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Children with Autism Appear to Benefit from Parent-Administered Computerized Cognitive and Language Exercises Independent of the Child’s Age or Autism Severity / Rita DUNN in Autism - Open Access, 7-5 ([01/10/2017])
[article]
Titre : Children with Autism Appear to Benefit from Parent-Administered Computerized Cognitive and Language Exercises Independent of the Child’s Age or Autism Severity Type de document : Texte imprimé et/ou numérique Auteurs : Rita DUNN, Auteur ; Jonah ELGART, Auteur ; Lisa LOKSHINA, Auteur ; Alexander FAISMAN, Auteur ; Edward KHOKHLOVICH, Auteur ; Yuriy GANKIN, Auteur ; Andrey VYSHEDSKIY, Auteur Article en page(s) : 12 p. Langues : Anglais (eng) Mots-clés : Autism ASD Behavioral therapy PRT Pivotal response treatment Multiple cue responding Stimulus overselectivity Tunnel vision Mental synthesis Cognitive therapy Language therapy Early intervention ABA Index. décimale : PER Périodiques Résumé : We describe data from 1,514 young children with ASD who over the course of 4 to 12 months useda parent-administered tablet-based therapeutic application designed by the authors. Older children and children with milder forms of ASD performed better and progressed faster in cognitive and language exercises. However, most children were able to engage with and learn from exercises independent of their age or ASD severity. These data suggest that tablet-based cognitive and language exercises can be successfully administered by parents to children as young as two years of age over the course of many months, relatively independent of ASD severity. En ligne : https://dx.doi.org/10.4172/2165-7890.1000217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-5 [01/10/2017] . - 12 p.[article] Children with Autism Appear to Benefit from Parent-Administered Computerized Cognitive and Language Exercises Independent of the Child’s Age or Autism Severity [Texte imprimé et/ou numérique] / Rita DUNN, Auteur ; Jonah ELGART, Auteur ; Lisa LOKSHINA, Auteur ; Alexander FAISMAN, Auteur ; Edward KHOKHLOVICH, Auteur ; Yuriy GANKIN, Auteur ; Andrey VYSHEDSKIY, Auteur . - 12 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-5 [01/10/2017] . - 12 p.
Mots-clés : Autism ASD Behavioral therapy PRT Pivotal response treatment Multiple cue responding Stimulus overselectivity Tunnel vision Mental synthesis Cognitive therapy Language therapy Early intervention ABA Index. décimale : PER Périodiques Résumé : We describe data from 1,514 young children with ASD who over the course of 4 to 12 months useda parent-administered tablet-based therapeutic application designed by the authors. Older children and children with milder forms of ASD performed better and progressed faster in cognitive and language exercises. However, most children were able to engage with and learn from exercises independent of their age or ASD severity. These data suggest that tablet-based cognitive and language exercises can be successfully administered by parents to children as young as two years of age over the course of many months, relatively independent of ASD severity. En ligne : https://dx.doi.org/10.4172/2165-7890.1000217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Comparison of Performance on Verbal and Nonverbal Multiple-Cue Responding Tasks in Children with ASD / Andrey VYSHEDSKIY in Autism - Open Access, 7-5 ([01/10/2017])
[article]
Titre : Comparison of Performance on Verbal and Nonverbal Multiple-Cue Responding Tasks in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Andrey VYSHEDSKIY, Auteur ; Rita DUNN, Auteur ; Lisa LOKSHINA, Auteur ; Alexander FAISMAN, Auteur ; Jonah ELGART, Auteur ; Edward KHOKHLOVICH, Auteur ; Yuriy GANKIN, Auteur Article en page(s) : 9 p. Langues : Anglais (eng) Mots-clés : Autism ASD Behavioral therapy PRT Pivotal response treatment Multiple-cue responding Conditional discrimination Stimulus over selectivity Tunnel vision Mental synthesis Cognitive therapy Language therapy Early intervention ABA Index. décimale : PER Périodiques Résumé : In this manuscript, we present data from an ongoing study of a tablet-based therapeutic application designed for newly diagnosed children with autism spectrum disorder (ASD) and modeled on language therapy, Applied Behavioral Analysis (ABA) and Pivotal Response Treatment (PRT), techniques known to be effective in educating children with ASD. We describe the creation of a variety of analogous tasks that were presented both verbally and nonverbally within the application. This work presents our hypothesis that children with ASD perform better when a command is presented nonverbally. This approach may have important implication for the most effective way of delivering early therapeutic interventions to children with ASD. En ligne : https://dx.doi.org/10.4172/2165-7890.1000218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-5 [01/10/2017] . - 9 p.[article] Comparison of Performance on Verbal and Nonverbal Multiple-Cue Responding Tasks in Children with ASD [Texte imprimé et/ou numérique] / Andrey VYSHEDSKIY, Auteur ; Rita DUNN, Auteur ; Lisa LOKSHINA, Auteur ; Alexander FAISMAN, Auteur ; Jonah ELGART, Auteur ; Edward KHOKHLOVICH, Auteur ; Yuriy GANKIN, Auteur . - 9 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-5 [01/10/2017] . - 9 p.
