The Effectiveness of the Hijaashi Method to Reduce Aggressive Behavior in Children with Autism Spectrum Disorder in Jordan

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Literature indicates that individuals diagnosed with autism spectrum disorder (ASD) are at-risk for developing challenging behaviors (Holden and Gitlesen, 2006; McClintock et al., 2003). Challenging behaviors such as aggression and self-injurious behavior (SIB) warrant additional attention due to the negative impacts associated with the presence of these behaviors. The purpose of the current study was to investigate variables which predict the presence and severity of aggression and self-injurious behavior (SIB) in a large sample (n = 2100) of children with autism spectrum disorder (ASD). According to results of regression analyses, the presence of lethargy/social withdrawal behavior, irritability, and hyperactivity/noncompliance were predictive of aggressive behavior in this sample. Irritability and hyperactivity/noncompliance also predicted severity of exhibited aggressive behavior. Older age and the presence of inappropriate speech, irritability and aggression were predictive of SIB in this population. Irritability also predicted severity of exhibited SIB. Implications for research and practice are discussed.

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

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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