Showing papers in "Journal of Developmental and Physical Disabilities in 2013"
TL;DR: Results suggested that FCT can be conducted by parents via telehealth when experienced applied behavior analysts provide consultation and are matched to the identified function of problem behavior.
Abstract: Functional communication training (FCT) was conducted by parents of 17 young children with autism spectrum disorders who displayed problem behavior. All procedures were conducted at regional clinics located an average of 15 miles from the families' homes. Parents received coaching via telehealth from behavior consultants who were located an average of 222 miles from the regional clinics. Parents first conducted functional analyses with telehealth consultation (Wacker, Lee, et al., in press) and then conducted FCT that was matched to the identified function of problem behavior. Parent assistants located at the regional clinics received brief training in the procedures and supported the families during the clinic visits. FCT, conducted within a nonconcurrent multiple baseline design, reduced problem behavior by an average of 93.5%. Results suggested that FCT can be conducted by parents via telehealth when experienced applied behavior analysts provide consultation.
217 citations
TL;DR: Results are consistent with previous research showing that acquisition of alternative communication modalities varies across children with autism, and supports the use of assessment to determine modality preference.
Abstract: The purpose of the study was to compare picture exchange (PE) and an iPad™ –based speech generating device (SGD) in teaching mands to five preschool boys diagnosed with autism. Participants’ preferences for each device were assessed following training. Three participants met mastery criterion for mands using the SGD more quickly, while two participants met mastery criterion for mands using PE more readily. However, the overall rate of independent manding across training and maintenance was higher for four participants using the SGD. Four participants demonstrated a clear preference for the SGD device and one for PE. Results are consistent with previous research showing that acquisition of alternative communication modalities varies across children with autism, and supports the use of assessment to determine modality preference.
139 citations
TL;DR: In this paper, the buffering effects of psychological resilience on stress, anxiety and depression associated with parenting a child with ASD were investigated in 73 mothers and 35 fathers who completed a questionnaire about their experiences as parents.
Abstract: The possible buffering effects of psychological resilience on stress, anxiety and depression associated with parenting a child with an Autism Spectrum Disorder (ASD) were investigated in 73 mothers and 35 fathers who had at least one child with an ASD and who completed a questionnaire about their experiences as parents. Mothers were significantly more anxious and depressed than fathers, and reported being “stretched beyond their resources” more frequently than fathers. Both mothers and fathers reported clinically significant anxiety and depression between three and five times the rate reported in the normal adult population. Moderation analysis showed that psychological resilience acted as a buffer against the development of elevated anxiety and depression associated with high levels of daily stress from parenting. Further, although the daily stress of parenting a child with an ASD was associated with quite severe anxiety and depression, even relatively low levels of resilience buffered against this anxiety and depression. Suggestions are made for assisting parents to develop psychological resilience in dealing with the stress associated with parenting their child with an ASD.
126 citations
TL;DR: It is shown that caregivers of children with CP tend to have high levels of stress and depression and lower quality of life than parents of healthy children.
Abstract: The implications of caring for a child with cerebral palsy (CP) are considerable, and parents have to cope with many changing demands related to the specific needs of their child. A new research field, devoted to the consequences of these caring tasks, has recently emerged. However, an overall vision is lacking, one that would enable us to understand how research is evolving and the relevant data that should be taken into account when planning interventions with these families. In this paper, we review the literature on the effects of caregiving on parents of children with CP, and summarize the factors related to these effects. A systematic search of online databases was performed and further studies were identified based on the reference lists of selected articles. Forty six articles that met the inclusion criteria were analysed. The review shows that caregivers of children with CP tend to have high levels of stress and depression and lower quality of life than parents of healthy children. We identify child behaviour and cognitive problems, low caregiver self-efficacy and low social support as factors that are consistently related with higher levels of stress and depression. The implications of these findings are discussed, especially those related to interventions that should be addressed to the family as a whole and which should aim to enhance parents’ competence and resources to better cope with the demands of the caring task.
