Showing papers in "Focus on Autism and Other Developmental Disabilities in 2012"
TL;DR: Support is provided for specific sleep problem and symptom relationships that are unique to autism and the importance of including the treatment of sleep problems as part of a comprehensive behavioral intervention for children with autism is suggested.
Abstract: Relationships between the specific sleep problems and specific behavioral problems of children with autism were evaluated. Mothers’ reports of sleep habits and autism symptoms were collected for 109 children with autism. Unlike previous research in this area, only children diagnosed with autism without any commonly comorbid diagnoses (e.g., intellectual disability, epilepsy) were included in the analysis. Consistent with prior work, a positive correlation between the severity of sleep problems and the severity of autism symptoms was obtained. Sleep onset delay and sleep duration were positively correlated with autism symptoms and autism severity. Sleep onset delay was the strongest predictor of communication deficit, stereotyped behavior, and autism severity. These results provide support for specific sleep problem and symptom relationships that are unique to autism and suggest the importance of including the treatment of sleep problems as part of a comprehensive behavioral intervention for children with ...
179 citations
TL;DR: Six themes emerged and are discussed: effectiveness of treatments, relationships with professionals, access to treatments, costs, medication concerns, and stress.
Abstract: Children with autism spectrum disorders (ASD) often participate in many treatments, requiring parents’ dedication of time, money, and energy, and necessitating dealing with multiple service provide...
121 citations
TL;DR: This paper investigated the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies.
Abstract: The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.
103 citations
TL;DR: This paper examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social perform...
Abstract: This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social perform...
87 citations
TL;DR: In this article, a three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group.
Abstract: A three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life. The youth, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group. Participants in the Year 1 group received a transition planning intervention consisting of (a) group training sessions for families in the transition process, (b) person-centered planning meetings facilitated by project staff, and (c) follow-up assistance with career exploration and plan implementation. Data were collected pre- and post implementation to measure student and family expectations, self-determination, and career decision-making ability. The Year 2 group began receiving services following the second data collection point. Participants in the Year 1 group reported statistically significant increases in all four measured variables, whereas the Year 2 group showed no significant changes. Implications for redesigning transition services for this population ar...
86 citations
TL;DR: In this paper, a qualitative study of young adults with autism spectrum disorders (ASD) was conducted through two focus groups involving 11 young adults and 10 parents and professionals, where participants in each group were asked to discuss the triggers for anxiety, the consequences of anxiety, and strategies they have used, would like to use, or have seen individuals with ASD use to manage their anxiety.
Abstract: Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety. In this qualitative study, we began to address this issue through two focus groups involving 11 young adults with ASD, and 10 parents and professionals. Participants in each group were asked to discuss the triggers for anxiety, the consequences of anxiety, and strategies they have used, would like to use, or have seen individuals with ASD use to manage their anxiety. The participants identified multiple personal and environmental sources of anxiety, noting the substantial impact they have on their everyday lives at home, work, university, and in the community. Their individual experiences and strategies for living and coping with anxiety are presented.
86 citations
TL;DR: In this article, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices, including strategies for communicating that the child is an asset, methods of structuring the environment for success.
Abstract: In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted.
76 citations
TL;DR: Investigation of common family experiences during the autism spectrum disorder diagnostic process and the child and family variables that may relate to different diagnostic outcomes indicated that families reported a 2-year lag between first noticing delays in their children’s behavior and the receipt of the diagnosis.
Abstract: The primary aim of this study was to investigate common family experiences during the autism spectrum disorder (ASD) diagnostic process, and the child and family variables that may relate to different diagnostic outcomes. A secondary aim of this study was to evaluate families’ knowledge of the research support for various interventions. To investigate these two foci, 16 families of children aged 7 years and younger with an ASD provided information pertaining to their experiences during the diagnostic process. Results indicated that families reported a 2-year lag between first noticing delays in their children’s behavior and the receipt of the diagnosis, a delay that was significantly longer for children of African American and mixed racial backgrounds. Moreover, families whose children were diagnosed at a later age were less satisfied with the diagnostic process. Families appeared to have an adequate understanding of research-based interventions. Implications for practice and future research are discussed.
70 citations
TL;DR: A review of the literature on writing instruction for children with autism spectrum disorders was conducted by as discussed by the authors, who concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students.
Abstract: Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given.
65 citations
TL;DR: The authors explored bullying and victimization experienced by third- to fifth-grade students with autism spectrum disorders (ASD), by surveying students with ASD, their parents, and their teachers.
Abstract: We explored bullying and victimization experienced by third- to fifth-grade students with autism spectrum disorders (ASD), by surveying students with ASD, their parents, and their teachers. A total of 25 triads, each including one student with ASD, one of the student’s parents, and one teacher, were involved in data analysis. We found that all three respondent groups reported high prevalence of bullying and victimization experienced by students with ASD. While students with ASD, their parents, and their teachers reported similar victimization scores, teachers reported significantly higher bullying scores than those found in student- and parent-reports. The three respondent groups showed some differences in bullying status of students with ASD. We discuss implications for including students with ASD in bullying prevention and schoolwide models of intervention to improve the quality of life of students with ASD.
56 citations
TL;DR: In this article, the use of video modeling procedures in conjunction with picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated.
Abstract: The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evalua...
TL;DR: In this article, two groups of parents (nine pretransition and six posttransit) were surveyed for children with an autism spectrum disorder in primary and secondary school transfer from mainstream primary to secondary school.
Abstract: Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransitio...
TL;DR: In this article, video self-modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos, which can be viewed as a form of self-training.
Abstract: Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a si...
TL;DR: Children with Down syndrome (DS) and autism spectrum disorders (ASD) frequently have difficulty riding a two-wheel bicycle and an intervention using an adapted bicycle and individualized instruction to teach 71 youth to ride a standard two- wheel bicycle was investigated.
