scholarly journals Assessing and Training Comparative Relations in Children with Autism Spectrum Disorder

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Laura Gale ◽  
Ian Stewart
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Comparative Relations ◽  
And Training

Methods and approaches used in teaching children with autism spectrum disorder (ASP)

ANCIENT LAND ◽  
2021 ◽  
Vol 03 (04) ◽  
pp. 5-7
Author(s):  
Südabə Nəsrəddin qızı İsgəndərova ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Training Methods ◽  
Learning Skills ◽  
Behavior Learning ◽  
Key Words Autism ◽  
And Training ◽  
Effective Result

Vestibular rehabilitation, carried out from an early age, plays an important role in the development and education of children with ASD. In teaching ASP an important role is played by the game. The method of therapy is widely used here. It is a system of corrective tools that develop communication skills, adapted behavior, learning skills in order to help achieve social behavior. The therapy is carried out individually at home according to a special program. With the correct formulation of the method of therapy, the implementation of other types of education and training, mental, moral, laborious, aesthetic, is considered an effective result. Key words: autism spectrum disorder, training, methods, therapy, skills

Parent and child outcomes of JumpStart™, an education and training program for parents of children with autism spectrum disorder

2018 ◽  
Vol 56 ◽  
pp. 21-35 ◽  
Author(s):  
Nicole L. Matthews ◽  
Beatriz C. Orr ◽  
Brittani Harris ◽  
Rachel McIntosh ◽  
Daniel Openden ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Training Program ◽  
Child Outcomes ◽  
Children With Autism ◽  
Education And Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
And Training

Children with Autism and Congregations: Leader’s Assessments of Knowledge, Programming, and Potentialities

2019 ◽  
Vol 46 (4) ◽  
pp. 39-66
Author(s):  
Jeffrey Dale Thompson
Keyword(s):  
Autism Spectrum Disorder ◽  
Mixed Methods ◽  
Children With Autism ◽  
Education And Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mixed Methods Approach ◽  
Congregational Leaders ◽  
And Training ◽  
Case Basis

The purpose of this study was to explore congregational responses to children with Autism Spectrum Disorder (ASD). The limited research around ASD and congregations reveals a lack of engagement with, and integration of, persons with ASD. In the current study, a mixed methods approach focused on congregational leaders’ knowledge, perceptions, and interests regarding ASD and related education and programming.  A quantitative element assessed leaders of congregations by means of a survey (N=121), while a qualitative element offered participants an opportunity to comment on the survey (n=51) and participate in an interview (n=12). An analysis of the data suggests that leaders’ knowledge of ASD was higher than anticipated but that formal programming was lacking in smaller churches. Responses in smaller churches were less formal, occurred on a case-by-case basis, and were led by professionals and parents native to those churches. Leaders reported an interest in more education and training regarding .                

scholarly journals Habilidades sociais em crianças com transtorno do espectro autista: uma análise da prática em Terapia Ocupacional / The Social Skills for children with autism spectrum disorder: A practice analysis in Occupational Therapy

2021 ◽  
Vol 5 (1) ◽  
pp. 121-139
Author(s):  
Bruma Sofia Filocreão Miranda Leal ◽  
Luma Carolina Câmara Gradim ◽  
Vanessa Rafaelle Brasil de Souza
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Occupational Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Essential Factor ◽  
Social Skills Program ◽  
The Social ◽  
And Training

O Programa de Habilidades Sociais foi desenvolvido para crianças com Transtorno do Espectro Autista (TEA). Foram realizadas intervenções com atividades lúdicas e treino de habilidades sociais em uma oficina terapêutica para crianças diagnosticadas com TEA durante um período de cinco meses com oito crianças de 3 a 5 anos. Foi utilizado um questionário semi estruturado para coleta de dados juntamente com o protocolo VB-MAPP para avaliação e inclusão dos participantes. Foi possível observar progresso em habilidades sociais nas oito crianças e identificar o uso de recursos lúdicos como um fator essencial no treino de habilidades sociais para crianças com TEA. Abstract:The Social Skills Program was developed for children with Autism Spectrum Disorder (ASD). During the practice of occupational therapy, assessments of demands with VB-MAPP protocol for eight children of 3 to 5 years old for period of five months, creation of the workshop with playful activities and training of social skills for ASD. It was observed that the eight children showed progress in social skills. It was possible to identify the use of playful resources as an essential factor in the training of social skills for children with ASD.Keywords: Autistic Disorder. Social Skills. Occupational Therapy. Resumen:El Programa de Habilidades Sociales fue desarrollado para niños con Trastorno del Espectro Autista (TEA). Durante la práctica de terapia ocupacional, llevaron a cabo evaluaciones de las demandas protocolo VB-MAPP de ocho niños de 3 a 5 años por un período de cinco meses, creación del taller con actividades lúdicas y capacitación en habilidades sociales para el TEA. Se observó que los ocho niños mostraban progresos las habilidades sociales. Fue posible identificar el uso de recursos lúdicos como factor esencial la formación de habilidades sociales para los niños con TEA.Palabras clave: Transtorno Autístico. Habilidades Sociales. Terapia Ocupacional.

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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