scholarly journals Performance Of Children With Autism In Parent-Administered Cognitive And Language Exercises

2017 ◽  
Author(s):  
Rita Dunn ◽  
Jonah Elgart ◽  
Lisa Lokshina ◽  
Alexander Faisman ◽  
Edward Khokhlovich ◽  
...  
Keyword(s):  
Positive Impact ◽  
Intensive Therapy ◽  
Early Period ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Programs ◽  
Newly Diagnosed ◽  
Older Children ◽  
Children With Asd ◽  
General Funding

AbstractThere is a broad scientific consensus that early and intensive therapy has the greatest chance of positive impact on an individual with autism spectrum disorder (ASD). However, the availability, quality, and general funding for early intervention programs is often lacking, leaving newly diagnosed children without adequate and sufficient therapy during the most critical early period of their development. Parent-administered iPad-assisted therapy has the potential to reduce the gap between the amount of therapy recommended for children with ASD and the amount they receive. However it is unclear how ASD severity and age influence a child’s ability to engage with and learn from computerized cognitive exercises. In this manuscript, we describe data from a tablet-based therapeutic application administered by parents to 1,514 young children with ASD over the course of four to twelve months. We report that older children and children with milder forms of ASD performed better and progressed faster in cognitive and language exercises. However, most children were able to engage with and learn from exercises independent of their age or ASD severity. This data confirm that tablet-based cognitive and language exercises can be successfully administered by parents to children as young as two years of age over the course of many months independent of ASD severity.

scholarly journals The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study

10.2196/12176 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e12176 ◽  
Author(s):  
Theoneste Ntalindwa ◽  
Tanjir Rashid Soron ◽  
Mathias Nduwingoma ◽  
Evariste Karangwa ◽  
Rebecca White
Keyword(s):  
Positive Impact ◽  
Low Cost ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Appropriate Technology ◽  
Children With Asd ◽  
Patterns Of Use ◽  
Starting Point ◽  
The Impact

Background The prevalence of Autism Spectrum Disorder (ASD) appears to be increasing globally due to the complex interaction of multiple biopsychosocial and environmental factors. Mobile phones, tablets, and other electronic gadgets have transformed our means of communication, and have also changed both healthcare and how we learn. These technological enhancements may have a positive impact on the lives of children, but there is currently a global scarcity of information on how information technology influences the education of children with ASD. Objective This study was conducted in Rwandan schools and communities, and aimed to understand the perceptions of students with ASD, their parents, and their teachers, on the use of Information and Communication Technology (ICT) in the education of those with ASD. Methods This qualitative descriptive study was conducted from December 2017 to July 2018. Researchers conducted four focus group discussions (FGDs) with 54 participants from different backgrounds: teachers, parents, and students with ASD. Each of the FGDs took approximately two and a half hours. A predefined set of open-ended questions were selected to discover people’s perceptions regarding assistive technologies used in ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. The interviews were recorded, transcribed, and analyzed. Results The findings of the study revealed seven key themes: (1) the use of ICT for the education of children with ASD; (2) existing augmentative facilities for learning; (3) current patterns of use of ICT in education; (4) preferred areas of learning for ASD students; (5) integration of ICT into educational programs; (6) areas of interest outside the classroom; and (7) future opportunities and challenges in Rwanda. We found most of the study participants assumed that appropriate technology and related innovations might solve the challenges faced by learners with ASD in classrooms. Moreover, they thought that children with ASD more so enjoyed watching television, playing digital games, and drawing objects using gadgets than interacting with people or playing with other children. Conclusions The use of various low-cost technical devices can aid with teaching and the education of children with autism in Rwanda. However, this area requires further research to discover the impact ICT can have on the education of children with ASD, so this study may become a starting point for further research in the area.

scholarly journals Comparison of performance on verbal and nonverbal multiple-cue responding tasks in children with ASD

2017 ◽  
Author(s):  
Lisa Lokshina ◽  
Alexander Faisman ◽  
Jonah Elgart ◽  
Edward Khokhlovich ◽  
Yuriy Gankin ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Important Implication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Therapeutic Interventions ◽  
Pivotal Response Treatment ◽  
Newly Diagnosed ◽  
Therapeutic Application ◽  
Children With Asd

In this manuscript, we present data from an ongoing study of a tablet-based therapeutic application designed for newly diagnosed children with autism spectrum disorder (ASD) and modeled on Pivotal Response Treatment (PRT), a technique known to be effective in educating children with ASD. We describe the creation of a variety of analogous tasks that were presented both verbally and nonverbally within the application. This work presents our hypothesis that children with ASD perform better when a command is presented nonverbally. This approach may have important implication for the most effective way of delivering early therapeutic interventions to children with ASD.

Parent Training Programs for School-Age Children With Autism: A Systematic Review

2017 ◽  
Vol 39 (4) ◽  
pp. 243-256 ◽  
Author(s):  
Marie E. Black ◽  
William J. Therrien
Keyword(s):  
Parent Training ◽  
Value Added ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Positive Effects ◽  
Children With Asd ◽  
Added Benefit

Parent training (PT) is widely used with families of children with autism spectrum disorder (ASD), and its benefits for young children and their parents have been documented. However, no reviews have examined the use of PT within interventions delivered to older children with ASD or investigated the added benefit of including a PT component in these interventions. Therefore, the purpose of this review is to explore the state of research regarding the inclusion of PT in interventions for school-age children with ASD and to determine the value added to these interventions by including a PT component. Fifteen PT studies examining 622 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for interventions that included PT. Importantly, three studies isolating the added benefit of PT demonstrated an effect size (ES) of 0.33, 95% confidence interval (CI) [0.05, 0.61], indicating the value added to interventions by including parents. More research is needed to understand the development of effective PT, its components, and how to best design these programs to benefit school-age children with ASD.

scholarly journals The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study (Preprint)

2018 ◽  
Author(s):  
Theoneste Ntalindwa ◽  
Tanjir Rashid Soron ◽  
Mathias Nduwingoma ◽  
Evariste Karangwa ◽  
Rebecca White
Keyword(s):  
Positive Impact ◽  
Low Cost ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Appropriate Technology ◽  
Children With Asd ◽  
Patterns Of Use ◽  
Starting Point ◽  
The Impact

BACKGROUND The prevalence of Autism Spectrum Disorder (ASD) appears to be increasing globally due to the complex interaction of multiple biopsychosocial and environmental factors. Mobile phones, tablets, and other electronic gadgets have transformed our means of communication, and have also changed both healthcare and how we learn. These technological enhancements may have a positive impact on the lives of children, but there is currently a global scarcity of information on how information technology influences the education of children with ASD. OBJECTIVE This study was conducted in Rwandan schools and communities, and aimed to understand the perceptions of students with ASD, their parents, and their teachers, on the use of Information and Communication Technology (ICT) in the education of those with ASD. METHODS This qualitative descriptive study was conducted from December 2017 to July 2018. Researchers conducted four focus group discussions (FGDs) with 54 participants from different backgrounds: teachers, parents, and students with ASD. Each of the FGDs took approximately two and a half hours. A predefined set of open-ended questions were selected to discover people’s perceptions regarding assistive technologies used in ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. The interviews were recorded, transcribed, and analyzed. RESULTS The findings of the study revealed seven key themes: (1) the use of ICT for the education of children with ASD; (2) existing augmentative facilities for learning; (3) current patterns of use of ICT in education; (4) preferred areas of learning for ASD students; (5) integration of ICT into educational programs; (6) areas of interest outside the classroom; and (7) future opportunities and challenges in Rwanda. We found most of the study participants assumed that appropriate technology and related innovations might solve the challenges faced by learners with ASD in classrooms. Moreover, they thought that children with ASD more so enjoyed watching television, playing digital games, and drawing objects using gadgets than interacting with people or playing with other children. CONCLUSIONS The use of various low-cost technical devices can aid with teaching and the education of children with autism in Rwanda. However, this area requires further research to discover the impact ICT can have on the education of children with ASD, so this study may become a starting point for further research in the area.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

Correlation Between DTI Findings and Volume of Corpus Callosum in Children with AUTISM

2019 ◽  
Vol 15 (9) ◽  
pp. 895-899 ◽  
Author(s):  
Hafize Otcu Temur ◽  
Ismail Yurtsever ◽  
Gozde Yesil ◽  
Rasul Sharifov ◽  
Fatih Temel Yilmaz ◽  
...  
Keyword(s):  
Corpus Callosum ◽  
Cortical Neurons ◽  
Diffusion Tensor ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Volume Measurements ◽  
Adc Values ◽  
Axonal Density ◽  
Area And Volume

Background: Autism Spectrum Disorder (ASD) is a complex developmental disorder in which neurological basis is largely unknown. The Corpus Callosum (CC) is the main commissure that connects the cerebral hemispheres. Previous evidence suggests the involvement of the CC in the pathophysiology of autism. Aim: The aim of our study is to assess whether there were any changes in Corpus Callosum (CC) area and volume and to reveal the relationship between Diffusion Tensor Imaging (DTI) features in genu and splenium of corpus callosum in children with ASD. Methods: Eighteen patient and 15 controls were recruited. The volumetric sagittal TI images were used to provide measurements of midsagittal corpus callosum surface area while FA, MD, RD, and ADC values were extracted from genu and splenium of corpus callosum after which the correlation in the area and volume in ASD children was examined. Results: CC area and volume in children with ASD were decreased than controls. FA values obtained from the genu and splenum of CC were significantly lower and RD values were significantly higher. A positive correlation was observed between the FA of the genu and splenium and area and volume of the CC. There was a negative correlation between ADC, MD and RD of CC and area and volume measurements. Conclusion: The conclusions in the interrelations of morphometric and DTI data may demonstrate a likelihood of damages in the axons and cortical neurons. The results showed that there existed microstructural damages from the DTI findings. Furthermore, the decrease in FA could be a representation of the reduction in the myelination in nerve pathways, impaired integrity, reduced axonal density, and organization. Indeed, the changes in volumetric and microstructural of CC could be useful in evaluating underlying pathophysiology in children with autism.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

scholarly journals Autism Detection in Children by Combined Use of Gaze Preference and the M-CHAT-R in a Resource-Scarce Setting

2021 ◽  
Vol 51 (3) ◽  
pp. 994-1006
Author(s):  
Kelly Jensen ◽  
◽  
Sassan Noazin ◽  
Leandra Bitterfeld ◽  
Andrea Carcelen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Early Screening ◽  
Resource Limited Settings ◽  
Children With Asd ◽  
Resource Limited ◽  
Combined Use ◽  
Better Than

AbstractMost children with autism spectrum disorder (ASD), in resource-limited settings (RLS), are diagnosed after the age of four. Our work confirmed and extended results of Pierce that eye tracking could discriminate between typically developing (TD) children and those with ASD. We demonstrated the initial 15 s was at least as discriminating as the entire video. We evaluated the GP-MCHAT-R, which combines the first 15 s of manually-coded gaze preference (GP) video with M-CHAT-R results on 73 TD children and 28 children with ASD, 36–99 months of age. The GP-MCHAT-R (AUC = 0.89 (95%CI: 0.82–0.95)), performed significantly better than the MCHAT-R (AUC = 0.78 (95%CI: 0.71–0.85)) and gaze preference (AUC = 0.76 (95%CI: 0.64–0.88)) alone. This tool may enable early screening for ASD in RLS.

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