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Examining Functioning And Behavior Outcomes After Drums Alive Intervention In Adolescents With Intellectual Disabilities And Autism Spectrum Disorder
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Book Synopsis Examining Functioning and Behavior Outcomes After Drums-alive Intervention in Adolescents with Intellectual Disabilities and Autism Spectrum Disorder by : Qin Yang
Download or read book Examining Functioning and Behavior Outcomes After Drums-alive Intervention in Adolescents with Intellectual Disabilities and Autism Spectrum Disorder written by Qin Yang and published by . This book was released on 2018 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) are typically characterized by impairment in motor skills, behavior, and attention. Exercise can improve these parameters. Individuals with ID and ASD are not very keen on performing the traditional physical activity (PA). The Drums-Alive Program (DAP) is a new form of PA that can improve physiological and psychological parameters in children and seniors (Wright, Ehnold, Roschmann, & Wolf, 2010). We examined mean changes in motor skills, behavior, and attention after an 8-week DAP intervention in adolescents with ID and ASD. Two multivariate analyses were performed. The first revealed no significant mean changes between pre- and post-intervention means in motor skills, behavior, and attention. The second revealed a combined significant difference between pre- and post-intervention means in restlessness, initiation, and consistent attention (P
Author :U. S. Department of Health and Human Services Publisher :Createspace Independent Pub ISBN 13 :9781483955742 Total Pages :378 pages Book Rating :4.9/5 (557 download)
Book Synopsis Interventions for Adolescents and Young Adults with Autism Spectrum Disorders by : U. S. Department of Health and Human Services
Download or read book Interventions for Adolescents and Young Adults with Autism Spectrum Disorders written by U. S. Department of Health and Human Services and published by Createspace Independent Pub. This book was released on 2013-03-25 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorders (ASD) are among the most common neurodevelopmental disorders, with an estimated prevalence of 1 in 110 children in the United States having an ASD. ASDs are typically diagnosed in early childhood, often at or before preschool age. The diagnosis is fundamentally behaviorally based (i.e., there is no specific genetic test or clinical/ laboratory procedure for diagnosis) and rests on documented core impairments related to social interaction, communication, as well as restricted and repetitive behavior. Diagnoses made by clinical providers, often pediatricians, behavioral providers, child neurologists, child psychiatrists, or child psychologists, are based on documented symptom patterns in these domains. Numerous screening and diagnostic tools are available to help document and measure symptoms of autism, with research investigations increasingly utilizing such measures in combination with clinical diagnoses in order to more accurately describe, measure, and analyze the heterogeneity in presentation associated with ASD. In addition to impairments in core symptom areas, many individuals with ASD also have impaired cognitive skills, atypical sensory behaviors, or other complex medical and psychiatric symptoms and conditions, such as seizure disorders, motor impairments, hyperactivity, anxiety, and self-injury/aggression. More than 55,000 individuals between the ages of 15 and 17 in the United States likely have an ASD. For some individuals, core symptoms of ASD (impairments in communication and social interaction and restricted/repetitive behaviors and interests) may improve with intervention and over time; however, some degree of impairment typically remains throughout the lifespan. As children transition to adolescence and young adulthood, developmentally appropriate interventions to ameliorate core deficits may continue, but the focus of treatment often shifts toward promoting adaptive behaviors that can facilitate and enhance independent functioning. The issue of the lack of services available to help young adults with ASD transition to greater independence has been noted by researchers for a number of years and is increasingly a topic in the lay media. The goal of this review is to examine the effects of available interventions on adolescents and young adults with ASD, focusing on the following outcomes: core symptoms of ASD; medical and mental health comorbidities; functional behaviors and independence; the transition to adulthood; and family outcomes. We have synthesized evidence in the published literature to address these Key Questions: Key Question 1: Among adolescents and young adults with ASD, what are the effects of available interventions on the core symptoms of ASD? Key Question 2: Among adolescents and young adults with ASD, what are the effects of available interventions on common medical and mental health comorbidities (e.g., epilepsy, sleep disorders, motor impairments, obesity, depression, anxiety, acute and episodic aggression, attention deficit hyperactivity disorder, etc.)? Key Question 3: Among adolescents and young adults with ASD, what are the effects of available interventions on functional behavior, attainment of goals toward independence, educational attainment, occupational/vocational attainment, life satisfaction, access to health and other services, legal outcomes, and social outcomes? Key Question 4: Among adolescents and young adults with ASD, what is the effectiveness of interventions designed to support the transitioning process, specifically to affect attainment of goals toward independence, educational attainment, occupational/vocational attainment, life satisfaction, access to health and other services, legal outcomes, and social outcomes? Key Question 5: Among adolescents and young adults with ASD, what harms are associated with available interventions? Key Question 6: What are the effects of interventions on family outcomes?
Book Synopsis Identifying and Addressing the Social Issues Experienced by Individuals with IDD by :
Download or read book Identifying and Addressing the Social Issues Experienced by Individuals with IDD written by and published by Academic Press. This book was released on 2017-08-22 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying and Addressing the Social Issues Experienced by Individuals with IDD, Volume 52 provides an ongoing scholarly look at research into the causes, effects, classification systems and syndromes, etc. of developmental disabilities. Updates to this new volume include chapters on Using large-scale databases to examine abuse and vulnerability in populations with ASD and other developmental disabilities, Peer relationships among children with ASD: Social acceptance, friendships and peer networks, Negative peer experiences in adolescents with ASD in the general education setting, Pathways to Inclusion and Belonging: Peer-Mediated Interventions for Students with Severe Disabilities, and Social Vulnerability in Williams Syndrome. Contributors to this series come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. Provides the most recent scholarly research in the study of developmental disabilities Contains a vast range of perspectives, with many topics covered Presents an excellent resource for academic researchers
Book Synopsis Social Story(TM) Interventions: An Examination of Effectiveness in Addressing Transition Difficulties of Students with Autism Spectrum Disorders by : Anastasia Kokina
Download or read book Social Story(TM) Interventions: An Examination of Effectiveness in Addressing Transition Difficulties of Students with Autism Spectrum Disorders written by Anastasia Kokina and published by . This book was released on 2012 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with Autism Spectrum Disorders (ASD) may engage in high levels of disruption and off-task behaviors when faced with school transitions and changes in daily routines. These difficulties are often viewed by parents as some of the most challenging behaviors to address in their children on a daily basis (South, Ozonoff, & McMahon, 2005). One intervention that has been proposed to address transition difficulties of individuals with ASD is Social Stories. However, their effectiveness in situations involving daily school transitions remains largely unexplored, with only a limited number of studies conducted to date. Using a withdrawal (i.e., ABAB) design, this study examined the efficacy of Social Stories in addressing transition difficulties of three students with ASD and moderate intellectual disability (ID). Results suggest mixed effectiveness of Social Stories, with promising results obtained for one out of three participants. Out of the four dependent variables targeted, the intervention held promise for addressing disruptive behaviors. The effects of the intervention were minimal for on-task behaviors, and absent for latency to transition and duration of time in transition. The intervention was viewed as acceptable by teachers and by students, and was implemented with high fidelity.