Mots-clés : Autism ASD Behavioral therapy PRT Pivotal response treatment Multiple-cue responding Conditional discrimination Stimulus over selectivity Tunnel vision Mental synthesis Cognitive therapy Language therapy Early intervention ABA Index. décimale : PER Périodiques Résumé : In this manuscript, we present data from an ongoing study of a tablet-based therapeutic application designed for newly diagnosed children with autism spectrum disorder (ASD) and modeled on language therapy, Applied Behavioral Analysis (ABA) and Pivotal Response Treatment (PRT), techniques known to be effective in educating children with ASD. We describe the creation of a variety of analogous tasks that were presented both verbally and nonverbally within the application. This work presents our hypothesis that children with ASD perform better when a command is presented nonverbally. This approach may have important implication for the most effective way of delivering early therapeutic interventions to children with ASD. En ligne : https://dx.doi.org/10.4172/2165-7890.1000218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Assessing the relationship between intelligence and the PEAK relational training system / Mark R. DIXON in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Assessing the relationship between intelligence and the PEAK relational training system Type de document : Texte imprimé et/ou numérique Auteurs : Mark R. DIXON, Auteur ; Seth W. WHITING, Auteur ; Kyle ROWSEY, Auteur ; Jordan BELISLY, Auteur Article en page(s) : p.1208-1213 Langues : Anglais (eng) Mots-clés : ABA therapy Intelligence quotient Language Verbal behavior therapy Index. décimale : PER Périodiques Résumé : Abstract The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System is an assessment and curriculum tool developed for basic and advanced skills using behavior analytic approaches. The current study evaluated the relationship between intelligence (as measured by IQ scores) and performance on the PEAK assessment with children with autism or other developmental and intellectual disabilities. Each child was administered the PEAK assessment from the Direct Training Module. Scores from this assessment were compared to IQ scores for all participants to assess the relationship between the two measures. Results indicated a strong, significant correlation between scores on standardized IQ tests and scores on the PEAK assessment (r = .759, p lt; .01). The results demonstrated strong convergent validity and indicate that the PEAK may be a useful assessment and curriculum guide for training language and learning skills to individuals with autism and other developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1208-1213[article] Assessing the relationship between intelligence and the PEAK relational training system [Texte imprimé et/ou numérique] / Mark R. DIXON, Auteur ; Seth W. WHITING, Auteur ; Kyle ROWSEY, Auteur ; Jordan BELISLY, Auteur . - p.1208-1213.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1208-1213
Mots-clés : ABA therapy Intelligence quotient Language Verbal behavior therapy Index. décimale : PER Périodiques Résumé : Abstract The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System is an assessment and curriculum tool developed for basic and advanced skills using behavior analytic approaches. The current study evaluated the relationship between intelligence (as measured by IQ scores) and performance on the PEAK assessment with children with autism or other developmental and intellectual disabilities. Each child was administered the PEAK assessment from the Direct Training Module. Scores from this assessment were compared to IQ scores for all participants to assess the relationship between the two measures. Results indicated a strong, significant correlation between scores on standardized IQ tests and scores on the PEAK assessment (r = .759, p lt; .01). The results demonstrated strong convergent validity and indicate that the PEAK may be a useful assessment and curriculum guide for training language and learning skills to individuals with autism and other developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists / Sheila THOMAS in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists Type de document : Texte imprimé et/ou numérique Auteurs : Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder assessment diagnosis speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists [Texte imprimé et/ou numérique] / Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Developmental Language Disorder assessment diagnosis speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 Autistic preschoolers’ engagement and language use in gross motor versus symbolic play settings / Amanda V. BINNS in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Autistic preschoolers’ engagement and language use in gross motor versus symbolic play settings Type de document : Texte imprimé et/ou numérique Auteurs : Amanda V. BINNS, Auteur ; Devin M. CASENHISER, Auteur ; Stuart G. SHANKER, Auteur ; Janis Oram CARDY, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders intervention/therapy communication and language parent-child interaction therapy pre-school children Index. décimale : PER Périodiques Résumé : Background and aims: Although adjustment of the environment is recommended as a support strategy in evidence-based interventions for children with autism, the impact of doing so (and the how and why) is not well understood. One essential environmental factor to consider when providing supports for preschool-aged autistic children is the play setting, specifically, the materials available in the child’s play context. The aim of this study was to compare engagement states and number of utterances produced by preschool-aged autistic children within symbolic vs. gross motor play settings. Examining the relationship between gross motor play settings and children’s social engagement and spoken language use is particularly important to explore for autistic children given differences in their sensory processing, motor skill development, and choice of and interaction with toys relative to neurotypical peers. Methods: Seventy autistic children aged 25-57 months were videotaped during natural play interactions with a parent. Children’s social engagement and number of spoken utterances were examined in five minutes each of play with symbolic toys and play with gross motor