A Bilingual Child Diagnosed With Autism Spectrum Disorder (ASD)

2022 ◽  
pp. 1432-1455
Author(s):  
Sheila Bridges-Bond
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary Concern ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
The Family ◽  
Repetitive And Restricted Behaviors ◽  
Toe Walking

Silvia and Antonio Juarez described their 4-year-old son Emanuel as often happy. Emanuel came from a bilingual home and spoke both Spanish and English. His favorite activities were reading and playing with his iPad over-and-over again. Reading was a favorite pasttime and something that the Juarez's felt he did well. While he was described as “loving to engage people,” it was not clear that his efforts were successful nor was it clear that they were reciprocated. Briefly observing Emanuel's interaction with his parents, it was noted Emanuel used echolalic phrases and engaged in repetitive and restricted behaviors, toe walking, and finger flicking. These behaviors were noted to be unusual and warranted further evaluation. The Juarez's primary concern was regarding Emanuel's “talking and being able to hold a conversation.” Through speech and language therapy, the family expected that Emanuel's communication skills would improve, and he would be able to participate in conversations and talk in sentences.

A Bilingual Child Diagnosed With Autism Spectrum Disorder (ASD)

2020 ◽  
pp. 89-112
Author(s):  
Sheila Bridges-Bond
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary Concern ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
The Family ◽  
Repetitive And Restricted Behaviors ◽  
Toe Walking

Silvia and Antonio Juarez described their 4-year-old son Emanuel as often happy. Emanuel came from a bilingual home and spoke both Spanish and English. His favorite activities were reading and playing with his iPad over-and-over again. Reading was a favorite pasttime and something that the Juarez's felt he did well. While he was described as “loving to engage people,” it was not clear that his efforts were successful nor was it clear that they were reciprocated. Briefly observing Emanuel's interaction with his parents, it was noted Emanuel used echolalic phrases and engaged in repetitive and restricted behaviors, toe walking, and finger flicking. These behaviors were noted to be unusual and warranted further evaluation. The Juarez's primary concern was regarding Emanuel's “talking and being able to hold a conversation.” Through speech and language therapy, the family expected that Emanuel's communication skills would improve, and he would be able to participate in conversations and talk in sentences.

Toe Walking Assessment in Autism Spectrum Disorder Subjects: A Systematic Review

2018 ◽  
Vol 11 (10) ◽  
pp. 1404-1415 ◽  
Author(s):  
Giulio Valagussa ◽  
Luca Trentin ◽  
Alessio Signori ◽  
Enzo Grossi
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Toe Walking

The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder

2019 ◽  
Vol 35 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Anne V. Kirby ◽  
Nancy Bagatell ◽  
Grace T. Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Transition To Adulthood ◽  
Autism Spectrum ◽  
Parent Expectations ◽  
Spectrum Disorder ◽  
Future Research ◽  
Structured Interviews ◽  
The Family ◽  
Postsecondary Expectations

Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents’ expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of influences on parent expectations were identified: factors related to the youth, to the parent, and to social and societal forces external to the family. Although not directly probed, all of the participants also discussed their approaches to planning for the future, suggesting a connection with their expectations. These findings contribute to a growing body of literature on the role of parent expectations during the transition to adulthood. Future research and clinical practice implications include designing interventions aimed at expanding parent expectations in addition to approaches directly preparing youth with ASD for adulthood as a means to improve outcomes.

scholarly journals Evaluating Animal-Assisted Interventions: An Empirical Illustration of Differences between Outcome Measures

Animals ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. 645 ◽  
Author(s):  
Steffie van der Steen ◽  
Merel Heineman ◽  
Marloes Ernst
Keyword(s):  
Autism Spectrum Disorder ◽  
Outcome Measures ◽  
Communication Skills ◽  
Children With Autism ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parental Reports ◽  
Equine Assisted ◽  
Empirical Illustration

Multiple authors have called for strong empirical evaluations to strengthen the foundation of Animal-Assisted Interventions. Carefully choosing the outcome measures of these studies is important, as choosing the wrong outcomes may lead to a failure to detect effects. The current study therefore compares and contrasts the use of several outcome measures, to assess the effect of an equine-assisted intervention for a child with Autism Spectrum Disorder: (1) a semi-structured interview with both parents, specifically designed for children with cognitive disabilities, (2) a general screening instrument filled out by both parents separately, which can be used to assess children’s psycho-social problems, and (3) systematic observations of social and communication skills during the equine-assisted sessions. All instruments indicated an improvement in the participant’s social and communication skills. We found differences between the interview and questionnaires with regard to parents’ perception of aggression regulation and interacting with peers. Differences with regard to parental reports and observations were found for play development and anxiety. The observations provided a detailed view of the child’s development during the intervention, which yielded an interesting hypothesis in terms of the current dose–response discussion in AAI for children with Autism Spectrum Disorder.

Parent training for Autism Spectrum Disorder

2020 ◽  
pp. 1-17
Author(s):  
Shamaila Ijaz ◽  
Farwa Rafaq ◽  
Sonia Haider
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Behavior Therapy ◽  
Autism Spectrum ◽  
Sampling Procedure ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Therapy Training ◽  
Knowledge Scale ◽  
Vineland Adaptive Behavior

Abstract Objective: The main purpose of the present study was to investigate the effectiveness of behavior therapy training to mothers of autistic children on verbal and non-verbal improvement of their children. Materials and Methods: A total of 33 mothers of autistic children were selected for training based on non-probability purposive sampling procedure.  Autism Spectrum Disorder (ASD) Knowledge Scale was used to assess mothers’ knowledge about autism and Vineland Adaptive Behavior Scale was used for assessment of the communication skill in autistic children. Results: This study revealed that behavior therapy training significantly improved communication skills of children with autism by training mothers. The results of paired t-test revealed that trained mothers developed improved communication skills. Conclusion: These results showed improvement in communication skills of autistic children whose mothers were trained in behavior therapy. Keywords: Behavior therapy, autism, training mothers. Continuous...

Sign in / Sign up

Export Citation Format

Share Document