Book Synopsis Course of Behavioral Change in High-functioning Young Adults on the Autism Spectrum by : Monali Chowdhury
Download or read book Course of Behavioral Change in High-functioning Young Adults on the Autism Spectrum written by Monali Chowdhury and published by . This book was released on 2007 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The autism spectrum disorders (ASDs) are life-long disabilities with impairments in social interactions and language, and presence of stereotyped behaviors continuing into adulthood. However, there is a dearth of research examining changes in ASD symptoms from childhood to adulthood, especially for the high-functioning subgroup (nonverbal IQ greater than 70) on the autism spectrum. This study examined the behavioral characteristics of a sample of high-functioning adults with ASDs at current age ( mean = 22.5 years) and retrospectively at age 4-5 years using three separate measures of the key domains of Social Interaction, Communication and Restricted Repetitive Behaviors (RRBs). The instruments used were the Autism Diagnostic Interview-Revised (ADI-R), the Social Communication Questionnaire (SCQ), and the Repetitive Behavior Scale -- Revised (RBS-R). The study also examined the internal consistency and convergent validity of the SCQ. The participants were 34 high-functioning adults (nonverbal IQs 72- 124) with an autism spectrum diagnosis who were recruited from previous studies in which the ADI-R was administered. Parents completed the SCQ and the RBS-R for this study. Results showed significant changes in all domains with the exception of the Self- injurious subscale of the RBS-R. Impairments were found to continue in symptoms involving appropriateness of social responses, friendships, stereotyped utterances, and circumscribed interests, which suggests that these are some of the core features of ASDs. There was significantly less improvement in the RRB domain compared to the Social Interaction domain of the ADI-R. An item-by-item analysis of the ADI-R showed that the greatest proportion of participants was currently rated as asymptomatic in the Communication domain (28.5%). In the RBS-R subscales, the largest proportion of participants showed improvements in the Compulsive subscale (76.47%) and the largest proportion failed to show improvement in the Restricted subscale (3 5.29%). Results also indicated a low base rate for certain symptoms in this population (e.g., self-injurious behavior, using others' bodies instrumentally, pronominal reversal, unusual preoccupations, and unusual sensory interests). Participants who improved in all three SCQ domains were found to be more likely to have an Asperger's diagnosis and more likely to have received speech, language and occupational therapy during childhood. The internal consistency of the SCQ was found to be slightly lower but comparable to the original validation study. Good convergent validity was found with the ADI-R, with the exception of the ADI-R and SCQ Repetitive Behavior domain which did not correlate with the other domains. Limitations of the study included retrospective nature of the data and a small sample of convenience with limited generalizability. Findings from this study add to the knowledge of expected behavioral change over time which is important for the prediction of future behavior and planning timely effective interventions. Recommendations included modifying current diagnostic categories and instruments to make provisions for age-related symptom changes that are a part of the expected developmental trajectory for many individuals with ASDs.
Book Synopsis Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities by : Robert Jason Grant
Download or read book Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities written by Robert Jason Grant and published by Routledge. This book was released on 2016-06-23 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities contains a wide selection of play therapy interventions for use with children and adolescents with autism spectrum disorders, dysregulation issues, or other neurodevelopmental disorders. The structured interventions focus on improvement in social skills, emotional regulation, connection and relationship development, and anxiety reduction. Special considerations for implementing structured interventions and an intervention tracking sheet are also presented. This valuable tool is a must have for both professionals and parents working on skill development with these populations.
Book Synopsis Stop. Breathe. Be. A Pilot Study Examining Mindfulness Training to Improve the Socioemotional Wellbeing of Youth with Autism Spectrum Disorder by : Katherine Thom
Download or read book Stop. Breathe. Be. A Pilot Study Examining Mindfulness Training to Improve the Socioemotional Wellbeing of Youth with Autism Spectrum Disorder written by Katherine Thom and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescence is challenging time for youth with autism spectrum disorder (ASD), who generally exhibit a myriad of psychosocial difficulties. While this developmental period represents an important window for intervention, few evidence-based programs exist. Recent research suggests that interventions targeting emotion regulation (ER) skill deficits in ASD may represent a promising approach to promoting more favourable outcomes for these youth (Mazefsky et al., 2014). Nurturing mindfulness has been shown to be an effective means of improving ER and wellbeing in diverse child and adult populations, although research in ASD is limited. This pilot study evaluated the impact of a 9-week mindfulness intervention on the ER and socioemotional functioning of 14 adolescents (13-17 years) with high functioning ASD using a pre-test post-test design. Parents reported statistically significant changes of small to medium effect size in adolescents' overall problem behaviours and social skills, ER, adaptability, hyperactivity, and withdrawal behaviours. Additionally, parents reported changes of small effect size that approached significance for adolescents' anxiety symptoms and atypicality. Adolescents reported changes of small effect size that were statistically significant for anxiety symptoms and interpersonal functioning, and non-significant for depression and social stress symptoms. Changes in many parent-reported outcome variables showed moderate to strong correlations with home practice adherence and parent-reported changes in ER. Qualitative observations of program impact and social acceptability were positive and supported the quantitative findings. The results provide promising evidence for mindfulness training with youth with ASD. Implications for assessment, intervention, and future research are discussed.
