Teaching a Preschooler with ASD to Cooperate in Relinquish Reinforcers and Transition to Learning Activities During Skill-Based Treatment (SBT)

A child, 5 years and 3 months old with autism spectrum disorder (ASD) and severe problem behavior was taught to stop playing and move to the learning activities. The study demonstrates the result of 2 phases of skill-based treatment (SBT) developed by Dr. Gregory Hanley: a) relinquish reinforcement phase (CAB 1) and b) transition phase (CAB 2). This is an individual case analysis, the study was conducted in a multiple baseline design across behaviors, lasted 8 weeks, and included the measurements of problem behaviors and learned skills during each training trial. As a result of 15-hour training, the child was taught the skill of stopping the play and transition to the learning area. Learners’ responses as willingness to listen to a teacher and ready to learn have emerged. At the same time, dangerous problem behavior was reduced to zero during the transition from a preferred activity to a learning area while being instructed. Transition responses were spontaneously generalized with people who were not present in the classroom (parents, tutors) and transferred to the new conditions (home and pre-school).

Comprehensive Assessment of the Progress of «Skoroshkolnik» Technology Implementation. The Individualization of the Adapted Basic Education Program for Pre-schoolers with ASD

Present article considers the technology «Skoroshkolnik» which was developed for the individualization of the adapted basic educational program of preschool education of children of senior preschool age in the group of short-term stay, including the individual characteristics of children with autism spectrum disorders (ASD). The program was developed by educational professionals of the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD of MSUPE. Key principles of the technology are shown in accordance with individual characteristics of children with ASD. A pilot study of program effectiveness carried out using a comprehensive assessment of dynamics of basic skills necessary for teaching in a group. To assess goals achievement we used following methods — «Psychological and educational profile (PEP-3)», Vineland Adaptive Behavior Scales (VABS) as well as specially developed tools. The study revealed that the program was effective for basic communication skills, speech, cognitive and motor development, as well as reduced the severity of undesirable behavior and improved behavior regulation.

Play as a Factor of Harmonious and Disharmonious Development in Childhood

The article discusses the problems of the development of play activity, as a reflection of harmonious and disharmonious mental development, starting from an early age. 4030 preschool children (2720 boys and 1310 girls) were examined. For the long-term observation, 150 people (92 boys and 58 girls) were selected. Methods: clinical-psychopathological, neurological, psychological, using the concept of leading activity, focused on the “zone of proximal development”. The article analyzes the role of toys as material objects used by children of different ages and clinical conditions, in the structure of which disorders of the mental state and play activity were found. The clinical picture of mental disorders was determined by disorders of the neurosis-like, affective level in combination with individual schizotypal stigmas, and behavioral disorders within the autism spectrum disorders. Conclusions are made about the possibility of an adverse effect of certain forms of play and play objects on the mental state and development of schizo- typal disorders and autism spectrum disorders.

Cognitive Features in Adults with Autism Spectrum Disorder, Diagnosed in Childhood without Intellectual Disabilities

A study of cognitive features in autism spectrum disorders (ASD) adults without intellectual disabilities involved 20 participants diagnosed in childhood with Asperger’s syndrome and atypical autism, 20 respondents with schizophrenia spectrum disorders, and 20 neurotypical adults. Following psychological instruments were used “Comparison of concepts” (15 pairs of words), “Fifth extra”, “Fourth extra”. Tools were modified to identify formal thinking disorders in adults. A free-form story was also used. It was found that answers in a sample of adults with ASD, diagnosed in childhood are significantly more often indicating a distortion of the generalization process, rather than answers in a group of neurotypical participants. At the same time, this trend in the autism group is significantly lower than in the schizophrenia group. Following trend also revealed — answers identifying a decrease in the level of generalization and disorders of the motivational cognitive component. This trend is very similar in the groups of autism and schizophrenia, but significantly exceeds in the group of neurotypical subjects

Functional Assessment of Problem Behavior: Interview-Informed Synthesized Contingency Analysis (IISCA)

The basic ideas underlying the functional approach to assessing and correcting problem behavior are considered, a brief overview of studies related primarily to the modern approach to the analysis of dangerous behavior in children without the use of procedures involving physical intervention is presented. The well-known classical procedure of functional analysis, described by Brian Aywata and colleagues (1982/1994), is undoubtedly the gold standard in the theory and practice of applied behavior analysis. However, at present, specialists are increasingly seeking to use shorter and safer intervention strategies, in contrast to classical one. Today, Gregory Henley’s approach to functional assessment is of great interest among behavioral analysts, and is increasingly used to analyze and develop effective interventions for correcting severe and dangerous problem behaviors. The procedure of functional assessment based on synthesized contingencies, described by G. Henley, is illustrated, the reasons for using this type of assessment, the essence of synthesized contingencies are revealed, and a description of the steps of the methodology with examples is given.

