avendaño ◽  
Ariel C Graham ◽  
Tavon Stanley
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Language ◽  
Verbal Operants ◽  
Children With Asd ◽  
High Effect ◽  
Research Questions

Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD.

scholarly journals Efficacy of the Feline Temperament Profile in evaluating sheltered cats for adoption into families of a child with Autism Spectrum Disorder

2020 ◽  
Vol 9 (2) ◽  
pp. 21-55
Author(s):  
Angélique Lamontagne ◽  
Rebecca Johnson ◽  
Gretchen Carlisle ◽  
Leslie Lyons ◽  
Jessica Bibbo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Principal Component Analysis ◽  
Principal Component ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Animal Shelters ◽  
Significant Difference ◽  
Research Questions ◽  
Similarities And Differences

This project was part of the Feline Friends Study, which matches shelter cats with families of children with Autism Spectrum Disorder (ASD) to study children’s social behaviour and cats’ stress. Cats were screened for calm temperament using the Feline Temperament Profile (FTP). The FTP consists of ten phases, with a list of ‘acceptable’ and ‘questionable’ behaviours under each phase. Our aim was to answer the following research questions: What items of the FTP best predict temperament in shelter cats? What are similarities and differences in temperament between cats who qualified or did not qualify for placement? Forty-four shelter cats were rejected for placement in a home with a child with ASD and twenty-six cats qualified. There was no difference according to sex; however, there was a significant difference in FTP scores across animal shelters. Principal Component Analysis showed that ‘vocalizations’ and ‘watches with no approach’ were most predictive of acceptable temperament. The findings show that the FTP can be shortened with no loss of reliability, facilitating shelter efforts to rehome cats successfully. The implementation of FTP could effectively reduce the amount of time cats spend in the shelter as well as the number returned to the shelter after adoption, resulting in improved welfare both at the shelter (shorter stay) and in their new home (decreased return).

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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