Book Synopsis A Contextual Approach to Understanding Psychiatric Comorbidities in Adolescents with Autism Spectrum Disorder by : Jessica Lynn Greenlee
Download or read book A Contextual Approach to Understanding Psychiatric Comorbidities in Adolescents with Autism Spectrum Disorder written by Jessica Lynn Greenlee and published by . This book was released on 2019 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychiatric comorbidities are common in youth with Autism Spectrum Disorders (ASD) and can have a negative impact on adaptive functioning and quality of life. Research has primarily focused on individual characteristics associated with internalizing problems such as age, intelligence, and social functioning. However, developmental theory supports the notion that individual level factors are necessary but not sufficient to understand the mental health of youth with ASD. Using the Family Ecology Framework as a guide, the purpose of this study was to examine how peer and family contexts are associated with anxiety and depression symptoms of adolescents with ASD. Using data from adolescents with ASD (13-17 years old) and their primary caregivers (N = 166), this study tested a conditional process model in which youths' social-communication skills were associated with their mental health symptoms indirectly via experiences of peer victimization, with family competence acting as a buffer against the negative impact of peer victimization on anxiety and depression symptoms. Results suggest that the peer context is important when considering the mental health of adolescents with ASD. Specifically, deficits in social-communication skills were associated with higher levels of parent-reported anxiety and depression symptoms through increased adolescent-reports of peer victimization; however, the hypothesized buffering effect of family competence was not statistically significant. Findings from this study suggest the benefits of utilizing developmentally sensitive, contextual approaches when examining psychiatric comorbidities in adolescents with ASD.
Book Synopsis Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities by : Russell Lang
Download or read book Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities written by Russell Lang and published by Springer. This book was released on 2022-04-30 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions. Key areas of coverage include: Basic hygiene as bathing, brushing teeth, and dressing. Advanced, complex skills, including driving, recreation, play, and leisure. Skills to maintain independence and safety in community settings, including abduction prevention skills for children. Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web. Training caregivers to promote and support adaptive behavior. Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism. Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education.
Book Synopsis Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorders Via Parent Delivery of Video Prompting on the IPad by : Elisa M. Cruz-Torres
Download or read book Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorders Via Parent Delivery of Video Prompting on the IPad written by Elisa M. Cruz-Torres and published by . This book was released on 2015 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence. A variety of technological devices have proven to be effective and efficient tools for the delivery of videos aimed at promoting independence among individuals with ASD while reducing the need for external prompts provided by others. As technology advances, devices have become more portable and, ultimately, affordable. Parents and caregivers have not only obtained these advanced technological devices, but actively seek to become more competent in using them to assist their children with ASD in a variety of ways. While there is ample research to support the use of portable devices to promote daily living skills for individuals with autism and other developmental disabilities, relatively few studies have examined whether parents can be trained to effectively deliver video prompting interventions through the use of mainstream devices. The current study sought to evaluate parent fidelity of implementing video prompting procedures using an iPad tablet as taught during a behavior skills training. Procedural fidelity was assessed utilizing a multiple baseline across participants' design to determine if their children with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their implementation of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy while also self-fading the viewing of video prompts. Implications for parent training and future research are discussed.
