Managing Mealtime Behavior in a Young Child With Autism Spectrum Disorder (ASD) Using the Mealtime PREP Intervention: A Single-Case Experimental Design

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411515415p1
Author(s):  
Gabriella Mazzeo ◽  
Angela Caldwell
Keyword(s):  
Autism Spectrum Disorder ◽  
Experimental Design ◽  
Young Child ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mealtime Behavior

The Ecological Validity of Research Studies on Function-Based Interventions in Schools for Children With Autism Spectrum Disorder

2020 ◽  
pp. 014544552096492
Author(s):  
Laura C. Chezan ◽  
Meka N. McCammon ◽  
Erik Drasgow ◽  
Katie Wolfe
Keyword(s):  
Autism Spectrum Disorder ◽  
Experimental Design ◽  
Single Case ◽  
Ecological Validity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Present Review ◽  
Future Directions ◽  
Research Studies

Our main purpose in this review was to determine the extent to which ecological validity was demonstrated and assessed in single-case experimental design (SCED) studies examining the effectiveness of function-based interventions (FBIs) for children with autism spectrum disorder (ASD) within schools. We reviewed 55 SCED studies published between 1985 and 2019 to identify indicators of ecological validity and the instruments used to assess it. We also conducted an analysis to determine the extent to which implementation procedures were described. Results indicated that approximately half of the assessments and FBIs were conducted by teachers in classrooms. Approximately 50% of the assessments and FBIs were implemented within the context of isolated sessions and required multiple implementers. Ecological validity was assessed in seven of the studies reviewed. A complete description of implementation procedures was provided for approximately half of the assessments and FBIs. Limitations of the present review and future directions for research are discussed.

scholarly journals Mealtime Behaviors and Food Preferences of Students with Autism Spectrum Disorder

Foods ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Hae Jin Park ◽  
Su Jin Choi ◽  
Yuri Kim ◽  
Mi Sook Cho ◽  
Yu-Ri Kim ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Nutrition Education ◽  
Neurodevelopmental Disorder ◽  
Food Preferences ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Online Questionnaire ◽  
Mealtime Behavior ◽  
High Level

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by a lack of social communication and restrictive, repetitive behaviors or interests. This study aimed to examine the mealtime behaviors and food preferences of students with ASD. An online questionnaire on mealtime behavior and food preferences of ASD students was conducted by caregivers including parents, and the average age of ASD students was 14.1 ± 6.1. The analysis of mealtime behavior resulted in classification into three clusters: cluster 1, the “low-level problematic mealtime behavior group”; cluster 2, the “mid-level problematic mealtime behavior group”; and cluster 3, the “high-level problematic mealtime behavior group”. Cluster 1 included older students than other clusters and their own specific dietary rituals. Meanwhile, cluster 3 included younger students than other clusters, high-level problematic mealtime behavior, and a low preference for food. In particular, there were significant differences in age and food preference for each subdivided ASD group according to their eating behaviors. Therefore, the content and method of nutrition education for ASD students’ needs a detailed approach according to the characteristics of each group.

Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

2021 ◽  
pp. 016264342110336
Author(s):  
Valeria A. Yllades ◽  
J. B. Ganz ◽  
Sanikan Wattanawongwan ◽  
Claudia Dunn ◽  
Lauren M. Pierson
Keyword(s):  
Autism Spectrum Disorder ◽  
Culturally Responsive ◽  
Single Case ◽  
Autism Spectrum ◽  
Language Instruction ◽  
Multimodal Communication ◽  
Spectrum Disorder ◽  
Communication Intervention ◽  
Probe Design ◽  
Parent Coaching

Individuals with autism spectrum disorder from bilingual homes have to learn and discriminate which language to use across settings and different people. Language instruction is complicated by the core deficits in social communication, which is common in individuals with autism spectrum disorder. Using a single case, multiple probe design across three parent-child dyads between 3 and 6 years from Spanish speaking backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. There was also a 15-item rubric used for identifying criteria for culturally responsive research. Findings indicate that the use of multimodal communication intervention via telepractice parent coaching showed promising results. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.

scholarly journals Altered interpersonal distance regulation in autism spectrum disorder

2021 ◽  
Author(s):  
Kinga Farkas ◽  
Orsolya Pesthy ◽  
Anna Guttengeber ◽  
Anna Szonja Weigl ◽  
Andras Veres ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Experimental Design ◽  
Real Life ◽  
Essential Element ◽  
Eye Contact ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Interpersonal Distance ◽  
Incidental Condition ◽  
Distance Regulation

Interpersonal distance regulation is an essential element of social communication. Its impairment in autism spectrum disorder (ASD) is widely acknowledged among practitioners, but only a handful of studies reported empirical research in real-life settings focusing only on children. However, these studies did not measure the alterations of vegetative functions related to interpersonal distance. Here, we introduced a new experimental design to systematically measure interpersonal distance along with heart rate variability (HRV) in adults with ASD and tested the modulatory effect of intentionality, eye contact, moving activity, and attribution. Twenty-two adults diagnosed with ASD and 21 matched neurotypical controls participated in our study from 2019 October to 2020 February. Our new experimental design combined the modified version of the stop distance paradigm with HRV measurement controlling for eye contact between the experimenter and the participant to measure interpersonal distance in incidental and intentional conditions. Our results showed greater preferred distance in ASD in the intentional but not in the incidental condition. These results were altered with eye contact and the participant's role (active vs. passive) in the stop distance task. Moreover, we found lower baseline HRV and reduced HRV reactivity in ASD; however, these vegetative measurements could not predict preferred interpersonal distance. Our study highlights the importance of interpersonal space regulation in ASD and the need for sophisticated experimental designs to grasp the complexity and underlying factors of distance regulation in typical and atypical populations.

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

Sign in / Sign up

Export Citation Format

Share Document