102 citations
TL;DR: In this article, a review of positive behavior support training outcomes is presented, focusing on outcomes for both staff and service users, but no evidence of change in quality of life was evident in the one study that evaluated this.
Abstract: Positive Behavior Support has been shown to be effective in minimizing challenging behavior. Therefore training staff in Positive Behaviour Support would appear to be helpful in improving support to people with challenging behavior. The purpose of this review was to evaluate the research on the outcomes of Positive Behavior Support training. There are no other published reviews of Positive Behavior Support training outcomes. Searches were carried out using key words to identify studies which reported on Positive Behavior Support training. Following this, studies were evaluated against criteria for inclusion. 14 studies were identified by the review. Six studies focused on outcomes for staff. Four focused on outcomes for service users. Four studies reported outcomes for both staff and service users. Staff outcomes included changes in skills, confidence, knowledge, attributions and emotional responses. Service user outcomes demonstrated reduction in levels of challenging behaviour, but no evidence of change in quality of life was evident in the one study that evaluated this. Research demonstrates that Positive Behavior Support training has had a positive impact on knowledge, emotional responding, and attributions of staff. In addition, there is evidence of reductions in levels of challenging behaviour from service users. However, no evidence was found for Positive Behavior Support training having a positive impact on quality of life for service users.
80 citations
TL;DR: A review of the literature pertaining to Functional Communication Training (FCT) and the principles and tactics for programming generalization can be found in this paper, which suggests that FCT and the tactic of recruiting natural consequences is sometimes sufficient to produce generalization but not in every case, and generalization of the treatment effects of FCT can be enhanced through the use of specific tactics.
Abstract: We conducted a review of the literature pertaining to Functional Communication Training (FCT) and the principles and tactics for programming generalization. Ten studies of FCT and generalization were identified, analyzed, and summarized using the framework provided by Stokes and Osnes (Behavior Therapist 20:337–355, 1989) that detailed principles and tactics programming generalization. In addition to the tactic of recruiting natural consequences which is inherent to FCT, several studies evaluated additional strategies for programming generalization during FCT including modification of maladaptive consequences, reinforcement of occurrences of generalization, training sufficient stimulus exemplars, programming common physical stimuli, and programming common social stimuli. The results of these studies suggest that a) FCT and the tactic of recruiting natural consequences is sometimes sufficient to produce generalization but not in every case, and b) generalization of the treatment effects of FCT can be enhanced through the use of specific tactics for programming generalization. Overall, the results of this review suggest that a relatively small number of studies of FCT have systematically evaluated generalization. Thus, future research should continue to evaluate specific strategies for programming generalization with FCT. This includes combining procedures such as recruiting natural consequences with other strategies outlined by Stokes and Osnes.
46 citations
TL;DR: In this article, the authors implemented and evaluated a direct instruction flashcard system as well as the reading racetrack to teach sight word acquisition to two elementary students diagnosed with autism.
Abstract: The purpose of this study was to implement and evaluate a Direct Instruction (DI) flashcard system as well as the reading racetrack, to teach sight word acquisition to two elementary students diagnosed with autism. A multiple baseline design was used across word sets with each student to evaluate the effectiveness of the combined flashcard and reading racetrack procedures. Due to the limitations of one of our participants, an ipad application called,” Proloquo2Go™ “was also employed. A functional relationship was demonstrated between the use of these strategies and the reading of sight words for both participants. The study showed that DI flashcards and the reading racetrack can be an effective way to teach students with autism sight words. Both staff and students enjoyed the interventions.
42 citations
TL;DR: A greater emphasis on the prevention of behavior problems in young children with developmental disabilities prior to the onset of significant symptoms or clinical disorders is needed, and multi-component interventions may be more efficacious for child behavior problems and yield greater benefits for parent and family adjustment.
