scholarly journals Comparison of task interspersal ratios on efficiency of learning and problem behavior for children with autism spectrum disorder

2018 ◽  
Vol 52 (2) ◽  
pp. 355-369 ◽  
Author(s):  
Sophie C. Knutson ◽  
Tiffany Kodak ◽  
Dayna R. Costello ◽  
Terra Cliett
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Task Interspersal

scholarly journals Context-Based Assessment and Intervention for Problem Behavior in Children With Autism Spectrum Disorder

2009 ◽  
Vol 33 (6) ◽  
pp. 707-742 ◽  
Author(s):  
Sanja I. Cale ◽  
Edward G. Carr ◽  
Audrey Blakeley-Smith ◽  
Jamie S. Owen-DeSchryver
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Hair Cortisol and Self-Injurious Behavior Among Children With Autism Spectrum Disorder

2021 ◽  
Vol 126 (2) ◽  
pp. 158-166
Author(s):  
Andrea B. Courtemanche ◽  
William R. Black ◽  
Jerrold S. Meyer
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behavior ◽  
Physiological Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Ratings ◽  
Hair Cortisol ◽  
Hpa Axis Activity ◽  
The Relationship

Abstract Elevated salivary cortisol levels have been documented in individuals who engage in self-injurious behavior (SIB), indicating acute physiological stress. Less is known about the chronicity of stress and SIB. We analyzed the relationship between parent ratings of problem behavior and hair cortisol concentrations (an index of chronic adrenocortical activity) in 23 children with autism spectrum disorder (ASD). Parent ratings of problem behavior were not significantly correlated with hair cortisol concentrations. When children were categorized into groups based on the frequency and severity of SIB, participants with the greatest frequency and severity of SIB had higher hair cortisol concentrations compared to children without SIB. Frequent and severe SIB may be associated with altered hypothalamic-pituitary-adrenal (HPA) axis activity in children with ASD.

Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability

2017 ◽  
Vol 47 (12) ◽  
pp. 3930-3948 ◽  
Author(s):  
Lauren J. Moskowitz ◽  
Caitlin E. Walsh ◽  
Emile Mulder ◽  
Darlene Magito McLaughlin ◽  
Greg Hajcak ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Problem Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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