scholarly journals Completeness of case ascertainment for surveillance of autism spectrum disorders using the autism developmental disabilities monitoring network methodology

2012 ◽  
Vol 5 (3) ◽  
pp. 185-189 ◽  
Author(s):  
Joyce S. Nicholas ◽  
Laura A. Carpenter ◽  
Lydia B. King ◽  
Walter Jenner ◽  
Amy Wahlquist ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Monitoring Network ◽  
Autism Spectrum ◽  
Case Ascertainment ◽  
Spectrum Disorders

Video Modeling for Learners with Developmental Disabilities

2016 ◽  
pp. 2276-2293
Author(s):  
Peggy J. S. Whitby ◽  
Christine R. Ogilvie ◽  
Krista Vince Garland
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Autism Spectrum ◽  
Research Literature ◽  
Evidence Based ◽  
Spectrum Disorders ◽  
Home Community

Video modeling is an evidence-based practice for learners with autism spectrum disorders (ASD). However, the use of video modeling interventions for learners with other developmental disabilities has received less applied attention in home, community, and classroom settings. This is unfortunate since the research literature supports the use of video modeling interventions for all learners with developmental disabilities. The purpose of this chapter is to introduce the research literature and make suggestions for implementing video modeling with learners who have developmental disabilities other than autism.

scholarly journals Interventions for Challenging Behaviours of Students with Autism Spectrum Disorders and Developmental Disabilities: A Synthesis Paper

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Janine Montgomery ◽  
Toby Martin ◽  
Shahin Shooshtari ◽  
Brenda M Stoesz ◽  
Dustin J Heinrichs ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Strong Support ◽  
Autism Spectrum ◽  
Research Literature ◽  
Quality Analysis ◽  
School Settings ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Challenging Behaviours

This synthesis paper summarizes research literature addressing challenging be-haviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a stan-dard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were in-tegrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future re-search.

scholarly journals Do Animals Perceive Human Developmental Disabilities? Guinea Pigs’ Behaviour with Children with Autism Spectrum Disorders and Children with Typical Development. A Pilot Study

Animals ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. 522
Author(s):  
Marine Grandgeorge ◽  
Elodie Dubois ◽  
Zarrin Alavi ◽  
Yannig Bourreau ◽  
Martine Hausberger
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Guinea Pigs ◽  
Acute Stress ◽  
Time Budget ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Human Animal ◽  
Spectrum Disorders

Some cues used by humans and animals during human-animal interactions may have significant effects, modulating these interactions (e.g., gaze direction, heart rate). This study aimed to determine whether an animal in human-animal interactions is capable of “perceiving” its human partner’s potential developmental “disabilities”. To test this hypothesis, we studied guinea pigs (GP) behaviours in the presence of 44 6-to-12-year-old children with either typical development (TD children) or with autism spectrum disorders (ASD children). Thus, we recorded the GP behaviours during the entire session (to establish their time budget) and focused in particular on the onset and end of physical interactions. The GP behaviours (e.g., feeding, resting, self-grooming, exploring) were not significantly different between the two groups of children during the whole session. GP behaviours in the presence of children differed slightly when encountering ASD children versus TD children: more positive behaviours toward ASD children at the onset, more feeding and resting in the presence of TD children toward the end of an interaction. TD children showed longer-lasting interactions. One could explain this by GP curiosity toward ASD children behaviours (e.g., no marked behaviours such as attempts to touch), whereas GPs seemed calmer at the end with TD children (i.e., interacting with ASD children may be a little stressful). This partly gave support to our study’s hypothesis. GPs seemed to perceive developmental disabilities during a first encounter with children and to adjust their behaviours to that of children. We discuss the issues of animal training, animals’ well-being and acute stress, whether they are pets or used in animal-assisted interventions. Further studies (on pets or animal-assisted interventions) are warranted.

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