Abstract: Children with developmental disabilities are at higher risk for internalizing and externalizing behavioral problems than children in the general population. Effective prevention and treatment programs are necessary to reduce the burden of behavioral problems in this population. The current review identified 17 controlled trials of nine intervention programs for young children with developmental disabilities, with parent training the most common type of intervention in this population. Nearly all studies demonstrated medium to large intervention effects on child behavior post-intervention. Preliminary evidence suggests interventions developed for the general population can be effective for children with developmental disabilities and their families. A greater emphasis on the prevention of behavior problems in young children with developmental disabilities prior to the onset of significant symptoms or clinical disorders is needed. Multi-component interventions may be more efficacious for child behavior problems and yield greater benefits for parent and family adjustment. Recommendations for future research directions are provided.
40 citations
TL;DR: This article used backward chaining and reinforcement to teach a child with ASD to write her name using point-of-view video modeling and reinforcement. Butts et al. used reinforcement to produce the complete name.
Abstract: The purpose of this study was to trial a procedure involving point-of-view video modeling, backward chaining and reinforcement to teach a child with ASD to write her name Video modeling and reinforcement were used to teach letter writing, and backward chaining to produce the complete name A multiple baseline across behaviors design treating each letter as a different behavior established the effectiveness of the procedure for teaching letter writing and generalization data suggest the efficacy of backward chaining in teaching production of her name Treatment integrity was satisfactory and a post-intervention questionnaire indicated the intervention was acceptable to the participant’s mother These findings suggest that point-of-view video modeling in combination with backward chaining and reinforcement may be an effective tool for teaching new academic skills
37 citations
TL;DR: This paper evaluated the effects of social stories and video modeling for teaching two students with Asperger syndrome to greet school staff and found that social stories were moderately effective in teaching the targeted greeting responses.
Abstract: We evaluated the effects of Social Stories™ and video modeling for teaching two students with Asperger syndrome to greet school staff. A Social Story™ describing how to greet teaching staff and other adults at school was introduced across participants in a multiple-baseline design. After the students demonstrated they had learned to make a simple greeting (e.g., Hi), video modeling was introduced to teach them to produce a more complex greeting (e.g., Hello. How are you?”). The two students learned to greet teachers and researchers, but they did not consistently use the more complex greeting response with the teachers. The results suggest that the Social Stories™ and video modeling interventions were moderately effective in teaching the targeted greeting responses.
33 citations
TL;DR: Coping self-efficacy accounted for a unique variance in psychological distress even after controlling for the influence of disease activity, functional status and personality traits and the strongest association was observed with anxiety in early RA patients.
Abstract: The study aimed to explore associations between coping self-efficacy and psychological distress in early and established rheumatoid arthritis (RA) patients. Two samples differing in disease duration were collected at outpatient rheumatology clinics in Eastern Slovakia. The first sample consisted of 146 established patients with disease duration of 12 years or more (age = 58.02 SD = 10.38 years; disease duration = 16.08 SD = 3.60 years; 86 % women) and the second sample consisted of 102 early RA patients with disease duration of 4 years or less (age = 53.25 SD = 12.32; disease duration = 2.8 SD = 1.23 years; 75 % women). The patients underwent a routine rheumatology check and completed questionnaires regarding functional disability, neuroticism and extraversion, coping self-efficacy and psychological distress. The data were analyzed using hierarchical linear regression models. Coping self-efficacy was significantly negatively associated with psychological distress in both samples with the strongest association with anxiety in the early RA group. These associations remained significant after controlling for sociodemographic, disease related and personality variables. Psychological distress was further associated with disease activity, functional disability, neuroticism and extraversion. However, different patterns in respect to anxiety and depression with the duration of RA was observed. Coping self-efficacy accounted for a unique variance in psychological distress even after controlling for the influence of disease activity, functional status and personality traits. The strongest association was observed with anxiety in early RA patients. As a result, management and intervention programs increasing self-efficacy for coping strategies might be beneficial for reducing anxiety and depression especially during the early phase of the disease.
TL;DR: Overweight and obese adults with IDD had a lower HEI-2005 score compared to the general population and are at an increased risk of poor diet quality and nutritional deficiencies that could contribute to the development of diabetes, cardiovascular disease, cancer and other health complications.
