Comparison of Two Tools to Assess Sensory Features in Children With Autism Spectrum Disorder

2017 ◽  
Vol 72 (1) ◽  
pp. 7201195010p1 ◽  
Author(s):  
Catherine Dugas ◽  
Marie-Noëlle Simard ◽  
Eric Fombonne ◽  
Mélanie Couture
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Features

scholarly journals Longitudinal assessment of stability of sensory features in children with autism spectrum disorder or other developmental disabilities

2018 ◽  
Vol 12 (1) ◽  
pp. 100-111 ◽  
Author(s):  
Grace T. Baranek ◽  
Mike Carlson ◽  
John Sideris ◽  
Anne V. Kirby ◽  
Linda R. Watson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Longitudinal Assessment ◽  
Sensory Features

scholarly journals Caregiver Strain and Sensory Features in Children With Autism Spectrum Disorder and Other Developmental Disabilities

2015 ◽  
Vol 120 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Anne V. Kirby ◽  
Tamira J. White ◽  
Grace T. Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Parent Stress ◽  
Spectrum Disorder ◽  
Caregiver Strain ◽  
Child Cognition ◽  
Sensory Features ◽  
Relationship Of

Abstract Caring for children with disabilities contributes to increased levels of parent stress or caregiver strain. However, the potential relationship of sensory features to strain among caregivers of children with autism spectrum disorder (ASD) and other developmental disabilities (DD) is unknown. Sensory features include overreactions, underreactions, and unusual interests in sensations, which may negatively impact family functioning. This descriptive study confirmed three caregiver strain types (i.e., objective, subjective internalized, subjective externalized) and explored differences among ASD (n  =  71) and DD (n  =  36) groups, with the ASD group reporting higher levels. Furthermore, this study explored the contribution of sensory features to caregiver strain, finding differential contributions to strain in the ASD group and covariate contributions (i.e., child cognition, mother's education) in the DD group.

scholarly journals Longitudinal Study of Sensory Features in Children with Autism Spectrum Disorder

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Lucia Perez Repetto ◽  
Emmanuelle Jasmin ◽  
Eric Fombonne ◽  
Erika Gisel ◽  
Mélanie Couture
Keyword(s):  
Autism Spectrum Disorder ◽  
Assessment Tool ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
Children With Asd ◽  
Sensory Features ◽  
Severity Scores ◽  
The Stability

Background. Between 45 and 95% of children with Autism Spectrum Disorder (ASD) present sensory features that affect their daily functioning. However, the data in the scientific literature are not conclusive regarding the evolution of sensory features in children with ASD. The main objective of this study was to analyze the sensory features of children within the age of 3-4 (T1) when they received their ASD diagnosis and two years later (T2) when they started school. Methods. We conducted a prospective cohort study to assess sensory features in 34 children with ASD over time. The data were collected using a standardized assessment tool, the Sensory Profile. Results. Our analyses show that sensory features in children with ASD are stable from the age of three to six years. The stability of sensory scores is independent of correction by covariates, such as cognitive level and autism severity scores. Conclusions. Children with ASD have sensory features that persist from the time of diagnosis at the age of 3 to 4 years to school age. This persistence of sensory features from an early age underscores the need to support these children and their parents. Sensory features should be detected early and managed to improve functional and psychosocial outcomes.

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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