scholarly journals The Association between Adult Participation and the Engagement of Preschoolers with ASD

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Ann M. Sam ◽  
Stephanie S. Reszka ◽  
Brian A. Boyd ◽  
Yi Pan ◽  
Kara Hume ◽  
...  
Keyword(s):  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Limited Information ◽  
Autism Severity ◽  
Language Abilities ◽  
Adult Behavior ◽  
Adult Participation ◽  
Preschool Classrooms ◽  
Children With Asd ◽  
Child Engagement

The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD.

scholarly journals Enhancement of Social Communication Behaviors in Young Children With Autism Affects Maternal Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Dominik Laister ◽  
Giacomo Vivanti ◽  
Peter B. Marschik ◽  
Johannes Fellinger ◽  
Daniel Holzinger
Keyword(s):  
Social Communication ◽  
Challenging Behavior ◽  
Mental Health Problems ◽  
Maternal Stress ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Communication Behaviors ◽  
Children With Asd

Children with autism spectrum disorder (ASD) show difficulties in social communication behaviors, emotion regulation and daily living skills, and they frequently present with challenging behaviors. In parents of children with ASD, higher rates of stress and mental health problems have been reported than in parents of either typically developing children or children with other conditions. In this study, we tested whether maternal well-being changes with improved social communicative behaviors of children with ASD receiving early intervention. We examined developmental changes in 72 pre-schoolers and stress levels in their mothers (measured by the Parental Stress Inventory) before and after a 12-month community-based intervention program based on the Early Start Denver Model, a naturalistic developmental behavioral intervention targeting social communication. Multiple regression analyses showed that maternal child-related stress was predicted by changes in children's social communication behaviors (measured with the Pervasive Developmental Disorder Behavior Inventory). Gains in the early social communication behavior domain were the strongest predictor of post-intervention child-related maternal stress, surpassing adaptive behavior, language and non-verbal cognitive gains, and reduction in challenging behavior. These findings support the hypothesis that, in children with ASD, the acquisition of social communication behaviors contribute to improvements in maternal well-being.

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

2021 ◽  
pp. 109830072098353
Author(s):  
Emily Gregori ◽  
Mandy J. Rispoli ◽  
Catharine Lory ◽  
So Yeon Kim ◽  
Marie David
Keyword(s):  
Special Education Teachers ◽  
Challenging Behavior ◽  
Professional Growth ◽  
Implementation Fidelity ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Baseline Design ◽  
Behavioral Needs ◽  
Teacher Coaching ◽  
Child Engagement

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

scholarly journals Assistive Technology and Cognitive-Behavioral Programs for Promoting Adaptive Skills of Persons with Alzheimer Disease: A Selective Review

2018 ◽  
Vol 2 (3) ◽  
pp. 14-29
Author(s):  
Viviana Perilli ◽  
Fabrizio Stasolla ◽  
Stefania Maselli ◽  
Isabel Morelli
Keyword(s):  
Quality Of Life ◽  
Alzheimer Disease ◽  
Assistive Technology ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Cognitive Behavioral ◽  
Adaptive Responding

Background: Person with Alzheimer Disease may present cognitive, social, communication, physical, and orientation impairments. Furthermore, individuals with Alzheimer Disease may exhibit challenging behavior, isolation, and passivity. Objectives: To emphasize the role of Assistive Technology-based interventions and Cognitive-Behavioral Programs to improve the independence, and the quality of life of patients with Alzheimer Disease. To assess the effects on teaching adaptive responding, and decreasing challenging behaviors. Method: A selective literature review was carried out considering Alzheimer, Assistive Technology, Cognitive-Behavioral Programs, Adaptive Responding, Challenging Behaviors, and Quality of life as keywords. Twenty-six studies were reviewed. Results: Empirical data demonstrated the effectiveness, and the suitability of the selected interventions, although few failures occurred. The participants involved significantly increased their adaptive responding during the intervention phases, and maintained their performance over the time. Conclusion: Assistive Technology-based rehabilitative programs and Cognitive-Behavioral Interventions may be helpful for promoting the independence and the quality of life of individuals with Alzheimer Disease.

scholarly journals Development and Preliminary Content Validation of ENGAGE as an Assessment of Preschool Interactions and Active Engagement

2021 ◽  
Author(s):  
LeAnne Johnson ◽  
Maria Hugh ◽  
Andrea Ford ◽  
Danielle Dupuis ◽  
Kelsey Young ◽  
...  
Keyword(s):  
Training Session ◽  
Adult Child ◽  
Observation System ◽  
Active Engagement ◽  
Developmental Needs ◽  
Web Based ◽  
Embedded Instruction ◽  
Preschool Classrooms ◽  
Child Engagement ◽  
Core Features

<p></p><p>ENGAGE is in development as a web-based observation system with core features we believe will facilitate its use as a scalable assessment-to-action coaching and instructional support system in preschool classrooms. ENGAGE assesses adult interaction practices and children’s active engagement such that classroom teams receive data to inform their intentional design and delivery of embedded instruction that can be made more effective for children’s developmental needs through differentiation and intensification. For this study, we describe important precursors to evaluating other psychometric properties within an argument-based approach to validation. We used iterative cycles to gather evidence to refine and validate the content of our measurement targets (i.e., adult interaction practices and child active engagement) as well as constructs (i.e., groupings of practices by theorized mechanisms). Following two iterative rounds using online questionnaires, responses from participants representing intended users of ENGAGE generally demonstrated consistency with our definitions and conceptualizations, with more varied responses for child engagement. We discuss our procedures and results in terms of reducing measurement error that may be attributable to measurement targets in advance of future examinations of observation conditions (e.g., observer training, session duration) and situational variance (e.g., instructional pedagogy, adult-child ratios) that are often influential within observation-based assessments.</p>

scholarly journals Caregiver-mediated approaches to managing challenging behaviors in children with autism spectrum disorder