Book Synopsis A Video Self Modeling Intervention to Modify Aggressive Behaviors in Students with Autism Spectrum Disorder and Intellectual Disabilities by : Kate M. Sadler
Download or read book A Video Self Modeling Intervention to Modify Aggressive Behaviors in Students with Autism Spectrum Disorder and Intellectual Disabilities written by Kate M. Sadler and published by . This book was released on 2018 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluated the efficacy of a video self-modeling and functional behavior assessment intervention on a traditionally under-represented population. Students diagnosed with Autism Spectrum Disorder (ASD) and Intellectual Disabilities (ID) are prone to higher rates of aggressive behavior that can be resistant to treatment. Under the frameworks of Behaviorism and Social Cognitive Theory an intervention was developed to decrease aggressive behaviors and increase self-regulated behavior. A multiple baseline design across stimulus conditions with inter-subject replication was conducted to explore the effects of the intervention. Data was collected on both the rate of aggressive behaviors and the use of a replacement behavior which fostered socially appropriate self-regulation. The data indicate that both participants demonstrated a decrease in aggressive behavior immediately following intervention across all stimulus conditions. Data collected on the replacement behavior indicated a change from baseline to intervention but results differed across participants.
Book Synopsis A Qualitative Examination of Play Therapy and Mindfulness Interventions with Youth with Autism Spectrum Disorder by : Laura Bui
Download or read book A Qualitative Examination of Play Therapy and Mindfulness Interventions with Youth with Autism Spectrum Disorder written by Laura Bui and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project contributes findings to the existing body of literature on play therapy and mindfulness interventions for children and adolescents with autism spectrum disorder (ASD). There is very limited research conducted on mental health clinicians who provide these interventions for children in a therapeutic setting, such as Registered Play Therapists (RPTs) from the Association for Play Therapy (APT). Thus, the current study qualitatively examined the experiences of 7 clinicians who are RPTs from APT. By interviewing clinicians from APT, it was hypothesized that improvements in youths' social, emotional, and behavioral functioning will be observed when play and mindfulness interventions are utilized. Participating evaluators have been practicing as an RPT for at least 1.5 years treating youth with ASD, with a minimum of 8 children or adolescents with ASD, as a means to establish a baseline for expertise. The data collected through responses to 12 semi-structured interview questions and 6 follow-up questions were analyzed using Interpretative Phenomenological Analysis (IPA). Overall, the analysis revealed eight master themes that occurred across transcripts in varying frequencies. Participants demonstrated a shared understanding of play therapy and mindfulness, utilize an integrative treatment approach, have multiple treatment targets, and reported various benefits of play therapy and mindfulness. Additionally, participants expressed training and research needs, have an approach to developmental concerns, and emphasized play as being essential. There were also subordinate specific themes that emerged from three of the master themes. Lastly, the analysis revealed nine universal specific themes, indicating that all seven protocols endorsed the underlying notion.
Book Synopsis The Role of Adaptive Behavior and Parent Expectations in Predicting Post-school Outcomes for Young Adults with Intellectual Disability by : Kristin A. Dell'Armo
Download or read book The Role of Adaptive Behavior and Parent Expectations in Predicting Post-school Outcomes for Young Adults with Intellectual Disability written by Kristin A. Dell'Armo and published by . This book was released on 2018 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. The study addresses the following research aims: (1) Describe post-school outcomes and parent expectations for individuals with mild and moderate/severe intellectual disability, (2) Determine the relationship of adaptive functioning and parent expectations to post-school outcomes (i.e., postsecondary education, employment, and independent living) for individuals with intellectual disability, and (3) Compare these relationships to the ones that have been identified in previous research on autism spectrum disorder and determine whether these constructs operate similarly or differently in a sample with intellectual disability. Data from the National Longitudinal Transition Study-2 (NLTS2) was used to address these aims. A sample of students with intellectual disability, but without a co-occurring autism spectrum disorder, were selected for inclusion in the study. Four latent variables were created using data from Waves 1, 2, and 5 of data collection: demographic factors, adaptive behavior, parent expectations, and post-school outcomes. Structural equation modeling was used to test structural models of the relationships between these constructs. Results indicate that post-school outcomes for youth with intellectual disability are worse than outcomes for youth with other types of disabilities overall, and that outcomes for those with moderate/severe intellectual disability are significantly worse than for those with mild intellectual disability. Results from structural equation modeling indicate that, for youth with intellectual disability, adaptive behavior is more important than parent expectations in predicting post-school outcomes. The relationship between these variables appears different for those with intellectual disability than for other types of disabilities, such as autism spectrum disorder. Results support the conclusion that adaptive behavior plays a critical role in post-school success for individuals with intellectual disability and that parent expectations alone are insufficient to ensure positive outcomes for youth with poor adaptive skills. Implications for clinical practice and future research are discussed.
