scholarly journals Process research in early intensive intervention in autism spectrum disorder: Sensitivity to change of the autism behavior coding system

2019 ◽  
Vol 12 (12) ◽  
pp. 1817-1828 ◽  
Author(s):  
Evelyn Herbrecht ◽  
Olga Lazari ◽  
Marianne Notter ◽  
Klaus Schmeck ◽  
René Spiegel
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Process Research ◽  
Spectrum Disorder ◽  
Coding System ◽  
Sensitivity To Change ◽  
Intensive Intervention ◽  
Behavior Coding ◽  
Autism Behavior

scholarly journals Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2081-2093 ◽  
Author(s):  
Yana Sinai-Gavrilov ◽  
Tali Gev ◽  
Irit Mor-Snir ◽  
Giacomo Vivanti ◽  
Ofer Golan
Keyword(s):  
Autism Spectrum Disorder ◽  
Economic Status ◽  
Intervention Group ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Start ◽  
Early Start Denver Model ◽  
Intensive Intervention ◽  
Developmental Intervention

Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum disorder preschools. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention settings. Groups were comparable on age, developmental functioning, and socio-economic status. Compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment made greater gains on blinded measures of overall cognitive development, receptive and expressive language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. In the preschool-based Early Start Denver Model group, children with lower symptom severity, higher adaptive functioning, and receptive language abilities at pre-treatment showed greater improvement. This study documents the successful integration of an Early Start Denver Model intervention into pre-existing community preschools, underlining the importance of disseminating evidence-based early intervention in community settings. Lay Abstract Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children’s age and developmental functioning and on families’ socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings.

Rhythm in Interactions between Children with Autism Spectrum Disorder and Their Mothers

2017 ◽  
Vol 5 (1) ◽  
pp. 5-34
Author(s):  
Asimenia Papoulidi ◽  
Christina F. Papaeliou ◽  
Stavroula Samartzi
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Affective States ◽  
Coding System ◽  
Mental Age ◽  
Children With Asd ◽  
Maternal Responses ◽  
Affect Attunement

Humans are endowed with an innate ability to produce rhythmic expressions that reveal intentions and feelings and attune their rhythmic behavior with that of another person who is attentive and affectionate. A small number of studies in children with Autism Spectrum Disorder (ASD) show that the rhythmic patterns of their expressions differ from those observed in typically developing (TD) children, and they are not well attuned to the expressions of their communicative partner. The aim of the present study was to assess rhythmic patterns in mother–child cooperative communication in children with ASD compared to TD children. Ten children with ASD and ten TD children, matched for mental age, were videotaped in their homes during play sessions with their mothers. For the microanalysis, the Eudico Linguistic Annotator was used and a coding system was developed for the annotation of communicative modalities. Results showed that children with ASD are less likely to initiate joint action and respond to mother’s efforts for mutual interaction. Exploratory/relational play was their preferred means for initiation. Maternal responses were provided mainly through the modality of gaze for both ASD and TD children. Moreover, the gaze direction of the dyad indicates that ASD partners focus mainly on different directions, whereas TD partners look mostly at the same object. Analysis of their affective states demonstrates that affect attunement is difficult to achieve. These findings indicate that children with ASD exhibit disturbances in rhythmic interaction with their caregiver, which reveal severe deficiencies in the motive for interpersonal awareness.

scholarly journals What’s the story? A computational analysis of narrative competence in autism

Autism ◽  
2017 ◽  
Vol 22 (3) ◽  
pp. 335-344 ◽  
Author(s):  
Michelle Lee ◽  
Gary E Martin ◽  
Abigail Hogan ◽  
Deanna Hano ◽  
Peter C Gordon ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Narrative Analysis ◽  
Latent Semantic Analysis ◽  
Semantic Analysis ◽  
Thematic Apperception Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Coding System ◽  
Narrative Competence ◽  
Thematic Apperception

Individuals with autism spectrum disorder demonstrate narrative (i.e. storytelling) difficulties which can significantly impact their ability to form and maintain social relationships. However, existing research has not comprehensively documented these impairments in more open-ended, emotionally evocative situations common to daily interactions. Computational linguistic measures offer a promising complement to traditional hand-coding methods of narrative analysis and in this study were applied together with hand coding of narratives elicited with emotionally salient scenes from the Thematic Apperception Test. In total, 19 individuals with autism spectrum disorder and 14 typically developing controls were asked to tell stories about six images from the Thematic Apperception Test. Both structural and qualitative aspects of narrative were assessed using a hand-coding system and Latent Semantic Analysis, an automated computational measure of semantic similarity. Individuals with autism spectrum disorder demonstrated significant difficulties with the use of complex syntax to integrate their narratives and problems explaining characters’ intentions. These and other key narrative skills were strongly related to narrative competence scores derived from Latent Semantic Analysis, which also distinguished the autism spectrum disorder group from controls. Together, results underscore key narrative impairments in autism spectrum disorder and support the promise of Latent Semantic Analysis as a valuable tool for the quantitative assessment of complex language abilities.

177. Autism Behavior Inventory – A Novel Tool for Assessment of Changes in Core and Associated Symptoms of Autism Spectrum Disorder

2017 ◽  
Vol 81 (10) ◽  
pp. S73-S74
Author(s):  
Abigail Bangerter ◽  
Seth Ness ◽  
David Lewin ◽  
Michael Aman ◽  
Anna Esbensen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Associated Symptoms ◽  
Autism Behavior

Adjusting Intervention Intensity to Support Students With Autism Spectrum Disorder

2021 ◽  
pp. 105345122110325
Author(s):  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Burnout ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Student Responses ◽  
Opportunities To Respond ◽  
Intensive Intervention ◽  
Intervention Intensity ◽  
Students With Autism ◽  
Support Students

Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to produce the expected benefit, which can add to student frustration, lost resources, and teacher burnout. Students with autism spectrum disorder (ASD) often benefit from intensive intervention that contains high rates of opportunities to respond. This article provides an overview of a practical guide for adjusting intervention intensity for students with ASD through a three-step process that includes identifying when to adjust intensity along with three ways to adjust intervention intensity. Additional considerations are included for analyzing student responses for data-based decision-making.

The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

2019 ◽  
Vol 22 (2) ◽  
pp. 43-53
Author(s):  
Irene Rämä ◽  
Elina Kontu ◽  
Raija Pirttimaa
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Behavior ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
World Health ◽  
International Classification Of Functioning ◽  
Coding System ◽  
Students With Autism

Abstract An Individualized Education Plan (IEP) is a multi-disciplinary, team-developed plan that is required for a child receiving special education services. IEPs are tools for setting objectives that are responsive to students with special needs. The International Classification of Functioning, Disability and Health (ICF) is a hierarchical classification for human functioning and disability developed by the World Health Organization (WHO). The ICF classification can be used as a structural and conceptual instrument in goal setting. In this study the educational IEP objectives of five Finnish students with autism spectrum disorder (ASD) are examined within the ICF framework. The focus is in the goals concerning the development of communication and social behavior because the main criteria for ASD comprise disabilities and challenges in communication and social behavior. The aim of the study was to assess the usefulness of the ICF coding system with regard to educational goals and objectives of students with ASD. The core content of the goals was extracted to linking units, which were coded into categories of the ICF classification. The results revealed that only few of possible ICF categories were used, the goals linked to communication technologies were heavily stressed, and the relation between the goals and general curriculum was vague. As a conclusion it is suggested that teachers and multi-disciplinary teams might benefit from standardizing their mutual conceptual framework with the help of the ICF when setting goals or objectives for students with disabilities.

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