Abstract: Little research has been conducted to examine diet quality of overweight and obese adults with intellectual and developmental disabilities (IDD) in the United States. The purpose of this study was to determine diet quality, as measured by the Healthy Eating Index-2005 (HEI-2005), of overweight and obese adults with IDD. Data were obtained from community-dwelling overweight individuals. 3-day food records were administered and completed with assistance by staff or family members and then reviewed by a dietitian. All records were analyzed and HEI-2005 was calculated using NDSR output. 178 records were analyzed from 70 subjects (28 male, 42 female; mean age 33.9 ± 11.5 years). The mean energy intake was 1928 ± 891 kcals, and the mean total HEI-2005 score was 46.7 ± 11.5. Participants scored the lowest in total fruits, whole grains, dark green and orange vegetables, non-hydrogenated vegetable oils, and sodium. Both male and female participants had diets deficient in fiber, vitamin A, vitamin D, vitamin E, folate, and potassium. Additionally men were deficient in vitamin K, and women were deficient in calcium. Overweight and obese adults with IDD had a lower HEI-2005 score compared to the general population and are at an increased risk of poor diet quality and nutritional deficiencies that could contribute to the development of diabetes, cardiovascular disease, cancer and other health complications.
TL;DR: It is suggested that, for some individuals with Autism Spectrum Disorder, behaviors such as stereotypy and self-injury serve to increase arousal and to allow, or sustain, access to a preferred state of heightened arousal.
Abstract: Many researchers have proposed that challenging behaviors emitted by individuals with Autism Spectrum Disorder are related to abnormal physiological arousal. It has been suggested that behaviors such as stereotypy and self-injury function to regulate arousal and to reduce the discomfort associated with hypo- or hyper-arousal. Little empirical research has tested these theories. The current study investigated heart rate during challenging behavior in three children diagnosed with Autism Spectrum Disorder. Heart rate before, during, and after challenging behaviors was analysed. Specific heart rate patterns were found to co-occur with challenging behaviors. Abnormal heart rate responses to stressors were also noted. These findings offer little support for the arousal modulation theories of challenging behavior. We suggest that, for some individuals with Autism Spectrum Disorder, these behaviors serve to increase arousal and to allow, or sustain, access to a preferred state of heightened arousal. These findings, which are not wholly in line with previous research, may have implications for the assessment and treatment of challenging behavior.
TL;DR: A significant association between symptoms of depression in those with ASD, PDD-NOS, and those with an ID and no ASD is found and Diagnosticians should consider the possibility of a depressive disorder when individuals with anID present with challenging behavior.
Abstract: The presence of an intellectual disability (ID) is associated with the presence of co-occurring psychiatric diagnoses, and challenging behavior. Autism spectrum disorders (ASDs) and other comorbid psychopathologies are also commonly–observed in this population. Behavioral profiles of depression may help clinicians to detect depression in individuals with ID. In this study of 332 adults with intellectual disability, we found a significant association between symptoms of depression in those with ASD, PDD-NOS, and those with an ID and no ASD. Aggressive/destructive behavior and stereotyped behavior was significantly predictive in all conditions, but self-injurious behavior appears to be a useful predictor only in those with an ASD. Diagnosticians should consider the possibility of a depressive disorder when individuals with an ID present with challenging behavior.
TL;DR: The results suggest that raising a child with autism does not often lead to the dissolution of the parents’ relationship, as is commonly believed.
Abstract: We examined the occurrence and timing of separation of parents raising children with Autism Spectrum Disorders followed over a 10-year period (n = 119). We also compared the clinical characteristics of children and sociodemographic variables between parents who remained as a couple versus parents who separated. The results showed that after 10 years of follow-up 74.8 % of the couples remained together (n = 89), representing a separation rate of 25.2 %. This rate remained stable over the study period. There was no significant difference in any of the clinical and sociodemographic variables between comparison groups. Our results suggest that raising a child with autism does not often lead to the dissolution of the parents’ relationship, as is commonly believed. The occurrence of parental separation in children with Autism Spectrum Disorders does not appear to vary according to their stage of life (childhood or adolescence). Lastly, the clinical profile of children and sociodemographic variables do not seem to influence the relationship status of parents.
