scholarly journals Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

2016 ◽  
Vol 42 ◽  
pp. 65-74 ◽  
Author(s):  
Catherine Grainger ◽  
David M. Williams ◽  
Sophie E. Lind
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Control Processes ◽  
And Control

Colorful Semantics in Cypriot-Greek-Speaking Children with Autism Spectrum Disorder

2020 ◽  
pp. 1-10
Author(s):  
Maria Christopoulou ◽  
Louiza Voniati ◽  
Konstantinos Drosos ◽  
Spyros Armostis
Keyword(s):  
Autism Spectrum Disorder ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Randomized Control Trial Design ◽  
Children With Asd ◽  
Morphosyntactic Development ◽  
Mean Length Of Utterance ◽  
And Control

<b><i>Objectives:</i></b> The aims of this study were: (1) to investigate the effect of colorful semantics (CS) on the morphosyntactic and semantic development of Cypriot-Greek (CG)-speaking children with autism spectrum disorder (ASD) to obtain a better understanding of its role in an augmentative communication (AC) intervention program; (2) to address the paucity of intervention tools geared for CG-speaking children with ASD. <b><i>Participants and Methods:</i></b> The study included 24 boys and 16 girls with ASD, all preschool-aged 4–6 years. All were verbal but with limited production and minimal mean length of utterance. The study followed a randomized control trial design with equally sized experimental and control groups. The experimental group followed a therapeutic program using the AC with a CS protocol, while the control group’s AC intervention did not include the CS protocol. <b><i>Results:</i></b> The use of CS significantly improved the children’s semantic and morphosyntactic development. <b><i>Conclusions:</i></b> The intervention results illustrate the effectiveness of CS in this study; however, generalizability of effectiveness to other similar CG-speaking children with ASD requires further evidence.

scholarly journals Behavioural Improvements in Children with Autism Spectrum Disorder after Participation in an Adapted Judo Programme Followed by Deleterious Effects during the COVID-19 Lockdown

2021 ◽  
Vol 18 (16) ◽  
pp. 8515
Author(s):  
Jose Morales ◽  
David H. Fukuda ◽  
Vanessa Garcia ◽  
Emanuela Pierantozzi ◽  
Cristina Curto ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Control Period ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Educational Needs ◽  
School Closures ◽  
Diagnostic And Statistical Manual ◽  
Novel Coronavirus ◽  
And Control

The public health lockdown prompted by the novel coronavirus (COVID-19) pandemic, which included school closures that may have potentially serious consequences for people with disabilities or special educational needs, disrupted an ongoing adapted judo training intervention in children with Autism Spectrum Disorder (ASD). The purpose of this study was to compare repetitive behaviours, social interaction, social communication, emotional responses, cognitive style and maladaptive speech scores across four time-points: baseline, after an eight-week control period, after an eight-week judo intervention and after an eight-week lockdown period due to COVID-19. The sample consisted of 11 children diagnosed with ASD according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition (DSM-V), with an intelligence quotient (IQ) range between 60 and 70. Significant improvements were shown following the judo intervention period compared to the baseline and control periods. However, the same values significantly declined during the COVID-19 lockdown period resulting in values lower than those recorded at baseline, and following the control period and the judo intervention. The decline in psychosocial and behavioural scores are likely due to the stress caused by the sudden halt in activity and the increase in sedentary practices associated with the lockdown.

scholarly journals Presence of Contagious Yawning in Children with Autism Spectrum Disorder

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Saori Usui ◽  
Atsushi Senju ◽  
Yukiko Kikuchi ◽  
Hironori Akechi ◽  
Yoshikuni Tojo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Eye Tracker ◽  
Contagious Yawning ◽  
Children With Asd ◽  
The Face ◽  
And Control

Most previous studies suggest diminished susceptibility to contagious yawning in children with autism spectrum disorder (ASD). However, it could be driven by their atypical attention to the face. To test this hypothesis, children with ASD and typically developing (TD) children were shown yawning and control movies. To ensure participants' attention to the face, an eye tracker controlled the onset of the yawning and control stimuli. Results demonstrated that both TD children and children with ASD yawned more frequently when they watched the yawning stimuli than the control stimuli. It is suggested therefore that the absence of contagious yawning in children with ASD, as reported in previous studies, might relate to their weaker tendency to spontaneously attend to others' faces.

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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