The Effects of Multimedia social Story Intervention with Family-School Collaboration on the problem Behaviors and On-Task Behaviors of Children with Autism

2012 ◽  
Vol 11 (2) ◽  
pp. 27 ◽  
Author(s):  
Kyung-min Kim ◽  
Suk-Hyang Lee
Keyword(s):  
Problem Behaviors ◽  
Children With Autism ◽  
Social Story ◽  
School Collaboration ◽  
Task Behaviors

scholarly journals Utilizing Social Stories to Increase Prosocial Behavior and Reduce Problem Behavior in Young Children with Autism

2012 ◽  
Vol 2012 ◽  
pp. 1-13 ◽  
Author(s):  
Lisa A. Wright ◽  
Rebecca B. McCathren
Keyword(s):  
Young Children ◽  
Prosocial Behavior ◽  
Problem Behaviors ◽  
Social Stories ◽  
Children With Autism ◽  
Social Story ◽  
The Social ◽  
Literature Base ◽  
Young Children With Autism ◽  
And Gender

The purpose of this paper was to evaluate the effects of a Social Story intervention on the behavior rates of 4 young children with autism using a multiple-baseline across participants design. The results of this paper indicate that the Social Story was modestly effective in increasing prosocial behavior rates in 3 of the 4 participants, though none of the participants reached the prosocial behavior rates of age and gender-matched peers. The problem behaviors of the participants modestly decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants. The variable and inconsistent results of the research add to the current literature base in support of the use of Social Stories for some children with autism.

scholarly journals Relations between Sensory Responsiveness and Features of Autism in Children

2020 ◽  
Vol 10 (11) ◽  
pp. 775
Author(s):  
Jacob Feldman ◽  
Margaret Cassidy ◽  
Yupeng Liu ◽  
Anne Kirby ◽  
Mark Wallace ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Social Communication ◽  
Children With Autism ◽  
Older Children ◽  
Cascading Effects ◽  
Sensory Responsiveness ◽  
Ability Groups ◽  
Patterns Of Behavior ◽  
Internalizing Problem ◽  
Core Features

Autism is a neurodevelopmental condition defined by differences in social communication and by the presence of restricted and repetitive patterns of behavior, interests, and activities (RRBs). Individuals with autism also commonly present with atypical patterns of sensory responsiveness (i.e., hyporesponsiveness, hyperresponsiveness, and sensory seeking), which are theorized to produce cascading effects across other domains of development. The purpose of this study was to examine differences in sensory responsiveness in children with and without autism (ages 8–18 years), as well as relations between patterns of sensory responsiveness and core and related features of autism. Participants were 50 children with autism and 50 non-autistic peers matched on age and sex. A comprehensive clinical battery included multiple measures of sensory responsiveness, core features of autism, adaptive behavior, internalizing behaviors, cognitive ability, and language ability. Groups significantly differed on all three patterns of sensory responsiveness. Some indices of core and related autism features were robustly associated with all three patterns of sensory responsiveness (e.g., RRBs), while others were more strongly associated with discrete patterns of sensory responsiveness (i.e., internalizing problem behaviors and hyperresponsiveness, language and sensory seeking). This study extends prior work to show that differences in sensory responsiveness that are linked with core and related features of autism persist in older children and adolescents on the spectrum.

Improving peri-operative psychosocial interventions for children with autism spectrum disorder undergoing ENT procedures

2020 ◽  
Vol 134 (9) ◽  
pp. 838-844
Author(s):  
R Fahy ◽  
M Corbett ◽  
I Keogh
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Needs ◽  
Children With Autism ◽  
Psychosocial Interventions ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Social Story ◽  
Staff Members ◽  
Clear Communication

AbstractObjectivesChildren with autism spectrum disorder face a broad range of communication and sensory challenges. Many of these children also have chronic ENT issues. This study aims to better understand these challenges and improve our services for children with autism spectrum disorder.MethodsQuestionnaires and semi-structured interviews were carried out with parents of children with autism spectrum disorder.ResultsThirty-four individuals participated, comprising 9 caregivers and 25 staff members. All parents recognised their critical roles in understanding their children's special needs and sensitivities. Parents and staff stressed the importance of a partnership role that inquired about unique needs, leading to environmental modifications for individual children.ConclusionThe importance of listening to and involving caregivers is a fundamental tenet; parents must be recognised as the experts. Uncertainty must be kept to a minimum, with clear communication in a structured, low-arousal environment for these children. We have listened to parents and staff, and developed a social story.

