Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008) / Angela B. BARBER in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.2006-2012 Titre : Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008) Type de document : Texte imprimé et/ou numérique Auteurs : Angela B. BARBER, Auteur ; Amy M. WETHERBY, Auteur ; Nola J. CHAMBERS, Auteur Année de publication : 2012 Article en page(s) : p.2006-2012 Langues : Anglais (eng) Mots-clés : Repetitive behavior  Typical development  Early identification  Measurement Index. décimale : PER Périodiques Résumé : The present study extended the findings of Watt et al. (J Autism Dev Disord 38:1518–1533, 2008) by investigating repetitive and stereotyped behaviors (RSB) demonstrated by children (n = 50) and typical development (TD; n = 50) matched on developmental age, gender, and parents’ education level. RSB were coded from videotaped Communication and Symbolic Behavior Scales Behavior Samples (Wetherby and Prizant 2002) using the Noldus Pro Observer© video software. Children with ASD demonstrated significantly higher frequencies of RSB with body objects excluding categories involving banging or tapping objects or surfaces. Behaviors demonstrated by both groups indicated overlapping RSB profiles at this age. These findings highlight the significance of RSB in the early identification and support the need for future research to further determine ASD-specific RSB. En ligne : http://dx.doi.org/10.1007/s10803-011-1434-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008) [Texte imprimé et/ou numérique] / Angela B. BARBER, Auteur ; Amy M. WETHERBY, Auteur ; Nola J. CHAMBERS, Auteur . - 2012 . - p.2006-2012. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.2006-2012 Mots-clés : Repetitive behavior  Typical development  Early identification  Measurement Index. décimale : PER Périodiques Résumé : The present study extended the findings of Watt et al. (J Autism Dev Disord 38:1518–1533, 2008) by investigating repetitive and stereotyped behaviors (RSB) demonstrated by children (n = 50) and typical development (TD; n = 50) matched on developmental age, gender, and parents’ education level. RSB were coded from videotaped Communication and Symbolic Behavior Scales Behavior Samples (Wetherby and Prizant 2002) using the Noldus Pro Observer© video software. Children with ASD demonstrated significantly higher frequencies of RSB with body objects excluding categories involving banging or tapping objects or surfaces. Behaviors demonstrated by both groups indicated overlapping RSB profiles at this age. These findings highlight the significance of RSB in the early identification and support the need for future research to further determine ASD-specific RSB. En ligne : http://dx.doi.org/10.1007/s10803-011-1434-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders / Jillian M. PIERUCCI in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43 Titre : Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.35-43 Langues : Anglais (eng) Mots-clés : autism  ASD  play  assessment  intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur . - p.35-43. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43 Mots-clés : autism  ASD  play  assessment  intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Speech-Language Pathology / Stacy S. MANWARING

Public ISBD in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Titre : Speech-Language Pathology Type de document : Texte imprimé et/ou numérique Auteurs : Stacy S. MANWARING, Auteur ; Angela B. BARBER, Auteur Année de publication : 2019 Importance : p.225-257 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Deficits in social communication and language are a primary component of ASD, with the majority of individuals requiring treatment in these areas. Communication delays are often the first concern parents notice in their children who are later diagnosed with ASD, and therefore, the speech-language pathologist (SLP) is often the first referral source. Selecting an appropriate intervention approach, matched to a child’s symptom profile and familial needs, is critical and can be challenging given the growing number of interventions available. Interventions that vary in theoretical framework and strength of empirical support have been developed to target the core deficits of ASD. This chapter provides an overview of interventions and practices aimed at improving communication and language skills in ASD. Naturalistic developmental behavioral interventions (NDBIs) are informed by both behavioral and developmental principles and incorporate the strengths of both perspectives. These interventions, which include comprehensive treatment programs as well as more focused intervention practices, have shown particularly positive effects on language and communication outcomes of young children with ASD. Common features and specific examples of NDBIs are described, highlighting the role of the SLP in implementing these interventions. In addition, focused intervention practices commonly used by SLPs, in conjunction with other treatments or within comprehensive treatment programs, are discussed, with a summary of empirical support provided. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Speech-Language Pathology [Texte imprimé et/ou numérique] / Stacy S. MANWARING, Auteur ; Angela B. BARBER, Auteur . - 2019 . - p.225-257. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Deficits in social communication and language are a primary component of ASD, with the majority of individuals requiring treatment in these areas. Communication delays are often the first concern parents notice in their children who are later diagnosed with ASD, and therefore, the speech-language pathologist (SLP) is often the first referral source. Selecting an appropriate intervention approach, matched to a child’s symptom profile and familial needs, is critical and can be challenging given the growing number of interventions available. Interventions that vary in theoretical framework and strength of empirical support have been developed to target the core deficits of ASD. This chapter provides an overview of interventions and practices aimed at improving communication and language skills in ASD. Naturalistic developmental behavioral interventions (NDBIs) are informed by both behavioral and developmental principles and incorporate the strengths of both perspectives. These interventions, which include comprehensive treatment programs as well as more focused intervention practices, have shown particularly positive effects on language and communication outcomes of young children with ASD. Common features and specific examples of NDBIs are described, highlighting the role of the SLP in implementing these interventions. In addition, focused intervention practices commonly used by SLPs, in conjunction with other treatments or within comprehensive treatment programs, are discussed, with a summary of empirical support provided. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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