Fathers' Perspectives

2022 ◽  
pp. 73-87
Author(s):  
Jason C. Yarbrough
Keyword(s):  
High School ◽  
Family Member ◽  
Relevant Literature ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autism Diagnosis ◽  
New Information

I am a dad. Not a common dad. Rather, I am uncommon. Uncommon and very much like Dan Marino, Doug Flutie, Joe Mantegna, Sylvester Stallone, and Ed Asner. We are all dads to children with autism, or, as I will call us, “Autism Dads.” Having a child on the spectrum is a unique dad experience. And having a child that receives an autism diagnosis can be surprising. Adjustment to this new information can take some time. When we have a family member with autism, each family member's role must shift a little with unknown expectations. This chapter has the purpose of sharing from one dad to another some of the important steps you should consider taking to support your child on the autism spectrum in the kindergarten-through-high-school academic journey. First, a discussion of relevant literature and finally some tips and suggestions based on experience are presented.

scholarly journals Telehealth for Family Guidance: Acceptance and Commitment Therapy, Parent-Focused Preference Assessment, and Activity Based Instruction for the Support of Children with Autism Spectrum Disorder and their Families

2020 ◽  
Author(s):  
Michael Cameron ◽  
Tiffanie Moore ◽  
Carla Bogran ◽  
Alexandria Leidt
Keyword(s):  
Autism Spectrum Disorder ◽  
Family Member ◽  
Acceptance And Commitment Therapy ◽  
Preference Assessment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
Behavior Analysts

A five-stage protocol was used to support board certified behavior analysts providing telehealth support for children with autism spectrum disorder and their families. Stage 1 of the protocol involves two acceptance and commitment therapy exercises. Specifically, the Valued Living Questionnaire is used to identify a family member’s values, and the Bull’s-Eye Values Survey is employed to determine the extent to which a family member is living in accordance with stated values. Stage 2 of the protocol involves administering an adult version of the Meaningful Activity Participation Assessment (MAPA) to identify preferred activities of parents of a child with autism spectrum disorder. During Stage 3 of the protocol, the goals and objectives of a child with autism spectrum disorder are yoked with the preferred activities of a family member in order to promote child–parent engagement. Stage 4 of the protocol is focused on parent-implemented interventions, and Stage 5 of the protocol is designed as a primer for comprehensive support within an acceptance and commitment therapy model. The five-stage protocol provides guidelines for board certified behavior analysts interested in structuring telehealth sessions and optimizing engagement between a family member and a child with autism spectrum disorder.

scholarly journals Teaching the Skill of Reading Facial Expressions to a Child with Autism Using Musical Activities: A Case Study

2018 ◽  
Vol 7 (6) ◽  
pp. 156
Author(s):  
Bilgehan Eren
Keyword(s):  
Facial Expressions ◽  
Communication Skills ◽  
Descriptive Analysis ◽  
Relevant Literature ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Teaching Skills ◽  
Musical Activities

Reading facial expressions is one of the non-verbal communication skills and is considered as being essential for children with Autism Spectrum Disorder (ASD) in terms of having effective communication and social interaction with others. Information from relevant literature indicates that musical activities can be used for teaching skills to this population. Therefore, it can be used for teaching the skill of reading expressions. The aim of this study was to investigate the effect of musical activities on teaching the skill of reading facial expressions to a child with ASD using musical activities. The study was conducted with a 5- year-old boy diagnosed with ASD attending a Special Education and Rehabilitation Center in Turkey. One-to-one music sessions were carried out once a week for 3 months. Interventions focusing on the emotion sadness consisted of a variety of musical activities. A descriptive analysis was used for all videotaped sessions. After 12 sessions, he showed success in the targetted behaviors. These results suggest that the therapeutic use of musical activities can be considered as an acceptable treatment option for teaching non-verbal communication skills to children with ASD.

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.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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