TL;DR: In this paper, the effectiveness of functional analysis (FA) and functional communication training (FCT) on challenging behavior was assessed in three children with Angelman syndrome (AS), and they found that challenging behavior decreased as a function of FCT.
Abstract: Effectiveness of functional analysis (FA) and functional communication training (FCT) on challenging behavior was assessed in three children with Angelman syndrome (AS). Analogue FA conditions were used to assess the behavioral function of the challenging behavior. FA and FCT protocols were administered in the children’s classroom and were performed by their teachers. Replacement behavior was prompted upon the onset of precursor behavior. One or more function(s) of their challenging behavior were identified and challenging behavior appeared to be escape or tangibly motivated. Making physical contact with the teacher was found to be a precursor of challenging behavior in one child. In all children, challenging behavior decreased as a function of FCT. Functional equivalence of both challenging and replacement behavior was evinced. Clinical and research implications are discussed.
TL;DR: The Choice Questionnaire had the most evidence supporting its measurement properties while the Maryland Ask Me!
Abstract: This article aimed to review outcome measure instruments of self-reported Quality of Life (QOL) in people with Intellectual Disability (ID). Instruments were identified from five electronic databases (CINAHL, Medline, PsychINFO, Cochrane Library, and ERIC) and hand-searching with the following inclusion criteria: (i) the paper was to evaluate the measurement properties of QOL; (ii) the measurement measured dimensions/indicators that align with the QOL construct; (iii) the target participants should include an ID population; (iv) the measurement should include self-reported QOL ratings from the ID population; and (v) the study was published in peer-reviewed English language literature. Nine QOL instruments met the inclusion criteria. The evidence of reliability and validity of the included instruments varied. None of the instruments reported for responsiveness. The Choice Questionnaire had the most evidence supporting its measurement properties while the Maryland Ask Me! Project had the least. Future studies are needed to further refine these instruments.
TL;DR: Differential reinforcement of other behavior (DRO) and self-monitoring was used to reduce repetitive challenging behavior in the form of eyelash, eyebrow, and hair pulling exhibited by a 19-year-old woman with an autism spectrum disorder as discussed by the authors.
Abstract: Differential reinforcement of other behavior (DRO) and self-monitoring was used to reduce repetitive challenging behavior in the form of eyelash, eyebrow, and hair pulling exhibited by a 19-year-old woman with an autism spectrum disorder. Treatment evaluation included DRO with competing and non-competing stimuli in a private therapy room. Once the DRO interval exceeded 10 min, treatment was conducted in the participant’s classroom. Results of the study suggested DRO was successful in both environments and across both stimulus types.
TL;DR: Both children with ASD and those with ADHD exhibited more comorbid symptoms than children without a psychological disorder, which supports the need for broadband assessment of psychiatric conditions in children presenting with developmental delays or externalizing behaviors.
Abstract: There is a scarcity of research looking at how comorbid psychological disorders impact the assessment of children with autism spectrum disorders (ASD). The present study aimed to extend the literature in this area by evaluating rates of comorbid symptoms in both children with ASD and those with attention-deficit/hyperactivity disorder (ADHD). Children with ASD, ADHD, or no psychological diagnosis participated in this study. Internalizing and externalizing symptoms were assessed with the Autism Spectrum Disorders - Comorbidity for Children (ASD-CC). Multivariate and univariate main effect analyses with post-hoc comparisons were then conducted. Children with ASD evinced higher rates of comorbid symptoms than children with ADHD. Additionally, both children with ASD and those with ADHD exhibited more comorbid symptoms than children without a psychological disorder. These findings are in accordance with previous research and support the need for broadband assessment of psychiatric conditions in children presenting with developmental delays or externalizing behaviors. Other implications of these findings are discussed.
