Browsing by Subject "Autism spectrum disorder"
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Item A psychosocial intervention for children with autism spectrum disorder in the outpatient surgery unit(2016-08) Wittenberg, Brittany Marie; Gershoff, Elizabeth T.; Hazen-Swann, Nancy; Jacobvitz, Deborah; Donovan, Erin; Hovinga, Collin AVisiting the hospital is stressful for all children, especially for those with autism spectrum disorder (ASD). Characteristics of children with ASD make this population particularly vulnerable to stress in the hospital. Typical psychosocial interventions for hospitalized children are not always effective for children with ASD. The purpose of this study was to test the effectiveness of a psychosocial intervention program aimed at minimizing the stress experienced by and the incidence of challenging behaviors exhibited by patients with ASD, and thereby minimizing the stress of their parents and perioperative nurses who directly care for these patients in the outpatient surgery unit. There were 48 patient participants and 47 parent/legal guardian participants in the comparison and intervention groups. There were 58 perioperative nurses who participated in both the comparison and intervention groups. ANCOVA models were estimated to test the fidelity and effectiveness of the intervention protocol. Ordinary least squares regression analyses were used to test the effectiveness of the intervention program using four moderators. Results from these analyses indicated that the intervention program was effective at lowering the stress levels for (1) parents of children ages 2–5 years old, (2) patients (and the parents of children) with lower levels of challenging behavior reported on a daily basis, (3) patients (and the parents of patients) who were verbal, and (4) patients ages 6–12 years old. Promising results were found when analyzing the amount of challenging behaviors exhibited by the patients, specifically for the preoperative and post-operative discharge nursing groups. The intervention was also effective at lowering operating room nurses’ stress level when caring for patients and their parents who reported lower parenting stress on a daily basis. The successful implementation and evaluation of this pilot study brings the healthcare community one step closer to finding a way to help all children with ASD and their parents, as well as the medical staff who care for them.Item Addressing social communication in autism spectrum disorder : a guide to video modeling for speech-language pathologists(2013-05) Hall, Genevieve Marie; Davis, Barbara L. (Barbara Lockett)Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings.Item How do children spend their time? : a quantitative analysis of physical activity in children on the autism spectrum(2010-05) Leandro, Ana Carolina; Jensen, Jody L.; Castelli, DarlaAutism spectrum disorder (ASD) is pervasive neurodevelopment disorder characterized by a broad range of social abnormalities and deficit in motor skills, many times referred to as clumsiness. These abnormal social characteristics result in a restricted repertoire of activity and interests that also may affect the motor learning process. Therefore, fewer opportunities to practice motor skills can lead to a delay in achieving motor proficiency. It is well known that physical activity and motor proficiency are positively correlated and the amount of time spent in a physical activity is directly related to the level of expertise in neurotypical children. Hence, the specific aim of this study is to quantify the amount of physical activity in children with ASD and compare this value to that of non-diagnosed siblings (ASD siblings) and neurotypical controls (NT), as well as to compare the amount of physical activity between neurotypical controls and ASD siblings. In this study, it was hypothesized that: 1) children with ASD would have lower scores than their non-diagnosed sibling and also than the NT controls in the amount of physical activity; 2) non-diagnosed siblings and neurotypical children would not be different in the amount of physical activity; 3) children with ASD's general score on the motor skills assessments would be lower than the non-diagnosed siblings and lower than NT controls; 4) There would not be a difference in the general score on motor skills assessments between non-diagnosed siblings and neurotypical children and 5) the motor assessments scores would be positively correlated (p < 0.05) to the amount of physical activity. There were differences between ASD and NT groups regarding to the amount of physical activity and also regarding to the motor proficiency scores. Although those differences were not statistically significant, they definitely are clinically relevant as showed that the children on the autism spectrum presented a clear motor delay. Likewise, the correlation between amount of physical activity and motor proficiency was showed not to be significant. These results can be explained by the small sample size. Further studies with a larger sample size would be crucial to verify these hypotheses proposed in the present study.Item Neurocognitive profiles in autism spectrum disorder(2014-05) Wagner, Amanda E.; Allen, Greg, doctor of clinical psychologyThe current research project examines the performance of a group of high functioning young adult males with autism spectrum disorders on standardized measures of neurocognitive functioning to determine whether distinct cognitive profiles of