The Relationship Between Pain, Self-Injury, and Other Problem Behaviors in Young Children With Autism and Other Developmental Disabilities

2016 ◽  
Vol 121 (3) ◽  
pp. 194-203 ◽  
Author(s):  
Andrea B. Courtemanche ◽  
William R. Black ◽  
R. Matthew Reese
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Children With Autism ◽  
Group Differences ◽  
Significant Group ◽  
Neurodevelopmental Disabilities ◽  
Self Injury ◽  
Highly Correlated ◽  
Children's Pain ◽  
The Relationship

Abstract Research has suggested that individuals who engage in self-injurious behavior may have enhanced expressions of pain, which contradicts previous assertions of blunted pain sensitivity in this population. The purpose of this study was to measure expressions of pain among young children being evaluated for autism and other neurodevelopmental disabilities. The frequency of pain-related behaviors was assessed during everyday routines using the Non-Communicating Children's Pain Checklist (NCCPC-R) for 51 children. Significant group differences between children with and without self-injury were found for the NCCPC-R total scores. The frequency and severity of self-injury, aggression, and stereotypy were also highly correlated with the total scores on the NCCPC-R. These results continue to support that individuals with self-injury may have enhanced expressions of pain.

scholarly journals Teachers’ Perceptions of the Home-School Collaboration: Enhancing Learning for Children with Autism

2019 ◽  
Author(s):  
Chana Josilowski
Keyword(s):  
Research Question ◽  
Children With Autism ◽  
Geographic Area ◽  
Parental Engagement ◽  
The Body ◽  
Home School ◽  
Future Research ◽  
Teachers Perceptions ◽  
School Collaboration ◽  
Involved Parents

This study aimed to explore the relationship between teachers and students’ families and address the deficiencies in the body of research regarding the performance gap between children with autism and their age-equivalent peers. The research question was: How do teachers of children with autism perceive the home-school collaboration and its impact on learning? Ten state-certified special educators with at least 3 years’ experience teaching children with autism, and experience collaborating with their students’ families participated in face-to-face interviews, answering 8 open-ended questions in this generic qualitative study. Inductive thematic analysis yielded 6 themes: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges impact collaboration, (e) parental involvement is imperative, and (f) teachers find ways to promote parental engagement. A strong home-school connection improved students’ ability to grasp material in the classroom, decreased the children’s anxiety and enhanced their sense of security; also, involved parents reinforced the learning process at home. Recommendations for future research include studying a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.

scholarly journals Visual Schedule towards the Decline of Behavioral Problems in Feeding Activities and Defecation in Children with Autism

Jurnal NERS ◽  
2015 ◽  
Vol 10 (2) ◽  
pp. 250
Author(s):  
Sandu Siyoto
Keyword(s):  
Behavior Problems ◽  
Christian Education ◽  
Problem Behaviors ◽  
Behavioral Problems ◽  
Feeding Activity ◽  
Sampling Technique ◽  
Children With Autism ◽  
Autistic Children ◽  
Feeding Activities ◽  
Visual Schedule

Introduction: Autism is a pervasive developmental disorder in children that is characterized by the disruption and delays in cognitive, language, behavior, communication and social interaction. One of the ways for children with autism is the visual schedule. Visual schedule is a learning method in the form of information in a visual form that communicates a series of activities. This study aimed to determine the effects of a visual schedule to decrease problem behaviors when feeding activity and defecation in children with autism in the Foundation Board of Christian Education Wetan Jawi (YBPK) Kediri. Method: Research design was One Group Pre Post Test Design, with a population of 30 respondents, used the purposive sampling technique obtained a sample of 16 respondents. When the reseachon April 16 Until Mei 17, 2014. Results: The results showed obtained Asymp significant p = 0.011 <0.05 with Wilcoxon statistical test, which means that HO was rejected and H1 accepted schedule. It means there were visual effects on reducing behavioral problems in feeding activity and defecation in children with autism in the Foundation Board of Christian Education Wetan Jawi (YBPK) Kediri in 2014. Discussion: The Visual schedules can be applied in the treatment of autistic children who have behavior problems, because these techniques can provide influence on autistic children to be able to decrease behavior problems. Keywords: Visual Schedule, decline in behavior problems, children with autism

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