2013 ◽  
Vol 15 (2) ◽  
pp. 225-233
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Significant Proportion ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Adolescents With Asd

A significant proportion of children with autism spectrum disorder (ASD) are referred to mental health centers due to the presence of challenging behaviors. Because challenging behaviors in children and adolescents with ASD often result from underlying social and communication difficulties and comorbid anxiety, traditional caregiver-mediated behavior intervention techniques developed for children with disruptive behavior disorders may need to be adapted for this population. Behavioral interventions that target communication skills, social skills, anxiety, and sensory responsiveness in children with ASD may be needed. Notably, while best practice necessitates the involvement of caregivers in treating children and adolescents with ASD, few randomized control studies have examined the effectiveness of caregiver-implemented interventions in reducing challenging behaviors. This review summarizes the current literature with regard to caregiver-mediated behavioral interventions for children with ASD, and suggests areas for intervention development and research.

Speech Abilities in a Heterogeneous Group of Children With Autism

2021 ◽  
pp. 1-15
Author(s):  
Kate Broome ◽  
Patricia McCabe ◽  
Kimberley Docking ◽  
Maree Doble ◽  
Bronwyn Carrigg
Keyword(s):  
Expressive Language ◽  
Children With Autism ◽  
Spontaneous Speech ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Speech Development ◽  
Limited Information ◽  
Number Of Children ◽  
Children With Asd ◽  
Speech Data

Purpose This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. Method Participants were 23 children aged 2;0–6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. Results Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability ( n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures ( n = 3), and (c) children with low language and low speech development ( n = 10). Conclusions This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978

Fostering Inclusion of Children and Adolescents With Autism Spectrum Disorders in Daily Settings Through Technological Supports

2021 ◽  
pp. 224-245
Author(s):  
Fabrizio Stasolla ◽  
Alessandro O. Caffò ◽  
Viviana Perilli
Keyword(s):  
Autism Spectrum Disorders ◽  
Assistive Technology ◽  
Communication Skills ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
The Third ◽  
Children With Asd ◽  
Adolescents With Autism ◽  
Spectrum Disorders

This chapter emphasizes a selective overview of the newest empirical contributions available in the literature within the last decade (i.e., 2008-2019) regarding the use of assistive technology for the inclusion of children with autism spectrum disorders (ASD) in daily settings. According to the including and excluding criteria, 40 studies were retained and grouped in five main categories, namely (1) communication skills, (2) adaptive and/or social skills, (3) life skills, (4) challenging behaviors, and (5) academic performance. The first aim of the chapter was to outline strengths and weaknesses of the aforementioned studies. The second objective of the chapter was to provide some practical and illustrative examples of assistive technology-based programs aimed at the integration of children with ASD in daily settings. Finally, the third purpose was to discuss the findings pointing out some useful guidelines for future research and practice. Results were fairly positive, although some failure occurred. Clinical, educational, psychological, and rehabilitative implications were critically discussed.

scholarly journals Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder

2018 ◽  
Vol 46 (1) ◽  
pp. 46-58
Author(s):  
Therese McNamee ◽  
Sandra Patton
Keyword(s):  
Occupational Therapy ◽  
Emergent Literacy ◽  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Limited Information ◽  
Occupational Therapy Education ◽  
Autistic Spectrum ◽  
Content Type ◽  
Children With Asd ◽  
The Republic

Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

2020 ◽  
pp. 109830072092968
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons
Keyword(s):  
Challenging Behavior ◽  
Academic Engagement ◽  
Single Case ◽  
Challenging Behaviors ◽  
Performance Assessments ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Alternating Treatments Design ◽  
Computer Based ◽  
Assisted Instruction

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

scholarly journals Toward data-based clinical decision making for adults with challenging behavior using the Behavior Problems Inventory-Short Form (BPI-S)

2018 ◽  
Vol 23 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Darren L. Bowring ◽  
Vasiliki Totsika ◽  
Richard P. Hastings ◽  
Sandy Toogood
Keyword(s):  
Behavior Problems ◽  
Behavior Change ◽  
Challenging Behavior ◽  
Clinical Decision Making ◽  
Short Form ◽  
Challenging Behaviors ◽  
Clinical Decision ◽  
Service Evaluation ◽  
Content Type ◽  
Clinically Significant

Purpose The Behavior Problems Inventory-Short Form (BPI-S) is a shorter version of the Behavior Problems Inventory-01. In this paper, BPI-S population norms are reported from a total administrative population of adults with intellectual disability (ID). To facilitate the use of the BPI-S in clinical services to assess behavior change, the purpose of this paper is to describe how to use BPI-S clinically significant and reliable change (RC) scores. Design/methodology/approach Data were gathered on 265 adults with ID known to services. Proxy informants completed the BPI-S on challenging behaviors over the previous six months. Clinically significant cut-off values and RC scores were calculated using the Jacobson and Truax’s (1991) method. Findings BPI-S clinical reference data are presented to provide benchmarks for individual and group comparisons regarding challenging behavior. Examples demonstrate how to use clinical norms to determine change. Practical implications Behavior change is a major goal of researchers and practitioners. Data from the present study can make the BPI-S a valuable tool for determining change in challenging behavior following service input or intervention. Originality/value Whilst well used in research, the BPI-S may be less extensively used in practice. This present study provides data to enable researchers and practitioners to use the BPI-S more widely in assessing clinical outcomes, such as intervention research and service evaluation.

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