strengths and weaknesses emerge. Neuropsychological test data across various domains: general cognitive ability, visuospatial processing, verbal learning and memory, visual learning and memory, working memory, reasoning, cognitive flexibility, attention, receptive language, expressive language, social and emotional processing, and fine motor skills was examined. Data were analyzed using cluster analysis to assess for the presence and nature of unique clusters/subgroups based on neuropsychological test performance. Three unique clusters were derived from the analyses. This study highlights the well-documented heterogeneity across the spectrum of autism and suggests a method for parsing a heterogeneous sample of ASD subjects into smaller and more meaningful homogeneous groups using standardized neuropsychological assessments.Item Pilot study of multimodal communication treatment in children with autism spectrum disorder(2014-05) Rogers, Rebecca Marie; Davis, Barbara L. (Barbara Lockett)In this study, a promising new intervention implemented for adults with aphasia due to stroke, Multimodal Communication Treatment, was modified for its use with one child with autism spectrum disorder to identify if the child could learn and communicate new words through learning multiple modalities. Data was collected on the child’s communicative output as well to assess the frequency and types of his communication attempts. The child presented with challenging behaviors throughout the intervention period, and its potential impact on the execution of the intervention was studied. The study found that Multimodal Communication Treatment was not an effective intervention approach for this child. The majority of his output was not communicative in nature and challenging behaviors impacted the effectiveness of implementing the approach. Further research is needed to identify whether Multimodal Communication Treatment could be an effective intervention for children with more communicative intent and increased attention.Item Re-imagining identity : the arts and the child with autism spectrum disorder(2010-05) Dickerson, Karen Waldrop; Reifel, Robert Stuart; Schallert, Diane L.; Worthy, Jo; Brown, Christopher; Ortiz, AlbaIn the current literature, little is written about issues of identity in relation to persons with autism. Identity can be defined within a social context, in which individuals are seen as having multiple, changing identities that are expressed in specific, though fluid, social relationships. This dissertation explored the individual arts experiences of four children with autism spectrum disorder in relation to their social identity formation. The dissertation explored three research questions: (a) What are the contextual conditions that aid and make arts experiences salient for the child with ASD? (b) What are the outcomes of arts experiences for children with ASD? and (c) How do these experiences impact the lived experience of children with ASD? Data were collected over four months, beginning in March of 2009 and continued through June, in a private school for children with learning differences in southeastern, Texas. Data included interviews with students, parents and teachers and classroom observations. Qualitative research methodology, specifically, grounded theory was used to analyze the data. Findings were that arts experiences for children with autism spectrum disorder engendered an identity transformation for the participants. The central phenomenon of the study was termed: Re-imagining of the identity of the child with autism spectrum disorder. Through shared discourse of the classroom teachers, arts teachers, and parents, the children participants became identified as “art kids” and “drama kids” within the school community. Re-imagining consisted of re-envisioning the child’s future, re-defining the child by his or her talents versus his or her deficits, and re-interpreting the child’s actions and behaviors.Item A review of parent training interventions for children with autism spectrum disorder and proposed guidelines for choosing best practices(2014-05) Sisavath, Jessica; Davis, Barbara L. (Barbara Lockett)The purpose of this project is to critically analyze and review parent training interventions published between the years 2000 to 2013 focused on enhancing social and communicative behaviors in young children between 3 to 10 years old with autism spectrum disorder. All studies involved a form of parent training in combination with an intervention type such as pivotal response training, milieu approach and naturalistic approaches. Overall, each study yielded positive outcomes for children with ASD, but data collection strategies, target goals, and outcome measures were variable. This review included an in-depth analysis of 16 studies of parent intervention programs evaluated based on their goals, methodology, and effectiveness of parent training on the children with ASD’s language skills. The review will present a set of guidelines for parents and professionals to use when deciding on the most effective and efficient parent training therapy for families who have children with ASD. Critically evaluating the available empirical research can help parents, therapists, and researchers more effectively consider viable options for parent training programs tailored to support the needs of children with ASD. Tables will summarize the findings to make the information more accessible. Implications for future research will follow the