scholarly journals Increased Neural Reward Responsivity in Adolescents with ASD after Social Skills Intervention

2020 ◽  
Vol 10 (6) ◽  
pp. 402 ◽  
Author(s):  
Elizabeth Baker ◽  
Elina Veytsman ◽  
Ann Marie Martin ◽  
Jan Blacher ◽  
Katherine K. M. Stavropoulos
Keyword(s):  
Social Skills ◽  
Social Communication ◽  
Behavioral Interventions ◽  
Brain Activity ◽  
Reward System ◽  
Autism Spectrum ◽  
Event Related Potential ◽  
Reward Positivity ◽  
Before And After ◽  
Adolescents With Asd

The reward system has been implicated as a potential neural mechanism underlying social-communication deficits in individuals with autism spectrum disorder (ASD). However, it remains unclear whether the neural reward system in ASD is sensitive to behavioral interventions. The current study measured the reward positivity (RewP) in response to social and nonsocial stimuli in seven adolescents with ASD before and after participation in the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention. This study also included seven neurotypical adolescents who were tested at two time points but did not receive intervention. We examined the RewP across the course of a task by comparing brain activity during the first versus second half of trials to understand patterns of responsivity over time. Improvements in social skills and decreased social-communication impairments for teens with ASD were observed after PEERS®. Event-related potential (ERP) results suggested increased reward sensitivity during the first half of trials in the ASD group after intervention. Adolescents with ASD who exhibited less reward-related brain activity before intervention demonstrated the greatest behavioral benefits from the intervention. These findings have implications for how neuroscience can be used as an objective outcome measure before and after intervention in ASD.

scholarly journals A role-play assessment tool and drama-based social skills intervention for adults with autism or related social communication difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 41-60
Author(s):  
Céliane Trudel ◽  
Aparna Nadig
Keyword(s):  
Social Skills ◽  
Social Communication ◽  
Assessment Tool ◽  
Role Play ◽  
Autism Spectrum ◽  
Social Skills Intervention ◽  
Post Intervention ◽  
Adults With Autism ◽  
Play Assessment ◽  
Communication Difficulties

This study adds to a small literature on social skills measures and interventions for adults with autism spectrum disorder (ASD) or related social communication difficulties (SCD) without intellectual disability (ID). In study 1, a new multimodal assessment tool, the role-play assessment of social skills (R-PASS), was used to measure real-time application of social skills. The scores of adults with ASD/SCD were marginally lower than those of neurotypical adults, with a large effect size, suggesting that the measure can identify differences between the two groups. Therefore, the R-PASS shows potential as an objective tool to assess dynamic and naturalistic social skills. In Study 2, a pre–post single-group design study, we measured the effectiveness of a drama-based social skills intervention for seven participants who self-identified as having ASD/SCD. The R-PASS was used by external raters blind to diagnosis and intervention status to compare the performance of intervention participants to that of neurotypical adults. R-PASS scores suggested substantial improvement of social skills in the majority of participants post-intervention. Furthermore, relatives’ and participants’ perception of their social communication and self-regulation skills improved from pre- to post-intervention. These results suggest that the intervention may have helped the participants improve their social skills.

Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills

2016 ◽  
Vol 1 (1) ◽  
pp. 20-28
Author(s):  
Todd M. Miller ◽  
Kathy Thiemann-Bourque
Keyword(s):  
Social Skills ◽  
Students With Disabilities ◽  
Communication Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Written Text ◽  
Social Skills Instruction ◽  
Social Communication Skills ◽  
Text Cues ◽  
Peer Mediated Intervention

A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.

scholarly journals Caregiver-mediated approaches to managing challenging behaviors in children with autism spectrum disorder

2013 ◽  
Vol 15 (2) ◽  
pp. 225-233
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Significant Proportion ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Adolescents With Asd