Russian Child Language Assessment Battery (RuCLAB) and its Application in Primary School Children with ASD

In speech-language pathology practice, standardized language assessment tools are used to evaluate the level of language development and to specify the details of language impairment. For Russian language, a novel Russian Child Language Assessment Battery (RuCLAB) was developed. The RuCLAB provides the assessment of phonology, vocabulary, morphosyntax, and discourse in production and comprehension. Present study aims to describe RuCLAB in detail and to report its application in 7—11 years-old children with Autism Spectrum Disorder (ASD). The results revealed between-group differences in children with and without ASD as well as highlighted some individual features in the group of children with ASD: for example, expressive and receptive patterns differed depending on the linguistic level and non-verbal IQ; also children with ASD (as children with complex language disorders) better acquired nouns in comparison to verbs, and the words’ frequency influenced the accuracy in sentence repetition. The results indicate sensitivity and diagnostic importance of RuCLAB as a tool for language assessment in children with ASD.

Good Behavior Game: History and Modern Trends. Part 2

The Good Behavior Game is a procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. The issues regarding maintenance and generalization of the changes, produced by the Game, including possible support tactics and generalization tactics are discussed in present paper. The cross-cultural aspects of the application of the procedure are also described, as well as the information about what kind of reaction the application of the procedure evokes in teachers and what changes occur in their behavior. Some possible modifications of the procedure are presented, among which are the Caught Being Good Game, the Good Inclusion Game and the Good Student Game.

Extracurricular Activities for Students with ASD and the Efficiency Assessment of the Program «Let’s go to the Museum!»

Extracurricular activities compose the basis of an educational institution, aimed at personal development and developing of conditions for self-determination and socialization of the student. Out-of-school activities such as museum excursions are highly important in this process. Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders professionals developed the inclusion model for students with ASD enrolled in Out-of-school activities. The program of sociocultural integration “Let’s go to the Museum!” was developed based on this model. A number of assessment tools — The program efficiency was revealed by following tools and methods — observation, recording behavior change using a checklist, parents interview. Four years of observing students showed that their social behavior development and improving the quality of life of their families skills changed.

The Study of Parent Attitude to the Developmental Features of Children with Autism

According to the survey of 629 families of children with autism spectrum disorders (ASD), it was revealed that the estimation of the significance of symptoms occurring in ASD by parents does not partially coincide with those adopted in modern official classifiers (ICD-11; DSM-V). Parents attach more importance than professionals to speech disorders (especially the difficulties of expressive speech) and significantly underestimate the problems associated with intelligence). The role of comorbid disorders also underestimates the role of intellectual impairment, depressive and epileptiform symptomatology and mistakenly gives a significant place to mental development delays. It is shown that the coordination of the system of inter-relations of parents and professionals can reached by the similarity in assessments of the child status. The results will be used in determining the directions, methods and forms of working with families of children with ASD.

«Kashenkin Lug»: Program for Consultative Psychological and Educational Support for Families Having Children with ASD. Evaluation of Efficiency

The article presents current understanding of consultation of children with autism spectrum disorders (ASD) in Russia along with the typical contexts in which families looking for help. The necessity of an integrated approach to the organization of consultations shown. We introduce a three-component program of psychological and educational support developed at the Federal Resource Center for Organization of Comprehensive Support to Children with ASD of MSUPE. The program includes a comprehensive psychological and educational examination, the development of an educational route and the feedback receiving, aimed at the analysis of the dynamics of development. The results of the evaluation of the effectiveness of the implementation of the program shown, demonstrating positive dynamics in the development of the child and the emerging needs of the family. We registered change in educational pathways as well as improvement of adaptive behavior. Additionally, we analyzed typical difficulties in following recommendations as reported by parents