TL;DR: In this paper, a study aimed to determine the factors underlying the reading comprehension (RC) failure of prelingually deaf Turkish readers, using an experimental paradigm manipulating the semantic plausibility and syntactic complexity of sentences to compare RC at the sentence level.
Abstract: This study aimed to determine the factors underlying the reading comprehension (RC) failure of prelingually deaf Turkish readers. Participants were 77 individuals with prelingual deafness and a hearing control of 78 normally developing hearing individuals selected from three distinct levels of education (3rd–4th graders = elementary; 6th–7th graders = middle; 9th–10th graders = high). We applied an experimental paradigm manipulating the semantic plausibility and syntactic complexity of sentences to compare RC at the sentence level. In line with findings reported for prelingually deaf individuals reading in other orthographies, the deaf participants tested in the present study manifested rather alarmingly impoverished RC skills in comparison to their hearing counterparts. The findings suggest that this reading failure is rooted in an apparent deficiency in the ability to recruit syntactic and prior knowledge to make sense of what they read. The evidence further suggests that such deficits prove strikingly resistant to years of formal oral education.
TL;DR: The SOAP is sensitive to change in child and parent behavior as a function of risperidone alone and in combination with PMT and can serve as a valuable complement to parent and clinician-based measures.
Abstract: A Structured Observational Analog Procedure (SOAP), an analogue measure of parent-child interactions, was used to assess treatment outcome in children with Autism Spectrum Disorder and serious behavior problems. It served as a secondary outcome measure in a 24-week, randomized trial of risperidone (MED; N = 49) versus risperidone plus parent training (COMB; n = 75) (ages 4–13 years). At 24-weeks, there was 28 % reduction in child inappropriate behavior during a Demand Condition (p = .0002) and 12 % increase in compliance to parental requests (p = .004) for the two treatment conditions combined. Parents displayed 64 % greater use of positive reinforcement (p = .001) and fewer repeated requests for compliance (p < .0001). In the analysis of covariance (ANCOVA), COMB parents used significantly more positive reinforcement (p = .01) and fewer restrictive statements (p < .05) than MED parents. The SOAP is sensitive to change in child and parent behavior as a function of risperidone alone and in combination with PMT and can serve as a valuable complement to parent and clinician-based measures.
TL;DR: In this paper, the use of microswitch clusters to support adaptive responses and reduce problem behavior with two adults with multiple disabilities was evaluated in two single-case studies, where the adaptive responses consisted of touching color shapes appearing on a computer screen in front of him and the problem behavior was hand mouthing.
Abstract: These two single-case studies assessed the use of microswitch clusters to support adaptive responses and reduce problem behavior with two adults with multiple disabilities. Study I involved a man whose adaptive responses consisted of touching color shapes appearing on a computer screen in front of him and the problem behavior was hand mouthing. Study II involved a woman whose adaptive response consisted of using a napkin to wipe her mouth to reduce drooling effects. Her problem behavior, like for the man, was hand mouthing. Initially, the intervention focused on the adaptive responses, which were followed by preferred stimulation. Then the intervention was extended so that the stimulation for the adaptive responses would be interrupted if the problem behavior appeared during its occurrence. The data of the two studies suggest that the intervention was effective in helping the participants engage in consistent rates of adaptive responses and curb their problem behavior. These findings were analyzed in relation to the characteristics of the intervention approach and its practical implications.
TL;DR: In this article, the authors examined the familial and economic impact of service integration and child hyperactivity among 111 families involved with a children's treatment network over 2.5 years and found that children who were hyperactive and their parents had the highest levels of service utilization at baseline, though these patterns reversed or disappeared over time, respectively.