A significant proportion of children with autism spectrum disorder (ASD) are referred to mental health centers due to the presence of challenging behaviors. Because challenging behaviors in children and adolescents with ASD often result from underlying social and communication difficulties and comorbid anxiety, traditional caregiver-mediated behavior intervention techniques developed for children with disruptive behavior disorders may need to be adapted for this population. Behavioral interventions that target communication skills, social skills, anxiety, and sensory responsiveness in children with ASD may be needed. Notably, while best practice necessitates the involvement of caregivers in treating children and adolescents with ASD, few randomized control studies have examined the effectiveness of caregiver-implemented interventions in reducing challenging behaviors. This review summarizes the current literature with regard to caregiver-mediated behavioral interventions for children with ASD, and suggests areas for intervention development and research.

scholarly journals Online Training: An Alternative Solution of the Empowerment for Parents of Children with Autism

2021 ◽  
Vol 5 (2) ◽  
pp. 175
Author(s):  
Herlina Herlina ◽  
Rudi Susilana
Keyword(s):  
Social Skills ◽  
Intervention Program ◽  
Children With Autism ◽  
Online Training ◽  
Field Trials ◽  
Autism Spectrum ◽  
Intervention Programs ◽  
Social Skills Intervention ◽  
Before And After ◽  
The Right

Parents need to understand how important it is to provide proper treatment in dealing with children with autism. The effort is with an intervention approach technique, but some parents often experience difficulties in making intervention efforts. One solution to the problem that can be done is by establishing the Independent Intervention Program Online Training (PIM). This study aims to prove that the Independent Intervention Program Online Training or PIM is an effective way to empower parents in dealing with children with autism. The research was conducted through field trials involving 11 parents of children with autism from a number of cities in Indonesia. Subjects were provided PIM Online Training by platforms such as Zoom, Website, and WhatsApp. Training effectiveness data is seen from the results of the subject's self-evaluation before and after training. The results showed that after participating in the PIM Online Training, parents saw themselves better in understanding the concept of Autism Spectrum Disorder (ASD), social skills, intervention, and individual intervention programs, as well as skills in designing intervention programs for children with disabilities. autism, compared to pre-training conditions. Based on these results, PIM Online Training is expected to be the right solution to empower parents in designing social skills intervention programs for children with autism, without limitation of time, place and cost.

scholarly journals Opportunities to sit and stand trigger equivalent reward-related brain activity

2019 ◽  
Author(s):  
Boris Cheval ◽  
Matthieu P Boisgontier ◽  
Mariane Bacelar ◽  
Robyn Feiss ◽  
Matthew W Miller
Keyword(s):  
Energy Expenditure ◽  
Cost Minimization ◽  
Brain Activity ◽  
Reward Condition ◽  
Event Related Potential ◽  
Energetic Cost ◽  
Recent Theory ◽  
Reward Positivity ◽  
Standing Up ◽  
Monetary Incentive Delay

A recent theory contends that behaviors minimizing energetic cost are rewarding (Cheval et al., 2018). However, direct experimental evidence supporting this theory is lacking. To fill this knowledge gap, we investigated the effect of energy expenditure on reward-related brain activity. Thirty-one participants were equipped with an electroencephalography (EEG) cap and performed a monetary incentive delay task. After attempting to quickly respond to a target, participants were given feedback instructing them to retrieve a token (reward condition) or to wait (no reward condition). In half of the rewarding trials, participants stood up to retrieve a token, thereby increasing energy expenditure. In the other half, participants just had to extend their arm to retrieve a token, thereby minimizing energy expenditure. The contingent negative variation (CNV) event-related potential (ERP) component preceding the motor response was used as an indicator of reward pursuit. The reward positivity (RewP) ERP component time-locked to feedback onset was used to determine reward valuation. Results showed that response time, CNV, and RewP were not influenced by energy expenditure (remaining seated vs. standing up). This null effect of conditions was confirmed using equivalence tests. These results do not support the theory of energetic cost minimization but the equivalent effect of sitting and standing on reward-related brain activity is new knowledge that could contribute to shed light on the neural processes underlying the pandemic of physical inactivity.

Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention

Autism ◽  
2021 ◽  
pp. 136236132110037
Author(s):  
Kyle M Frost ◽  
Kaylin Russell ◽  
Brooke Ingersoll
Keyword(s):  
Content Analysis ◽  
Qualitative Methods ◽  
Treatment Response ◽  
Behavioral Intervention ◽  
Social Communication ◽  
Behavioral Interventions ◽  
Qualitative Content Analysis ◽  
Autism Spectrum ◽  
Mechanisms Of Change ◽  
Naturalistic Developmental Behavioral Intervention

Although naturalistic developmental behavioral interventions have a sizable and growing evidence base for supporting the development of children on the autism spectrum, their active ingredients and mechanisms of change are not well understood. This study used qualitative content analysis to better understand the intervention process of a parent-mediated naturalistic developmental behavioral intervention. Caregivers completed weekly written reflection responses as they learned each intervention technique. These responses were coded, and code co-occurrences were examined to understand the relationship between implementation of specific intervention techniques and potential mechanisms of change according to caregiver observations. The responses were subsequently compared to a theoretical causal model derived from the intervention manual. Many responses were consistent with the intervention theory; however, some theoretical outcomes were not reported by caregivers, and caregivers described some potential mechanisms that were not explicitly stated in the intervention theory. Importantly, we found that individual techniques were associated with various mechanisms, suggesting that global measures of social communication may be insufficient for measuring context-dependent responses to individual intervention techniques. Our findings point to specific observable behaviors that may be useful targets of measurement in future experimental studies, and as indicators of treatment response in clinical settings. Overall, qualitative methods may be useful for understanding complex intervention processes. Lay abstract Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes.

scholarly journals Brief Report: Preliminary Evidence of the N170 as a Biomarker of Response to Treatment in Autism Spectrum Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Shashwat Kala ◽  
Max J. Rolison ◽  
Dominic A. Trevisan ◽  
Adam J. Naples ◽  
Kevin Pelphrey ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Treatment Response ◽  
Behavioral Treatment ◽  
Clinical Care ◽  
Autism Spectrum ◽  
Event Related Potential ◽  
Spectrum Disorder ◽  
Waitlist Control ◽  
Children With Asd ◽  
Before And After

Background: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by primary difficulties in social function. Individuals with ASD display slowed neural processing of faces, as indexed by the latency of the N170, a face-sensitive event-related potential. Currently, there are no objective biomarkers of ASD useful in clinical care or research. Efficacy of behavioral treatment is currently evaluated through subjective clinical impressions. To explore whether the N170 might have utility as an objective index of treatment response, we examined N170 before and after receipt of an empirically validated behavioral treatment in children with ASD.Method: Electroencephalography (EEG) data were obtained on a preliminary cohort of preschool-aged children with ASD before and after a 16-week course of PRT and in a subset of participants in waitlist control (16-weeks before the start of PRT) and follow-up (16-weeks after the end of PRT). EEG was recorded while participants viewed computer-generated faces with neutral and fearful affect.Results: Significant reductions in N170 latency to faces were observed following 16 weeks of PRT intervention. Change in N170 latency was not observed in the waitlist-control condition.Conclusions: This exploratory study offers suggestive evidence that N170 latency may index response to behavioral treatment. Future, more rigorous, studies in larger samples are indicated to evaluate whether the N170 may be useful as a biomarker of treatment response.

scholarly journals Priming the Pathway: Combining Oxytocin and Behavioral Intervention to Improve Outcomes in Autism Spectrum Disorder

2021 ◽  
Author(s):  
Katherine Kuhl Meltzoff Stavropoulos ◽  
Elizabeth Baker
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Intervention ◽  
Social Communication ◽  
Behavioral Interventions ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Children With Asd

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social-communication deficits and the presence of restricted interests and/or repetitive behaviors. There are currently no psychopharmacological agents approved to treat core symptoms of ASD. As such, behavioral interventions are the most effective method for improving symptoms. In the current chapter, we propose that administering the neuropeptide oxytocin in conjunction with evidence-based behavioral interventions may lead to improved outcomes in social-communication for children with ASD. From a mechanistic perspective, we hypothesize that oxytocin may “prime” social reward circuitry in the brain, thereby allowing behavioral interventions designed to increase social motivation/initiation to be more effective. Extant literature related to theories of ASD, oxytocin administration in children with ASD, and behavioral intervention outcomes are reviewed, and considerations for individual characteristics (e.g., genetics, oxytocin availability, age, behavioral profile, etc.) that may affect efficacy are discussed.

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