A Task Assistant for Individuals with Autism Spectrum Disorder

2016 ◽  
pp. 2261-2275
Author(s):  
Joo Tan
Keyword(s):  
Autism Spectrum Disorder ◽  
Web Application ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Application System ◽  
Post Secondary ◽  
Software Technology ◽  
Overall Design ◽  
Web Application System

This chapter introduces the use of software technology that is used to create a Web application system called iPAWS to help individuals with Autism Spectrum Disorder (ASD) accomplish simple tasks. These individuals can repeatedly access tasks for assistance or learning through a mobile tablet. For post-school employment, the use of this software technology can help lessen the burden of supervision needed for individuals with autism. For school age children at different levels, iPAWS can serve as training or as a learning tool. This chapter starts with a review of computer-based interventions that have been used in the past. Next, the overall design of the Web application system is introduced. Sample cases that are suitable for children and post-secondary employment are then discussed. Two case studies that were conducted with individuals on the autism spectrum, follow. Finally, possible future improvements to iPAWS are presented.

A Task Assistant for Individuals with Autism Spectrum Disorder

2014 ◽  
pp. 163-176
Author(s):  
Joo Tan
Keyword(s):  
Autism Spectrum Disorder ◽  
Web Application ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Application System ◽  
Post Secondary ◽  
Software Technology ◽  
Overall Design ◽  
Web Application System

This chapter introduces the use of software technology that is used to create a Web application system called iPAWS to help individuals with Autism Spectrum Disorder (ASD) accomplish simple tasks. These individuals can repeatedly access tasks for assistance or learning through a mobile tablet. For post-school employment, the use of this software technology can help lessen the burden of supervision needed for individuals with autism. For school age children at different levels, iPAWS can serve as training or as a learning tool. This chapter starts with a review of computer-based interventions that have been used in the past. Next, the overall design of the Web application system is introduced. Sample cases that are suitable for children and post-secondary employment are then discussed. Two case studies that were conducted with individuals on the autism spectrum, follow. Finally, possible future improvements to iPAWS are presented.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Are there anthropometric and body composition differences between children with autism spectrum disorder and children with typical development? Analysis by age and spectrum severity in a school population

Autism ◽  
2021 ◽  
pp. 136236132098772
Author(s):  
Patricia Esteban-Figuerola ◽  
Paula Morales-Hidalgo ◽  
Victoria Arija-Val ◽  
Josefa Canals-Sans
Keyword(s):  
Autism Spectrum Disorder ◽  
Cardiovascular Risk ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
School Age ◽  
Typical Development ◽  
Height Ratio ◽  
Waist Height Ratio

Overweight and obesity have been reported to be more prevalent in populations with autism spectrum disorder than in children with typical development. The aim of this study was to compare the anthropometric status of children with autism spectrum disorder (diagnosed and subclinical) and children with typical development and analyse which variables can affect the anthropometric and health status of children with autism spectrum disorder. We present a two-phase epidemiological study in a school population of two age groups which assesses autism spectrum disorder diagnosis, anthropometric data and bioelectrical impedance analysis. From an initial sample of 3,713 children, 79 with autism spectrum disorder, 42 with subclinical autism spectrum disorder and 350 with typical development participated in the study. Pre-schoolers with autism spectrum disorder were taller than pre-schoolers with typical development. School-age children with autism spectrum disorder showed a significantly higher body mass index and rate of overweight/obesity than children with typical development (63.4% vs 46.3%). No significant differences were found for bioelectrical impedance analysis, but school-age children with autism spectrum disorder showed a significantly higher waist circumference, waist/height ratio and cardiovascular risk than children with typical development. The quality of the diet was lower in children with autism spectrum disorder than in children with typical development. Multiple regression analyses showed that having autism spectrum disorder and internalizing psychological problems were associated with waist/height ratio and high cardiovascular risk in school-age children. Lay abstract This study makes a comparison between the growth status of pre-school and school-age children with autism spectrum disorder and typical development children. Pre-schoolers with autism spectrum disorder were taller than children with typical development. School-age children with autism spectrum disorder were more overweight/obese, had more body fat and a greater waist circumference and waist/height ratio than children with typical development. The presence of autism spectrum disorder and internalizing problems was associated with cardiovascular risk in school-age children.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

Prevalence and Characteristics of Autism Spectrum Disorder Among Spanish School-Age Children

2018 ◽  
Vol 48 (9) ◽  
pp. 3176-3190 ◽  
Author(s):  
Paula Morales-Hidalgo ◽  
Joana Roigé-Castellví ◽  
Carmen Hernández-Martínez ◽  
Núria Voltas ◽  
Josefa Canals
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
School Age
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