Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation

2019 ◽  
Vol 13 (2) ◽  
pp. 320-337
Author(s):  
Gili Katz‐Nave ◽  
Yael Adini ◽  
Orit E. Hetzroni ◽  
Yoram S. Bonneh
Keyword(s):  
Beneficial Effect ◽  
Sequence Learning ◽  
Vestibular Stimulation ◽  
Minimally Verbal ◽  
Children With Asd ◽  
Minimally Verbal Children

A preliminary investigation assessing the basic digital capabilities of minimally verbal children on the autism spectrum with intellectual disability

2020 ◽  
Vol 14 (2) ◽  
pp. 127-135
Author(s):  
Petr Scholle ◽  
Gerardo Herrera ◽  
Javier Sevilla ◽  
Mark Brosnan
Keyword(s):  
Intellectual Disability ◽  
Autism Spectrum ◽  
Future Research ◽  
Minimally Verbal ◽  
Content Type ◽  
Technological Support ◽  
Children With Asd ◽  
Tablet Device ◽  
Digital Tablet ◽  
Minimally Verbal Children

Purpose Children with Autism Spectrum Disorder (ASD) can demonstrate a preference for using digital technologies which can represent a relative strength within the autism community. Such a strength would have implications for digitally mediated interventions and support for autism. However, research to date has not developed a methodology for assessing the capabilities of minimally verbal children on the autism spectrum with intellectual disability (ID) to use digital technology. Design/methodology/approach Six minimally verbal children with ASD and ID undertook an accessible assessment that identified what capabilities for interacting with a digital tablet device they could and could not demonstrate. Twelve brief assessments were demonstrated, including turning on the device, adjusting the volume, operating the camera, touching, tilting and rotating the screen. Findings Participants could be assessed on their digital capabilities. In this study, participants could largely touch and swipe the screen effectively and leave the app, but could not tilt and rotate the screen nor turn on the digital tablet device. Research limitations/implications While the numbers were small, the findings indicate that the digital capabilities of this group can usefully be assessed. Future research can use such assessments to highlight how intervention effectiveness and support can be enhanced by matching the digital capacities of minimally verbal children with ASD and ID to technological support. This is a preliminary study and a greater understanding of children’s prior experiences with technology will better inform how and which digital capabilities develop. Originality/value This is the first study to assess a range of basic capabilities for using digital tablet devices in minimally verbal children with ASD and ID.

Early response to JASP-EMT intervention in minimally verbal children with ASD

2013 ◽  
Author(s):  
Kelly S. Goods ◽  
Charlotte Mucchetti ◽  
Kathryne Krueger ◽  
Ann P. Kaiser ◽  
Jennifer P. Nietfeld ◽  
...  
Keyword(s):  
Early Response ◽  
Minimally Verbal ◽  
Children With Asd ◽  
Minimally Verbal Children

Communication growth in minimally verbal children with ASD: The importance of interaction

2016 ◽  
Vol 9 (10) ◽  
pp. 1093-1102 ◽  
Author(s):  
Charlotte DiStefano ◽  
Wendy Shih ◽  
Ann Kaiser ◽  
Rebecca Landa ◽  
Connie Kasari
Keyword(s):  
Minimally Verbal ◽  
Children With Asd ◽  
Communication Growth ◽  
Minimally Verbal Children

Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder

2021 ◽  
pp. 108835762110350
Author(s):  
Gökhan Töret
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Minimally Verbal ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Minimally Verbal Children

Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. On the contrary, both groups display an association between imitation recognition and a variety of play actions in both groups.

The Window to Language is Still Open: Distinguishing Between Preverbal and Minimally Verbal Children With ASD

2016 ◽  
Vol 1 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Charlotte DiStefano ◽  
Connie Kasari
Keyword(s):  
Language Development ◽  
Children With Autism ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Minimally Verbal ◽  
Linguistic Communication ◽  
Children With Asd ◽  
Preschool Age Children ◽  
Minimally Verbal Children

While a large number of preschool age children with autism spectrum disorder (ASD) use no or little spoken language, only a portion will remain minimally verbal into elementary school. Determining whether a child is likely to remain minimally verbal past the preschool years is of great importance to families and clinicians, and can inform intervention efforts. Evidence from both behavioral and neuroimaging studies provide support for the idea that minimally verbal children with ASD have specific and unique expressive language deficits and are not simply at an earlier stage of language development. Intervention that focuses on pre-linguistic skills, such as joint attention, gestures, and vocalizations can be effective to increase language in pre- and minimally verbal children with ASD. The use of speech generating devices (SGD) has also been shown to support spoken language development in this population. Although many preschool aged children with ASD are using no or very little language, many of these children are in fact pre-verbal, and will continue to develop language skills. Targeted intervention, including a focus on pre-linguistic communication and SGD, will help support their language development.

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