Abstract: Children with complex disabilities require comprehensive, coordinated and integrated services. However, parents often find themselves navigating fragmentary service systems—a process that may be more difficult when children exhibit behavioral problems such as hyperactivity and inattention. Such problems are more common among children with disabilities. Thus, the present study examined the familial and economic impact of service integration and child hyperactivity among 111 families involved with a children’s treatment network over 2 years. The most dysfunctional families over time were involved with low-integration teams and had children who were highly hyperactive. Children who were hyperactive and their parents had the highest levels of service utilization at baseline, though these patterns reversed or disappeared over time, respectively. Family functioning was also associated with higher service costs for parents, over time. Results highlight the importance of considering the impact of child hyperactivity and inattention, even when children are receiving services for other primary diagnoses.
TL;DR: Clinicians need to be aware how patients’ appearance-specific cognitions might be associated with levels of emotional distress and relate to clinical and radiological, scoliosis-related data.
Abstract: The aim of this study is to make a prospective analysis of changes in anxiety levels and determining their associations with a longitudinal subjective assessment of trunk deformity in adolescent females with scoliosis, in relation to clinical, radiological and brace-related data. The study design was comprised of three questionnaire assessments, with the second and third evaluations taking place 6 and 12 months after the beginning of the study, respectively. 36 AIS females treated conservatively were asked to fill in the Polish versions of the Spinal Appearance Questionnaire (SAQ-pl) and the trait version of the Spielberger’s Anxiety Inventory for Children (STAIC-trait). High anxiety was indicated in 16.6, 8.3 and 8.3% during the 1st, 2nd and 3rd evaluations. Patients’ results differ in regards to the Curve domain; the discrepancies concern the 2nd and 3rd and the 1st and 3rd evaluations (p = 0.028 and p = 0.003, respectively). The only association between STAIC-trait and SAQ-pl regards Trunk shift in the 1st evaluation (rs = 0.48). The logistic regression revealed that the duration of brace-wearing in months has a statistically significant (p = 0.021) influence on the probability of diagnosing patients’ low anxiety levels in the 2nd assessment. Special attention should be paid to patients’ emotional reactions later on as brace-wearing continues as well as to the results which support the point that patients’ perceptions of spinal deformity do not deteriorate with treatment time. Clinicians need to be aware how patients’ appearance-specific cognitions might be associated with levels of emotional distress and relate to clinical and radiological, scoliosis-related data.
TL;DR: Findings provide evidence that children’s negative attitudes toward illness constitute predisposing cognitive vulnerabilities for depressive symptoms, and suggest that interventions aimed at modifying maladaptive illness attitudes may reduce the risk of depressive symptoms in youth with JRDs.
Abstract: The goal of the current study was to examine the prospective relation between illness attitudes and depressive symptoms in a sample of youth with juvenile rheumatic diseases (JRDs). Thirty children with JRDs completed the Child Attitude Toward Illness Scale (CATIS) and the Children’s Depression Inventory (CDI) on two occasions, approximately 1 year apart. Cross-sectional and longitudinal analyses revealed significant CATIS - CDI associations, highlighting the link between children’s negative illness attitudes and increases in depressive symptoms. Importantly, cross-lagged panel analysis demonstrated the statistical predominance of the CATIS relative to the CDI, indicating that children’s illness attitudes were temporally antecedent to children’s depressive symptoms over the course of a year. Findings provide evidence that children’s negative attitudes toward illness constitute predisposing cognitive vulnerabilities for depressive symptoms, and suggest that interventions aimed at modifying maladaptive illness attitudes may reduce the risk of depressive symptoms in youth with JRDs.
TL;DR: In this paper, the authors extended the comparison of active (self-regulated) music stimulation versus passive (outer-regulated), music stimulation with seven new patients in the severe or low moderate stage of Alzheimer's disease.
Abstract: This study extended the comparison of active (self-regulated) music stimulation versus passive (outer-regulated) music stimulation with seven new patients in the severe or low moderate stage of Alzheimer’s disease. In the active condition, the patients used a simple hand response and a microswitch to self-regulate music stimulation inputs. In the passive condition, music stimulation was automatically presented to them. Data showed an increase in the patients’ indices of positive participation (e.g., singing or music-related movements, and smiles) during both music conditions. The increase in the active condition was greater than that in the passive condition for five of the seven patients. The other two patients showed comparable data across conditions and a smaller increase in the active condition, respectively. The implications of the findings are analyzed in relation to recent data in the area concerning both patients’ indices of positive participation and social raters’ perception of the two stimulation conditions.
