The effects of prompting, fading, and differential reinforcement on vocal mands in non-verbal preschool children with autism spectrum disorders

2010 ◽  
Vol 25 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Benjamin R. Thomas ◽  
Michael Lafasakis ◽  
Peter Sturmey
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Differential Reinforcement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders ◽  
Vocal Mands

Oral health among preschool children with autism spectrum disorders: A case-control study

Autism ◽  
2014 ◽  
Vol 19 (6) ◽  
pp. 746-751 ◽  
Author(s):  
Rennan Y Du ◽  
Cynthia KY Yiu ◽  
Nigel M King ◽  
Virginia CN Wong ◽  
Colman PJ McGrath
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Oral Health ◽  
Case Control Study ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Case Control ◽  
Spectrum Disorders ◽  
Control Study

scholarly journals Psychological Characteristics of Play Activities for Preschool Children with Autism Spectrum Disorders

2021 ◽  
pp. 123-130
Author(s):  
И.А. Конева ◽  
Т.А. Серебрякова ◽  
О.И. Борисова
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Quality Analysis ◽  
Object Play ◽  
Children's Play ◽  
Children’S Play ◽  
Spectrum Disorders

В статье рассматриваются особенности игровой деятельности дошкольников с расстройствами аутистического спектра (РАС). Данная проблема является недостаточно разработанной в специальной психологии и психокоррекционной практике и очень актуальной с точки зрения оптимизации развития детей с РАС. Анализируются результаты психологических исследований по отмеченной проблеме; описывается методологический аппарат проведенного авторами эмпирического изучения особенностей игровой деятельности дошкольников с расстройствами аутистического спектра (РАС): цель, гипотеза, методики; дается качественный анализ полученных результатов. В процессе сравнения особенностей игры дошкольников с РАС с возрастными нормативами доказано, что игровая деятельность этих детей отличается своеобразием: у большинства преобладает предметно-манипулятивная деятельность; отмечаются трудности в использовании предметов-заместителей в игре, нарушения при использовании свойств игрушки; предпочитаемая игра имеет стереотипный характер, а основным побудителем для игры служит выраженный сенсорный раздражитель. Подтверждена гипотеза о том, что у дошкольников с РАС в игровой деятельности преобладают предметные манипуляции, стереотипные действия, использование игрушек не по назначению. Кроме того, у дошкольников с РАС выявлены индивидуальные особенности игровой деятельности: предпочитаемые игры и игрушки, выбираемые места для игр, наличие или отсутствие ролевой речи. Перспективы дальнейшего исследования особенностей игровой деятельности дошкольников с расстройствами аутистического спектра могут быть связаны с разработкой индивидуально ориентированных коррекционно-развивающих программ с учетом особенностей игры каждого ребенка для оптимизации его общего психического развития. The article treats the characteristics of play activities for preschool children with autism spectrum disorders. This issue of special psychology and psychocorrectional practice is under-investigated and highly relevant as a means to enhance the development of children with autism spectrum disorders. The article analyzes the results of psychological research on the issue. It describes the methodological apparatus for empirical investigation of play activities for preschool children with autism spectrum disorders: the aim, the hypothesis, the methods employed. It also provides a quality analysis of the obtained results. A comparative analysis of autistic children’s play activities and play activities of normotypical children of the same age shows that autistic children’s play activities have some peculiarities: the majority of children engage in object play, they experience difficulties with symbolic play, cannot properly use the properties of a play object, they prefer stereotypical and repetitive play activities, they engage in play activities for the physical sensation it creates. The article proves the hypothesis that preschool children with autism spectrum disorders engage in object manipulations, stereotypical activities, do not use objects the way they are intended to be used. Moreover, preschool children with autism spectrum disorders demonstrate individual peculiarities when engaged in play activities: favorite toys and games, favorite play spots, absence or presence of verbal communication during pretend play. Further investigation of play activities for preschool children with autism spectrum disorders can be associated with the development of individual correctional programs that take into consideration children’s individual play characteristics and enhance children’s psychological development.

Medical conditions affect the outcome of early intervention in preschool children with autism spectrum disorders

2012 ◽  
Vol 22 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Mats Anders Eriksson ◽  
Joakim Westerlund ◽  
Åsa Hedvall ◽  
Per Åmark ◽  
Christopher Gillberg ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Medical Conditions ◽  
Spectrum Disorders

scholarly journals EXPERIMENTAL APPLICATION OF HIPPOTHERAPY AGAINST PROBLEMS OF SENSOR INTEGRATION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS

2020 ◽  
Vol 19 (S2) ◽  
pp. 110-118
Author(s):  
E Ovsiannikov ◽  
G Koviazina ◽  
V Poperekov ◽  
N Buldakova
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Sensory Integration ◽  
Visual Information ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Experimental Application ◽  
Spectrum Disorders ◽  
Romberg Test ◽  
Experimental Group

Aim. The purpose of the article is to improve sensory integration, coordination and conditioning abilities in preschool children with autism spectrum disorders (ASD) through hippotherapy classes. Material and methods. The pedagogical experiment was conducted on the premises of the Favorit equestrian club (Podolsk, Moscow Region) from September 2016 to September 2018. 10 preschool children with ASD participated in the experiment (experimental group). The following research methods were used: theoretical analysis and literature summary; pedagogical testing; summative and formative assessment; methods of mathematical statistics. Results. Analysis of changes in the indicators of the experimental group from the beginning to the end of the pedagogical experiment showed positive changes. The Romberg test indicators improved by 3.3 s, the results of the trunk stability test and trunk lift test improved by 6 and 5.03 s, respectively (p < 0.05). Assessment of sensory integration showed an improvement in tactile sensation by 14 points, in the vestibular apparatus by 12.63 points, the perception of visual information improved by 8.4 points (p < 0.05). Conclusion. The pedagogical experiment confirms the effectiveness of using hippotherapy for sensory integration dysfunctions in preschool children with autism spectrum disorders and improving coordination and conditioning abilities in children.

scholarly journals Mini-Basketball Training Program Improves Physical Fitness and Social Communication in Preschool Children with Autism Spectrum Disorders

2020 ◽  
Vol 73 (1) ◽  
pp. 267-278 ◽  
Author(s):  
Ke-Long Cai ◽  
Jin-Gui Wang ◽  
Zhi-Mei Liu ◽  
Li-Na Zhu ◽  
Xuan Xiong ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Physical Fitness ◽  
Training Program ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Control Group ◽  
Physical Fitness Test ◽  
Spectrum Disorders

AbstractThis investigation examined the effects of a 12-week mini-basketball training program (MBTP) on physical fitness and social communication in preschool children with autism spectrum disorders (ASD). The study applied a quasi-experimental design. Fifty-nine preschool children aged 3-6 years with ASD were assigned to either a MBTP group (n = 30) or a control group (n = 29). Participants in the MBTP group received a scheduled mini-basketball training program (5 sessions per week, forty minutes per session) for twelve consecutive weeks, while the control group was instructed to maintain their daily activities. The physical fitness test and the parent-reported Social Responsiveness Scale Second Edition (SRS-2) test were performed before and after the intervention. Results indicated that the 12-week MBTP facilitated performance in the physical fitness test, particularly in speed-agility and muscular strength abilities. Additionally, children in the MBTP group demonstrated improvement in SRS-2 performance in social awareness, social cognition, social communication, and autistic mannerisms, whereas no such changes were found in the control group. It may be concluded that the 12-week MBTP could improve physical fitness and social communication in preschool children with ASD, and thus the use of physical exercise intervention as a therapeutic tool for preschoolers with ASD is recommended.

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