toys. Continuous time-tagged video coding of the child-caregiver engagement states was conducted, and the child’s frequency of spoken language was identified using language sample analysis. The specific variables examined were; (a) engagement with caregiver, (b) engagement with objects only, (c) unengaged (no evident engagement with objects or people), and (d) total number of spoken utterances. The relationship between play setting (symbolic vs gross motor) and child language and engagement state variables was examined with linear mixed effects modelling. Results: Significant main effects were revealed for the interaction between play setting and autistic children’s engagement. Young autistic children were more likely to engage with caregivers in play environments with gross motor toys (moderate effect) and also were more likely to have periods of unengaged time (not overtly directing their attention to objects or people; small effect) in this setting. Further, when in a setting with symbolic toys, autistic children were more likely to spend their time focusing attention solely on objects (large effect). No interaction was found between play setting and total number of utterances spoken by autistic children. Conclusions and implications: This study confirmed the importance of continued research focused on understanding the relationship between children’s play settings and their social engagement and language use. Although preliminary, findings support the idea that there is an interaction between preschool-aged autistic children’s social engagement and their play settings. Further, our results suggest that there can be value in clinicians differentiating children’s play settings (i.e., gross motor vs symbolic) when assessing and supporting social engagement capacities of young autistic children. En ligne : http://dx.doi.org/10.1177/23969415221115045 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Autistic preschoolers’ engagement and language use in gross motor versus symbolic play settings [Texte imprimé et/ou numérique] / Amanda V. BINNS, Auteur ; Devin M. CASENHISER, Auteur ; Stuart G. SHANKER, Auteur ; Janis Oram CARDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism spectrum disorders intervention/therapy communication and language parent-child interaction therapy pre-school children Index. décimale : PER Périodiques Résumé : Background and aims: Although adjustment of the environment is recommended as a support strategy in evidence-based interventions for children with autism, the impact of doing so (and the how and why) is not well understood. One essential environmental factor to consider when providing supports for preschool-aged autistic children is the play setting, specifically, the materials available in the child’s play context. The aim of this study was to compare engagement states and number of utterances produced by preschool-aged autistic children within symbolic vs. gross motor play settings. Examining the relationship between gross motor play settings and children’s social engagement and spoken language use is particularly important to explore for autistic children given differences in their sensory processing, motor skill development, and choice of and interaction with toys relative to neurotypical peers. Methods: Seventy autistic children aged 25-57 months were videotaped during natural play interactions with a parent. Children’s social engagement and number of spoken utterances were examined in five minutes each of play with symbolic toys and play with gross motor toys. Continuous time-tagged video coding of the child-caregiver engagement states was conducted, and the child’s frequency of spoken language was identified using language sample analysis. The specific variables examined were; (a) engagement with caregiver, (b) engagement with objects only, (c) unengaged (no evident engagement with objects or people), and (d) total number of spoken utterances. The relationship between play setting (symbolic vs gross motor) and child language and engagement state variables was examined with linear mixed effects modelling. Results: Significant main effects were revealed for the interaction between play setting and autistic children’s engagement. Young autistic children were more likely to engage with caregivers in play environments with gross motor toys (moderate effect) and also were more likely to have periods of unengaged time (not overtly directing their attention to objects or people; small effect) in this setting. Further, when in a setting with symbolic toys, autistic children were more likely to spend their time focusing attention solely on objects (large effect). No interaction was found between play setting and total number of utterances spoken by autistic children. Conclusions and implications: This study confirmed the importance of continued research focused on understanding the relationship between children’s play settings and their social engagement and language use. Although preliminary, findings support the idea that there is an interaction between preschool-aged autistic children’s social engagement and their play settings. Further, our results suggest that there can be value in clinicians differentiating children’s play settings (i.e., gross motor vs symbolic) when assessing and supporting social engagement capacities of young autistic children. En ligne : http://dx.doi.org/10.1177/23969415221115045 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Availability of Speech-Language Therapy to Individuals with ASD / Fernandes DEFENSE-NETRVAL in Autism - Open Access, 3-3 (December 2013)
PermalinkBrief Report: Speech and Language Therapy in Children with ASD in an Aquatic Environment: the ASLT (Aquatic Speech and Language Therapy) Program / Stamatis SOURVINOS in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
PermalinkComparison of Disfluent and Ungrammatical Speech of Preadolescents with and without ASD / M. WIKLUND in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
PermalinkCorrelation between PEAK relational training system and one-word picture vocabulary tests / Autumn MCKEEL in Research in Autism Spectrum Disorders, 12 (April 2015)
PermalinkCurrent practices, supports, and challenges in speech-language pathology service provision for autistic preschoolers / Amanda V. BINNS in Autism & Developmental Language Impairments, 7 (January-December 2022)
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