TL;DR: The use of behavioral interventions to address chewing and swallowing in a child diagnosed with autism to increase the consumption of non-preferred target foods was conducted.
Abstract: Pediatric feeding disorders comprise a range of developmental and behavioral disorders. To date, chewing and swallowing has not received as much clinical or research focus as other aspects of pediatric feeding disorders (e.g., acceptance, inappropriate mealtime behavior). The current analysis was conducted to increase the consumption of non-preferred target foods in a child diagnosed with autism. An initial chewing assessment was conducted to increase his compliance with chewing the target foods and a subsequent assessment was conducted to increase swallowing. Results are discussed in terms of the use of behavioral interventions to address chewing and swallowing.
TL;DR: This case study involved an evaluation of the effects of a behavioral intervention for bedwetting in a 12-year-old girl with autism and fetal alcohol syndrome and the treatment protocol involved having her wear a urine alarm at night and rewarding morning dryness with praise and preferred tangibles.
Abstract: Bedwetting (also referred to as nocturnal enuresis) is a common and distressing problem in the pediatric population It is particularly prevalent in children who have autism spectrum disorders and other developmental disabilities Despite the fact that bedwetting occurs at high rates and has a negative impact on quality of life, there have been relatively little research on behaviorally-based interventions for nighttime incontinence in children diagnosed with autism and related disorders This case study involved an evaluation of the effects of a behavioral intervention for bedwetting in a 12-year-old girl with autism and fetal alcohol syndrome The treatment protocol involved having her wear a urine alarm at night and rewarding morning dryness with praise and preferred tangibles The intervention produced noticeable reductions in bedwetting within 2 weeks and within 3 weeks of treatment bedwetting was no longer occurring Effects of the treatment generalized to another setting and were maintained 9 months post-treatment
TL;DR: In this article, the authors evaluated the effectiveness of the DI flashcard system for teaching preliminary mathematic skills to three preschool students who attended a self-contained special education preschool, and found that all three participants showed an increase in their performance when DI flashcards were in effect.
Abstract: The purpose of this study was to evaluate the effectiveness of the DI Flashcard system for teaching preliminary mathematic skills to three preschool students. The participants attended a self-contained special education preschool. All three participants’ eligibility category was “developmentally delayed”. A concurrent multiple baseline design across three sets (colors, shapes, and numerals) was use to evaluate the effectiveness of the DI flashcard system. The results indicated that all three participants showed an increase in their performance when DI flashcards were in effect. However, the amount of improvement varied for each participant. The importance of employing evidence-based procedures to teach skills to preschool students with developmental delays was outlined.
TL;DR: In this paper, the relationships of 16 students with developmental disabilities and their three closest peers were examined to determine if dyads engaged in behaviors associated with defining components of friendship from literature on typically developing children.
Abstract: Typically analysis of the characteristics of friendships is made on the basis of nomination of a friend or best friend, with the assumption that this nomination reflects actual friendship. While it is possible that this assumption may be valid in typically developing children, this may not be the case for relationships for students with developmental disabilities. The relationships of 16 students with developmental disabilities in grades 1 through 6 and their three closest peers were examined to determine if dyads engaged in behaviors associated with defining components of friendship (i.e. shared interaction, mutual enjoyment, mutual liking) from literature on typically developing children. Interviews were conducted with target students, as well as with their peers, parents and teachers. Interview data indicated that the majority of dyads engaged at least sometimes in behaviors related to each of the defining components of friendship and reported behaviors associated with these components were typically reported as mutual. Additionally, voluntary peer nomination of friends at the beginning of interviews corresponded well with the presence of characteristics of friendship but this was less so when peers needed to be asked directly whether a child with a disability was a friend.