Abstract: Children with Down syndrome (DS) and autism spectrum disorders (ASD) frequently have difficulty riding a two-wheel bicycle The purpose of this study was to investigate an intervention using an ada
TL;DR: Reread-Adapt and Answer-Comprehend (RAAC) as discussed by the authors is a reading intervention designed to target fluency and comprehension for students with disabilities, and has been shown to be effective in improving reading performance.
Abstract: Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effective...
TL;DR: This study determined that a cutoff score of 25.5 was most accurate in differentiating between high functioning autism or Asperger syndrome and ADHD in a sample of 1- to 16-year-olds with IQs of 80 or higher.
Abstract: The authors of the Childhood Autism Rating Scale (CARS) state in the manual that the best cutoff score for distinguishing low functioning autism (LFA) from intellectual disability is 30 for children and 28 for adolescents and adults. This study determined that a cutoff score of 25.5 was most accurate in differentiating between high functioning autism or Asperger syndrome (HFA; n = 197) and ADHD (n = 74) in a sample of 1- to 16-year-olds with IQs of 80 or higher. Classification accuracy was 96% using clinician scores and 72% using parent scores. Children with LFA (n = 193) had significantly higher clinician and parent scores than children with HFA, and scores were negatively correlated with IQ. None of the typical children (n = 64) earned parent scores greater than 21.
TL;DR: Children’s lie-telling behavior and its relation to false-belief understanding was examined in children with autism spectrum disorders and a comparison group of typically developing children, finding Liars had higher false-Belief scores than truth-tellers.
Abstract: Children’s lie-telling behavior and its relation to false-belief understanding was examined in children with autism spectrum disorders (ASD; n = 26) and a comparison group of typically developing c...
TL;DR: In this paper, a milieu teaching sequence was used to train photograph exchange as a method of requesting to a 7-year-old boy with autism using four items (ball, puzzle, books, bubble...
Abstract: A milieu teaching sequence was used to train photograph exchange as a method of requesting to a 7-year-old boy with autism. A multiple baseline design across four items (ball, puzzle, books, bubble...
TL;DR: In this paper, the authors examined the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder (PDD-NOS) and with a mild intellectual disability who was attending college.
Abstract: The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs.
TL;DR: In this article, the effects of latency on the accuracy of data recorded by three special education teachers were examined in a study, where teachers recorded data on the target behaviors of three students with varying disabilities.
Abstract: The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided.
TL;DR: The authors explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism using prepositions, coordinating conjunctions, and subordinating conjunctions.
Abstract: Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions.
TL;DR: A web-based survey engaged international ASD stakeholders to advise on considerations of function and constructs needed to classify functional subgroups of preschool children with ASD, and found that evaluating function was important.
Abstract: Service providers and researchers in autism spectrum disorders (ASD) are challenged to categorize clinical variation in function. Classification systems for children with cerebral palsy have enabled clinicians and families to describe levels of function. A web-based survey engaged international ASD stakeholders to advise on considerations of function and constructs needed to classify functional subgroups of preschool children with ASD. All respondents (n = 56) believed that evaluating function was important; 95% reported that function was one way to subclassify preschool children with ASD. Two domains judged most important were communication language (55%) and social function (22%). Respondent comments indicated that these domains were difficult to disentangle.
TL;DR: In this article, the authors present two case studies describing individuals with autism whose catastrophic illnesses were misdiagnosed due, at least partially, to their autism.
Abstract: Autism is a developmental disability that provides special challenges to families, schools, and adult support systems. An additional area that is affected by the symptoms of autism is medicine. The deficits associated with autism in the areas of communication and social skills, as well as the prevalence of challenging behavior can interfere with the diagnosis of illnesses and in some cases result in the provision of erroneous treatment. In this article, the authors present two case studies describing individuals with autism whose catastrophic illnesses were misdiagnosed due, at least partially, to their autism. Obstacles to medical diagnosis and treatment are discussed, and recommendations for future research are provided.
TL;DR: In this paper, a total of 55 participants with autism spectrum disorders (ASD) were trained on match-to-sample (MTS), or simple discrimination tasks, to determine whether overselectivity could be eliminated by using an observing response.
Abstract: Stimulus overselectivity occurs when one aspect of the environment controls behavior at the expense of other equally salient aspects. Stimulus overselectivity can be reduced for some individuals with learning disabilities, if they engage in an observing response in which they point to, touch, or name each of the stimuli prior to selecting the one requested. To see whether this would apply to another population, a total of 55 participants with autism spectrum disorders (ASD) were trained on match-to-sample (MTS), or simple discrimination tasks, to determine whether overselectivity could be eliminated by using an observing response. MTS tasks were presented in a table-top format as well as on a computer. The observing-response procedure did not eliminate overselectivity for any of the participants, regardless of age, task, or format of presentation. These results are interpreted to call to question the effectiveness of this procedure in this context for individuals with ASD.
TL;DR: The idea that girls present with a more benign expression of AD than boys is challenged, and the severity of discrepancies revealed indicates the need for routine neuropsychological and behavioral screening to promote early diagnosis and intervention.
Abstract: Research examining neuropsychological profiles of girls with Asperger’s disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23 girls with AD were compared to 50 girls with LD using intellectual, academic, neuropsychological, and behavioral assessments. Standard two-tailed t-tests revealed statistically significant discrepancies in a number of areas, and results were interpreted to conclude that the participants with AD had a more severe cognitive and behavioral presentation than same-age girls with LD. The severity of these discrepancies indicates the need for routine neuropsychological and behavioral screening to promote early diagnosis and intervention. Based on this study, we challenge the idea that girls present with a more benign expression of AD than boys.