Relation between paralinguistic skills and social skills in adults with mild and moderate intellectual disability

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

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Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-121.6.501 ◽

2016 ◽

Vol 121 (6) ◽

pp. 501-519 ◽

Cited By ~ 8

Author(s):

Aubrey Hui Shyuan Ng ◽

Kim Schulze ◽

Eric Rudrud ◽

Justin B. Leaf

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Social Skills ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Baseline Design ◽

Teaching Interaction ◽

Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

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Evaluation of Supervised Learning Algorithms Based on Speech Features as Predictors to the Diagnosis of Mild to Moderate Intellectual Disability

3D Research ◽

10.1007/s13319-018-0207-6 ◽

2018 ◽

Vol 9 (4) ◽

Author(s):

Gaurav Aggarwal ◽

Latika Singh

Keyword(s):

Intellectual Disability ◽

Supervised Learning ◽

Learning Algorithms ◽

Moderate Intellectual Disability ◽

Supervised Learning Algorithms ◽

Speech Features

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Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽

10.1177/1362361317712651 ◽

2017 ◽

Vol 22 (8) ◽

pp. 898-906 ◽

Cited By ~ 2

Author(s):

Brenna B Maddox ◽

Patrick Cleary ◽

Emily S Kuschner ◽

Judith S Miller ◽

Anna Chelsea Armour ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Emotion Regulation ◽

Executive Function ◽

Intellectual Disability ◽

Social Skills ◽

Challenging Behaviors ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

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