Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance.

Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM

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Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM.

Traditional self-injurious behavior (SIB) management can place compliance demands on the caregiver and have low ecological validity and accuracy. To support an SIB monitoring system for autism spectrum disorder (ASD), we evaluated machine learning methods for detecting and distinguishing diverse SIB types. SIB episodes were captured with body-worn accelerometers from children with ASD and SIB. The highest detection accuracy was found with k-nearest neighbors and support vector machines (up to 99.1% for individuals and 94.6% for grouped participants), and classification efficiency was quite high (offline processing at ~ 0.1 ms/observation). Our results provide an initial step toward creating a continuous and objective smart SIB monitoring system, which could in turn facilitate the future care of a pervasive concern in ASD.

Detecting and Classifying Self-injurious Behavior in Autism Spectrum Disorder Using Machine Learning Techniques

Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

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Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

L’inclusion scolaire des enfants en situation de handicap devient une priorite des politiques educatives. Les enfants ayant un Trouble du Spectre de l’Autisme (TSA) sont donc concernes par ces transformations. Cette these qui s’inscrit dans le champ de la psychopathologie developpementale poursuit un double objectif. D’une part, il s’agit d’analyser les trajectoires developpementales d’enfants ayant un TSA scolarises dans le cadre d’un dispositif innovant d’inclusion (etude 1). D’autre part, il s’agit d’evaluer les effets de deux interventions de mediation par les pairs, appliquees dans le cadre de la theorie socio-constructiviste du developpement, et mises en œuvre en situation de jeu symbolique (etude 2) ou de travail sur une tablette numerique (etude 3). Au total, 18 enfants ayant un TSA et 26 au developpement typique ont pris part a cette these. Apres deux ans de suivi longitudinal, les resultats de l’etude 1 montrent que les enfants ayant un TSA progressent sur le plan du developpement cognitif et socio-communicatif, et ce malgre une importante variabilite interindividuelle. L’ampleur des progres realises par les enfants est associee a plusieurs facteurs tels que l’âge chronologique, le niveau de fonctionnement intellectuel non-verbal et le niveau de langage. Les resultats des etudes 2 et 3, quant a eux, montrent que d’entrainer les enfants typiques a interagir avec leurs camarades ayant un TSA peut avoir des effets benefiques sur les competences socio-communicatives de ces derniers. Chez tous les enfants typiques, une augmentation du nombre de conduites de tutelle est egalement observee suite a la mise en œuvre de l’intervention. Cela ouvre des perspectives prometteuses en termes de pratiques educatives susceptibles d’etre mises en œuvre en milieu scolaire pour favoriser l’inclusion des eleves ayant un TSA.

Inclusion scolaire et mise en place d’un accompagnement médico-psychologique précoce pour les enfants présentant un Trouble du Spectre de l’Autisme

Implementing evidenced-based interventions for students with autism spectrum disorder (ASD) in the educational setting is of utmost importance for their long-term success. Unfortunately, interventi...

http://journals.sagepub.com/doi/pdf/10.1177/1053451216630281

Kendra A. Hamilton

Papers

Video Self-Modeling Interventions for Students With Autism Spectrum Disorder: