scholarly journals Early Intervention with a Parent-Delivered Massage Protocol Directed at Tactile Abnormalities Decreases Severity of Autism and Improves Child-to-Parent Interactions: A Replication Study

2015 ◽  
Vol 2015 ◽  
pp. 1-16 ◽  
Author(s):  
Louisa M. T. Silva ◽  
Mark Schalock ◽  
Kristen R. Gabrielsen ◽  
Sarojini S. Budden ◽  
Martha Buenrostro ◽  
...  
Keyword(s):  
Preschool Children ◽  
Children With Autism ◽  
Receptive Language ◽  
Replication Study ◽  
Sensory Abnormalities ◽  
Autism Treatment ◽  
Social Communication Skills ◽  
Weekly Treatment ◽  
Massage Treatment ◽  
Parent Interactions

Tactile abnormalities are severe and universal in preschool children with autism. They respond well to treatment with a daily massage protocol directed at tactile abnormalities (QST massage for autism). Treatment is based on a model for autism proposing that tactile impairment poses a barrier to development. Two previous randomized controlled trials evaluating five months of massage treatment reported improvement of behavior, social/communication skills, and tactile and other sensory symptoms. This is the first report from a two-year replication study evaluating the protocol in 103 preschool children with autism. Parents gave daily treatment; trained staff gave weekly treatment and parent support. Five-month outcomes replicated earlier studies and showed normalization of receptive language (18%,P=.03), autistic behavior (32%,P=.006), total sensory abnormalities (38%,P=.0000005), tactile abnormalities (49%,P=.0002), and decreased autism severity (medium to large effect size,P=.008). In addition, parents reported improved child-to-parent interactions, bonding, and decreased parenting stress (44%,P=.00008). Early childhood special education programs are tasked with addressing sensory abnormalities and engaging parents in effective home programs. Until now, they have lacked research-based methods to do so. This program fulfills the need. It is recommended to parents and ECSE programs (ages 3–5) at autism diagnosis.

Motor competency and social communication skills in preschool children with autism spectrum disorder

2018 ◽  
Vol 11 (6) ◽  
pp. 893-902 ◽  
Author(s):  
Francesco Craig ◽  
Alessandro Lorenzo ◽  
Elisabetta Lucarelli ◽  
Luigi Russo ◽  
Isabella Fanizza ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills

scholarly journals Informant (Dis)Agreement on Ratings of Challenging Behaviors and Social Communication in Preschool Children With Autism Spectrum Disorder

2021 ◽  
pp. 1-10
Author(s):  
Rachel Reetzke ◽  
Danika Pfeiffer ◽  
Luther G. Kalb ◽  
Calliope Holingue ◽  
Carrie Zetlmeisl ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Communication ◽  
Developmental Disorder ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Informant Ratings ◽  
Social Communication Skills ◽  
Children With Asd ◽  
Informant Disagreement

Purpose Cross-informant ratings are considered best practice for assessing children with autism spectrum disorder (ASD). However, informant disagreement often occurs, which can pose significant challenges to various aspects of clinical services. This study explored the degree of parent and speech-language pathologist (SLP) agreement on ratings of challenging behaviors and social communication skills in preschool children with ASD. Method Fifty-eight informant ratings of challenging behaviors and social communication skills were collected from parents and SLPs on the same 29 preschool children with ASD ( M = 49.93 months, SD = 11.67 months) using the Pervasive Developmental Disorder Behavior Inventory. Parent versus SLP group rating comparisons were assessed with paired t tests and Cohen's d effect sizes. Intraclass correlation coefficients were calculated to examine interrater reliability between individual parent and SLP ratings. Bland–Altman plots were generated to evaluate informant agreement across the entire range of Pervasive Developmental Disorder Behavior Inventory composite scores. Results Group comparisons indicated that parents rated arousal regulation problems as more severe than SLPs, with no other group differences observed. Parents and SLPs exhibited poor agreement on ratings of challenging behaviors; however, moderate to good agreement was observed for social communication ratings. Conclusions These results highlight the importance of including parents in the assessment and treatment planning process for preschool children with ASD, as parents may report key behavioral concerns that clinicians may not otherwise observe. Understanding behaviors that may be more prone to informant disagreement has implications for promoting a shared understanding of behavioral concerns and treatment targets between parents and clinicians.

Teaching receptive language to children with autism: A selective overview.

2004 ◽  
Vol 4 (4) ◽  
pp. 378-385 ◽  
Author(s):  
Lillian V. Pelios ◽  
Amy Sucharzewski
Keyword(s):  
Children With Autism ◽  
Receptive Language

The Effect of Sensory Stories on Targeted Behaviors in Preschool Children with Autism

2007 ◽  
Vol 27 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Deborah Marr ◽  
Heather Mika ◽  
Jennifer Miraglia ◽  
Maxine Roerig ◽  
Rebecca Sinnott
Keyword(s):  
Preschool Children ◽  
Children With Autism

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 424-438 ◽  
Author(s):  
M. F. Westerveld ◽  
J. Paynter ◽  
D. Trembath ◽  
A. A. Webster ◽  
A. M. Hodge ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Emergent Literacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Emergent Literacy Skills
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