scholarly journals Stimulation of Executive Functions as Part of the Language Intervention Process in Children with Autism Spectrum Disorder

2017 ◽  
Vol 69 (1-2) ◽  
pp. 78-83 ◽  
Author(s):  
Ingrid Ya I. Sun ◽  
Cristina Andrade Varanda ◽  
Fernanda Dreux Fernandes
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Intervention Process ◽  
Stimulation Of

Improving executive function skills in children with autism spectrum disorder: The example of a new executive training protocol based on LearnEnjoy digital apps

2015 ◽  
Vol 30 (S2) ◽  
pp. S56-S56
Author(s):  
S. Moutier
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Executive Functions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Executive Training ◽  
School Activities ◽  
Show Evidence ◽  
Atypical Development

Children with autism spectrum disorder (ASD) have serious difficulties to ignore visual and auditory distractors, or to inhibit ongoing activity on behalf of a new one, or to extract themselves from a routine. Such so-called executive functions enable us to control ourselves and to consider things from multiple points of view. They also involve paying attention, remembering what we need to remember to pursue our goals, thinking flexibly and not going on automatic, exercising inhibition. Then, the observed executive inefficiency of ASD could be one of the main cause of perseverating behaviors in daily life and school activities. If the question of the efficient evolution of these executive functions from childhood to neurotypical adulthood has been addressed in many cognitive development researches, very few studies have focused on the atypical development of ASD patients. Following Diamond et al. , it is important to note that beyond acquiring always more knowledge, it is crucial to be able to inhibit reactions that get in the way of learning something new. Using preliminary data, we will explain how LearnEnjoy apps could become an essential basis of an innovative experimental paradigm, aiming at a better understanding of the atypical executive development of school-age ASD children. Based on new executive digital apps such as Stroop or Flanker Tasks testing for executive inhibition, the main goal of this scientific project is to show evidence of the possibility of executive training in children with ASD. As executive function skills predict children's success in life and in school , such a new scientific study should allow us to envisage creating innovative remediation protocols for improving the deliberate, goal-directed control of behavior of ASD patients.

Speech–Language Intervention for Children With Autism Spectrum Disorder in Brazil

2014 ◽  
Vol 34 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Fernanda Dreux Miranda Fernandes ◽  
Cibelle A. H. Amato ◽  
Danielle A. Defense-Netrval ◽  
Daniela R. Molini-Avejonas
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder

Examining the impact of physical activity on sleep quality and executive functions in children with autism spectrum disorder: A randomized controlled trial

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1699-1710 ◽  
Author(s):  
Choi Yeung Andy Tse ◽  
Hong Paul Lee ◽  
Ka Shing Kevin Chan ◽  
Veronica Bordes Edgar ◽  
Alison Wilkinson-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Sleep Quality ◽  
Executive Functions ◽  
Sleep Onset ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sleep Onset Latency ◽  
The Impact

Sleep disturbance and executive dysfunction have been widely reported in children with autism spectrum disorder. While the positive impacts of physical activity on sleep quality and cognition are documented in children with typical development, similar studies in children with autism spectrum disorder are scarce. The objective of this study was to examine the impact of physical activity on sleep quality and cognition in children with autism spectrum disorder. A total of 40 children diagnosed with autism spectrum disorder (mean age = 9.95 years) were randomly assigned into two groups: physical activity intervention and control. Four sleep parameters (sleep efficiency, sleep onset latency, sleep duration, and wake after sleep onset) and two executive functions (inhibition control and working memory) were assessed. Results revealed a significant improvement in sleep efficiency, sleep onset latency, and sleep duration in the intervention group but not in the control group during weekdays. Moreover, a significant improvement in inhibitory control was shown in the intervention group but not in the control group. No significant improvement in working memory capacity was documented in either group ( ps > 0.05). Our findings highlight the value of physical activity in improving sleep quality and cognition among children with autism spectrum disorder, but specific physical activity may be required to benefit individual executive functions.

scholarly journals Speech-Language Intervention used by Professionals for Children with Autism Spectrum Disorder in Pakistan

2021 ◽  
Vol 7 (2) ◽  
pp. 369-374
Author(s):  
Shaheen Pasha ◽  
Shakeela Shah ◽  
Ghazal Khalid Siddiqui
Keyword(s):  
Autism Spectrum Disorder ◽  
Health Professionals ◽  
Sampling Technique ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Speech And Language ◽  
Language Interventions ◽  
Therapeutic Services

This study will benefit the field of Autism as well as the incorporation of communication interventions for the Professionals for Children with Autism in Pakistan. The objective of the study was to find the most common types of Speech-Language interventions used by professionals, Speech-Language interventions preferred by professionals, Speech-Language interventions supported by parents of children with autism. The study was quantitative the data was collected from the100 health Professionals working in government and private autism centers or settings in different cities of Punjab. A purposive sampling technique was used. The researcher developed a questionnaire was developed by research considering literature review. The questioner had 35 questions related to interventions given by health professionals working in government and private autism centers Findings of the study showed that many institutions were giving various therapeutic services to children with Autism Spectrum Disorder regarding speech and language but mostly experienced people were practicing speech therapy and PECS as speech and language intervention.

More Than Words—The Hanen Program for Parents of Children with Autism Spectrum Disorder: A Teaching Model for Parent-implemented Language Intervention

2013 ◽  
Vol 20 (3) ◽  
pp. 96-111 ◽  
Author(s):  
Elaine Weitzman
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Experience ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Teaching Model ◽  
Collaborative Partnership ◽  
Speech Pathologist

There has been an increased emphasis on caregiver-implemented intervention in the field of early intervention. However, this form of intervention can be effective only if the provider has the skills to teach, scaffold and coach the caregiver within a supportive, collaborative partnership. This article describes More Than Words—The Hanen Program for Parents of Children With Autism Spectrum Disorder, a manualized parent-implemented intervention for groups of parents and caregivers. In this program, the speech-pathologist assumes the role of mediator, utilizing specific techniques and activities based on adult education principles, providing a multifaceted, collaborative learning experience that enables parents to become effective language facilitators for their child.

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