Book Synopsis The Remediation of Episodic Memory Deficits in Children with Autism Spectrum Disorder: An Examination of the Efficacy of Cognitive Behavioral Therapy by : Kaycie Zielinski Deane
Download or read book The Remediation of Episodic Memory Deficits in Children with Autism Spectrum Disorder: An Examination of the Efficacy of Cognitive Behavioral Therapy written by Kaycie Zielinski Deane and published by . This book was released on 2016 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) is a development delay marked by impairment in social communication and behaviors, resulting in interpersonal relationship deficits (Bowler, Gaigg & Lind, 2011). These social deficits persist throughout the individual's life (Crane & Goddard, 2008), thus it is important to explore various etiologies and interventions to remediate these struggles. One area that has been implicated as potentially contributing to social deficits in ASD is episodic memory (EM), or an individual's ability to re-experience themselves in a past event (Boucher & Bowler, 2008; Hare, Mellor & Azmi, 2006). There are two forms of EM, autobiographical in which the person was actively involved and non-autobiographical in which the person was an observer (Lind, 2010; Gilboa, 2004). Autobiographical EM is reliant on autonoetic awareness, or an understanding of one's personal experience (Wheeler et al., 1997) where non-autobiographical EM is reliant on theory of mind, or an understanding of other's experience (Baron-Cohen, 2000). To better understand EM deficits in children with ASD, this study sought to understand if these weaknesses could be remediated through the use of cognitive behavioral therapy (CBT) and what cognitive processes and additional factors might impact the outcome of treatment. Participants included 73 children (59 male) ages 6-13 with high functioning ASD. Participants were administered two types of EM measures, one that assessed short-term non-autobiographical EM and one that assessed long-term autobiographical EM, before and after participation in either a group or individual 32 week CBT intervention. Results indicated that autobiographical EM functioning was impacted by participant's processing speed and narrative ability. Non-autobiographical EM functioning was influenced by participant age and the severity of their ASD symptoms. Findings also suggest that children who received individual therapy performed better on both measures after receiving treatment. Therefore, based on these outcomes it appears that EM functioning in children with ASD can be improved through the use of CBT. Future research should examine how this improvement impacts social functioning.
Book Synopsis The Use of Peer-mediated Interventions for Enhancing Social Communication Behaviors Among Secondary Students with Autism Spectrum Disorders and Their Peers by : Julie Ann Horner
Download or read book The Use of Peer-mediated Interventions for Enhancing Social Communication Behaviors Among Secondary Students with Autism Spectrum Disorders and Their Peers written by Julie Ann Horner and published by . This book was released on 2018 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has suggested that youth with severe developmental disabilities (with and without ASD) benefit both academically and socially from inclusive school environments. The primary service delivery approach used for supporting the social, academic, and extracurricular experiences of adolescent students with significant developmental disabilities is individually assigned, one-to-one paraprofessionals and special educators. While this approach can serve an important auxiliary role in supporting these students' experiences, there is a stark absence of empirical evidence for this approach. Peer-mediated interventions have emerged as a promising alternative to one-to-one adult-delivered support models for improving academic and social outcomes for students with severe developmental disabilities. Research is needed that explores and describes the occurrences of social communication behaviors (SCB) that adolescents with severe disabilities exhibit and how their outcomes are influenced by peer-mediated interventions. The present study used data from a randomized control trial (RCT) to systematically: (1) explore and identify SCB occurrences among high school students with significant developmental disabilities with and without ASD; (2) explore and identify the SCB occurrences among high school typically developing students; (3) compare and contrast the SCB occurrences of both groups in relation to different student variables; and (4) investigate the quality of social interactions between typically developing high school students and high school students with DD before and after the implementation of peer-mediated interventions. Study data used direct observation event recording software and narrative recording. Results indicated statistical and clinical support for the peer support condition as compared to other treatment conditions in promoting various types of SCB among students with severe developmental disabilities, specifically those with ASD. A student's disability severity was found to modulate the occurrences general initiations exhibited by them. Little change was detected in social interaction quality attributes among disability groups between treatment conditions. Findings have positive implications for increasing SCB among students with DD who present with ASD. Findings have implications for assessing SCB and increasing social interactions and engagement among adolescents with severe developmental disabilities, specifically ASD, in general education settings.