literature review.Item Using functionally matched interventions with embedded preferences to reduce transition-related challenging behavior for children with autism spectrum disorders(2015-05) Rojeski, Laura Kelley; O'Reilly, Mark F.; Falcomata, Terry; Little, Amanda; Flower, Andrea; Sigafoos, JeffreyTransitioning between activities is a common challenge for individuals with autism spectrum disorder (ASD). While a body of research has examined effective interventions targeting transitions for individuals with ASD, very few studies have assessed the function of behavior relative to the transition. Determining functionally matched interventions is a critical component to successful outcomes, thus research into functionally matched transition interventions is warranted. This study examined the effectiveness of a functionally matched embedded preference intervention for three young children with autism spectrum disorder. Using an ABAB reversal with an embedded multielement design, the function of transition-related challenging behavior was first assessed through a transition functional analysis. The functional analysis included two conditions for every traditional functional analysis condition, meaning there was an activity initiation (transitioning to) and activity termination (transitioning away from) component to each function. Transitions with elevated levels of challenging behavior were then targeted for individualized interventions based on participant preferences and behavioral function. Intervention components varied for each participant but included strategies such as using themed materials (e.g., stickers, bookmarks), using “place savers” when interrupting routines, and using modified instructional materials (e.g., themed worksheets, flashcards). Results for all three participants showed clear functions maintaining transition-related challenging behavior and included 2-3 targeted transitions for each participant. Results indicated the functionally matched interventions were effective for all three participants, with behavior decreasing to zero or near-zero levels during intervention across all conditions. Interventions appeared to be equally effective across functions of behavior. Results generalized to new skills or people for all participants. Behavior maintained at the 1-month follow up across all intervention conditions for two participants. One participant had less consistent maintenance data, however, behavior did reduce to near zero levels again after a second maintenance check with an added component for one condition. Results indicated important implications for the treatment of transition-related challenging behavior for individuals with ASD in both home and school settings. Results were discussed including limitations, implications, and direction for future research.Item Using self-directed video prompting to teach vocational skills to transition age students with autism spectrum disorder and intellectual disabilities(2015-12) Jones, Irene Trinette; O'Reilly, Mark F.; Falcomata, Terry S.; Linan-Thompson, Sylvia; Patton, James; Emmer, EdmundEmployment is an influential factor in the quality of life for individuals with intellectual and developmental disabilities (Lewis, 2011), but securing and maintaining gainful employment is difficult. According to the U. S. Department of Labor (2013), the rate of employment for individuals with a disability was 30% while the rate of employment for those without a disability was 76%. According to the American Community Survey (2011), the percentage of working-age people with an intellectual disability working full-time/full year was only 11% (Erickson, Lee, & von Schrader, 2012). Kaye and colleagues (2011) found that employers are reluctant to hire and retain workers with disabilities due in part to the cost of accommodations, need for supervision, the lack of skills, and the ability to perform a quality job. The importance of improving the vocational skills of students with disabilities has been highlighted in the provision of Individuals with Disabilities Education Act (IDEA) which stipulates the use of scientifically-based practices to address skill deficits during transition planning. A step toward achieving these transition goals has come from the use of visually-based technology. Existing research suggests individuals with disabilities can benefit from vocational training delivered via affordable assistive technology (Furrnis et al., 2001). Commercially available handheld touch screen technology has the potential to reduce employers’ cost of providing accommodations by equipping workers with tools designed to teach them vocational skills, thereby enabling them to produce and maintain high quality performance with minimal need for direct supervision. This research examined the use of self-directed video prompting (SDVP) strategies to increase the acquisition of vocational skills for transition-age individuals with autism and mild intellectual disabilities through the use of a multiple probe across tasks design replicated across four participants. The results indicate all four participants acquired and maintained novel vocational skills, independently operated a handheld device from beginning-to-end, and transferred prompt dependence from the trainer to a handheld device. Results further showed that all participants assessed 10-weeks after the cessation of the intervention phase successfully generalize newly acquired skills to untrained settings and materials at 100% accuracy.