Investigating the Effectiveness of a Developmental, Individual Difference, Relationship-Based (DIR) Improvisational Music Therapy Program on Social Communication for Children with Autism Spectrum Disorder

Sensory issues and Repetitive Behaviors are the key features of Autism Disorder Syndrome (ASD). This is a neurodevelopmental condition marked by social communication impairments and the occurrence ofrestricted and repeated behavioral habits and desires, including irregular responses to sensory stimuli.

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SMARTer Approach to Personalizing Intervention for Children With Autism Spectrum Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2018_jslhr-l-rsaut-18-0029 ◽

2018 ◽

Vol 61 (11) ◽

pp. 2629-2640 ◽

Cited By ~ 6

Author(s):

Connie Kasari ◽

Alexandra Sturm ◽

Wendy Shih

Keyword(s):

Autism Spectrum Disorder ◽

Research Methods ◽

Social Communication ◽

Empirical Studies ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Current Status ◽

Evidence Based ◽

Targeted Interventions

Purpose This review article introduces research methods for personalization of intervention. Our goals are to review evidence-based practices for improving social communication impairment in children with autism spectrum disorder generally and then how these practices can be systematized in ways that personalize intervention, especially for children who respond slowly to an initial evidence-based practice. Method The narrative reflects on the current status of modular and targeted interventions on social communication outcomes in the field of autism research. Questions are introduced regarding personalization of interventions that can be addressed through research methods. These research methods include adaptive treatment designs and the Sequential Multiple Assignment Randomized Trial. Examples of empirical studies using research designs are presented to answer questions of personalization. Conclusion Bridging the gap between research studies and clinical practice can be advanced by research that attempts to answer questions pertinent to the broad heterogeneity in children with autism spectrum disorder, their response to interventions, and the fact that a single intervention is not effective for all children. Presentation Video https://doi.org/10.23641/asha.7298021

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Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input

Journal of Speech Language and Hearing Research ◽

10.1044/2018_jslhr-l-rsaut-18-0024 ◽

2018 ◽

Vol 61 (11) ◽

pp. 2659-2672 ◽

Cited By ~ 5

Author(s):

Sudha Arunachalam ◽

Rhiannon J. Luyster

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Children With Autism ◽

Autism Spectrum ◽

Lexical Representation ◽

Spectrum Disorder ◽

Learning Situation ◽

Lexical Development ◽

The Social ◽

Processing Demands

Purpose Most children with autism spectrum disorder (ASD) have below-age lexical knowledge and lexical representation. Our goal is to examine ways in which difficulties with social communication and language processing that are often associated with ASD may constrain these children's abilities to learn new words and to explore whether minimizing the social communication and processing demands of the learning situation can lead to successful learning. Method In this narrative review of recent work on lexical development in ASD, we describe key findings on children's acquisition of nouns, pronouns, and verbs and outline our research program currently in progress aimed at further elucidating these issues. Conclusion Our review of studies that examine lexical development in children with ASD suggests that innovative intervention approaches that take into account both the social communication and processing demands of the learning situation may be particularly beneficial. Presentation Video https://doi.org/10.23641/asha.7324013

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