Interactive Play for Children with Autism

2012 ◽  
Author(s):  
Diana Seach
Keyword(s):  
Children With Autism ◽  
Interactive Play

scholarly journals Increased eye contact during parent-child versus clinician-child interactions in young children with autism

2019 ◽  
Author(s):  
Eliana L. Ajodan ◽  
Elysha Clark-Whitney ◽  
Benjamin Silver ◽  
Melanie R. Silverman ◽  
Audrey Southerland ◽  
...  
Keyword(s):  
Young Children ◽  
Social Communication ◽  
Eye Contact ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Face To Face ◽  
Children With Asd ◽  
Communication Difficulties ◽  
Social Gaze ◽  
Interactive Play

Accumulating evidence suggests that when parents are actively involved in therapy, children with Autism Spectrum Disorder (ASD) have better outcomes, yet it is unknown whether children with ASD significantly alter their social behaviour with their parent versus a clinician. During a semi-naturalistic, face-to-face interaction, young children (N = 27, ages 18-60 months) with ASD demonstrated greater duration and frequency of eye contact with their parent compared to a clinician. Children also made more eye contact during snack versus interactive play with both their parent and the clinician, which is consistent with our prior work. The findings suggest that despite social communication difficulties associated with ASD, children with ASD demonstrated increased social gaze with their parent.

scholarly journals Increased eye contact during parent-child versus clinician-child interactions in young children with autism

2019 ◽  
Author(s):  
Eliana L. Ajodan ◽  
Elysha Clark-Whitney ◽  
Benjamin Silver ◽  
Melanie R. Silverman ◽  
Audrey Southerland ◽  
...  
Keyword(s):  
Young Children ◽  
Social Communication ◽  
Eye Contact ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Face To Face ◽  
Children With Asd ◽  
Communication Difficulties ◽  
Young Children With Autism ◽  
Interactive Play

Accumulating evidence suggests that when parents are actively involved in therapy, children with Autism Spectrum Disorder (ASD) have better outcomes, yet it is unknown whether children with ASD significantly alter their social behaviour with their parent versus a clinician. During a face-to-face interaction, young children (N = 27, ages 18-60 months) with ASD demonstrated longer durations and higher frequencies of eye contact with their parent compared to a clinician. Children also made more eye contact during snack versus interactive play with both their parent and the clinician, which is consistent with our prior work. The findings suggest that despite social communication difficulties associated with ASD, children with ASD demonstrated increased eye contact with their parent.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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).

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism
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