Book Synopsis Predicting Growth in Prosocial and Externalizing Behaviors During a Summer Treatment Program for Children with ASD, ADHD, and Comorbid ASD and ADHD by : Shannon Ludeman
Download or read book Predicting Growth in Prosocial and Externalizing Behaviors During a Summer Treatment Program for Children with ASD, ADHD, and Comorbid ASD and ADHD written by Shannon Ludeman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children ages 6-12 with Autism Spectrum Disorders (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) often demonstrate similar challenges in in social skills and externalizing behavior (e.g., Leitner, 2014; May et al., 2018). Although distinct evidence-based intervention strategies for improving social skills and externalizing behavior have been shown to have positive effects for children with ASD (e.g., Wong et al., 2015) as well as children with ADHD (e.g., Fabiano et al., 2014), less is known about how a single evidence-based intervention might differentially affect children with ASD, ADHD, or both (Davis & Kollins, 2012).This study examined behavioral trajectories of children with ASD (n = 39), ADHD (n = 50), or both (n = 28) who participated in Apex Summer Camp prior to the COVID-19 pandemic. Apex is an intensive behavioral intervention modeled after the Summer Treatment Program (Pelham et al., 2012). Hierarchical linear modeling was used to model growth in prosocial and externalizing behaviors during camp, and to test whether diagnosis and pre-camp parent-reported child behavior ratings (i.e., Social Responsiveness Scale and Child Behavior Checklist) predicted growth. Results showed that all children, on average, had significant increases in most prosocial behaviors, but no overall changes in most externalizing behaviors. More importantly, campers with ASD and comorbid ASD and ADHD were rarely different from their counterparts with ADHD alone, though comorbid diagnosis was more often associated with less desirable outcomes. Last, parent pre-intervention behavior ratings were largely not predictive of positive behavior growth but predicted the intercept of some externalizing behaviors. Implications for clinical and school-based practice are discussed.
Book Synopsis Behavioral Change in a Summer Treatment Program for Children with ASD and ADHD by : Zoey Phillips
Download or read book Behavioral Change in a Summer Treatment Program for Children with ASD and ADHD written by Zoey Phillips and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) are both neurodevelopmental disorders, often associated with common impairments in social and behavioral functioning (Craig et al., 2016; Golstein & Schwebach, 2004; Grzadzinski et al., 2016; Karalunas et al., 2018; Mayes et al., 2012; Ronald et al., 2014; Sokolova et al., 2017). Less is known about the population of children who have symptoms of both ASD and ADHD, but preliminary research suggests that these children may experience greater impairment compared to children with ASD or ADHD only (Antshel et al., 2016; Constantino, 2018; Grzadzinski et al., 2016; Craig et al., 2015; Rao & Landa, 2014), and respond differently to treatment (Antshel et al., 20110). The Children's Summer Treatment Program (STP) is a comprehensive and multicomponent treatment package designed to decrease challenging behavior and increase prosocial behavior for children who may not respond to less intensive interventions (e.g. Antshel et al., 2011; Mikami et al., 2017). This study examined positive and negative behavioral functioning with a modified version of the STP for children with ASD, ADHD, and ASD + ADHD. Findings showed overall low rates of negative behavior and relatively high rates of positive behaviors across the treatment period. Diagnosis, returner status, and the interaction between these variables was a significant predictor of both Peer Problems and Defiant Behavior. Returning campers with ADHD showed the highest rates of behavior problems at baseline, and also the greatest improvements over time. Gender and attention problems at baseline were not significant predictors after accounting for other factors. More research is needed to develop sensitive measurement tools to assess children’s social functioning and monitor changes in social skills development over time.
