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Suvarna V, Farrell L, Adams D, Emerson LM, Paynter J. Parenting Practices and Externalizing Behaviors in Autistic Children: A Systematic Literature Review. Clin Child Fam Psychol Rev 2024; 27:235-256. [PMID: 38407761 PMCID: PMC10920481 DOI: 10.1007/s10567-024-00467-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/28/2024] [Indexed: 02/27/2024]
Abstract
There is limited recent research on the association between parenting practices and externalizing behaviors in autistic children. To address this gap, the current systematic review examined the associations between parenting practices and externalizing behaviors in autistic children, along with the mediating and moderating effects of parent and child variables (PROSPERO registration number CRD42022268667). Study inclusion criteria were (1) Peer-reviewed journals, (2) Participants included parents of autistic children and their children, (3) Quantitative measures of both parenting practices or behaviors/style and child externalizing behaviors, (4) Cross-sectional or longitudinal studies only, and (5) Studies published in English. Study exclusion criteria were: (1) Qualitative studies, (2) Published in a language other than English, (3) Participants included non-human participants, (4) Participants that did not include parents and their autistic children as participants or did not report this group separately, (5) Systematic review and meta-analyses, and (6) No quantitative measures of parenting practices and/or child externalizing behaviors. Quality appraisal and risk of bias were conducted using the McMaster Tool and results were synthesized in Covidence and Excel. Thirty studies were included in the review. Results demonstrated that mindful parenting was associated with fewer or lower levels of externalizing behaviors; positive parenting practices had non-significant associations with externalizing behaviors; specific parenting practices had differing associations with externalizing behaviors; and negative parenting practices were associated with higher levels of externalizing behaviors. We are unable to draw causal relationships due to focus on cross-sectional and longitudinal articles only. The potential for future research to target specific parent practices to support children's externalizing behaviors is discussed.
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Affiliation(s)
- Vedanta Suvarna
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia.
| | - Lara Farrell
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Dawn Adams
- Autism Centre of Excellence, School of Education and Professional Studies, Griffith University, Mt Gravatt, QLD, Australia
| | - Lisa-Marie Emerson
- School of Health Sciences, University of Canterbury, Christchurch, New Zealand
| | - Jessica Paynter
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
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2
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Mondellini M, Prajod P, Lavit Nicora M, Chiappini M, Micheletti E, Storm FA, Vertechy R, André E, Malosio M. Behavioral patterns in robotic collaborative assembly: comparing neurotypical and Autism Spectrum Disorder participants. Front Psychol 2023; 14:1245857. [PMID: 37954185 PMCID: PMC10637657 DOI: 10.3389/fpsyg.2023.1245857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 10/05/2023] [Indexed: 11/14/2023] Open
Abstract
Introduction In Industry 4.0, collaborative tasks often involve operators working with collaborative robots (cobots) in shared workspaces. Many aspects of the operator's well-being within this environment still need in-depth research. Moreover, these aspects are expected to differ between neurotypical (NT) and Autism Spectrum Disorder (ASD) operators. Methods This study examines behavioral patterns in 16 participants (eight neurotypical, eight with high-functioning ASD) during an assembly task in an industry-like lab-based robotic collaborative cell, enabling the detection of potential risks to their well-being during industrial human-robot collaboration. Each participant worked on the task for five consecutive days, 3.5 h per day. During these sessions, six video clips of 10 min each were recorded for each participant. The videos were used to extract quantitative behavioral data using the NOVA annotation tool and analyzed qualitatively using an ad-hoc observational grid. Also, during the work sessions, the researchers took unstructured notes of the observed behaviors that were analyzed qualitatively. Results The two groups differ mainly regarding behavior (e.g., prioritizing the robot partner, gaze patterns, facial expressions, multi-tasking, and personal space), adaptation to the task over time, and the resulting overall performance. Discussion This result confirms that NT and ASD participants in a collaborative shared workspace have different needs and that the working experience should be tailored depending on the end-user's characteristics. The findings of this study represent a starting point for further efforts to promote well-being in the workplace. To the best of our knowledge, this is the first work comparing NT and ASD participants in a collaborative industrial scenario.
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Affiliation(s)
- Marta Mondellini
- Institute of Intelligent Industrial Technologies and Systems for Advanced Manufacturing, National Research Council of Italy, Lecco, Italy
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | - Pooja Prajod
- Department of Human-Centered Artificial Intelligence, University of Augsburg, Augsburg, Germany
| | - Matteo Lavit Nicora
- Institute of Intelligent Industrial Technologies and Systems for Advanced Manufacturing, National Research Council of Italy, Lecco, Italy
- Department of Industrial Engineering, University of Bologna, Bologna, Italy
| | - Mattia Chiappini
- Scientific Institute, Istituto di Ricovero e Cura a Carattere Scientifico E. Medea, Lecco, Italy
| | - Ettore Micheletti
- Scientific Institute, Istituto di Ricovero e Cura a Carattere Scientifico E. Medea, Lecco, Italy
| | - Fabio Alexander Storm
- Scientific Institute, Istituto di Ricovero e Cura a Carattere Scientifico E. Medea, Lecco, Italy
| | - Rocco Vertechy
- Department of Industrial Engineering, University of Bologna, Bologna, Italy
| | - Elisabeth André
- Department of Human-Centered Artificial Intelligence, University of Augsburg, Augsburg, Germany
| | - Matteo Malosio
- Institute of Intelligent Industrial Technologies and Systems for Advanced Manufacturing, National Research Council of Italy, Lecco, Italy
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Kahveci G, Güneyli A. Examining Conjoint Behavioral Consultation to Support 2e-Autism Spectrum Disorder and Gifted Students in Preschool with Academic and Behavior Concerns. Behav Sci (Basel) 2023; 13:674. [PMID: 37622814 PMCID: PMC10451274 DOI: 10.3390/bs13080674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 08/08/2023] [Accepted: 08/09/2023] [Indexed: 08/26/2023] Open
Abstract
Conjoint behavioral consultation (CBC), as adjusted for 2e children with academic and behavioral difficulties, was the focus of this single-subject design study. Three young children from a preschool participated, together with their parents and teachers. Academic enablers for students-intervention, maintenance, and generalization phases; academic and behavioral competencies-intervention, maintenance, and generalization phases; and teachers', parents', and students' perceptions of the intervention's social validity data were collected among the outcome measures. Findings from multiple participant-related probes pointed to constructive improvements in the phases of intervention, maintenance for listening behavior, and improved on-task skill in intervention, maintenance, and generalization. Additionally, during the consultation, parents and teachers noted improvements in the outcomes of the target behavior such as rhythm keeping, picture-word matching, writing the pictured concept in Turkish, writing the pictured concept in English, short personal story writing, short personal story telling, and verbal math problem solving, and each stakeholder gave the intervention a grade for its social validity. Limitations, potential routes for future study, and implications for preschool CBC intervention are highlighted.
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Affiliation(s)
- Gül Kahveci
- Faculty of Education, European University of Lefke, Mersin 10, Lefke 99728, Northern Cyprus, Turkey
| | - Ahmet Güneyli
- Faculty of Education, European University of Lefke, Mersin 10, Lefke 99728, Northern Cyprus, Turkey
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4
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Akrami L, Malekpour M, Faramarzi S, Abedi A. Effect of training program on sexual knowledge and social skills of adolescents with high-functioning autism in puberty. ADVANCES IN AUTISM 2021. [DOI: 10.1108/aia-07-2020-0045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Autism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder.
Design/methodology/approach
This study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions.
Findings
Results showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK.
Originality/value
With regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder.
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Beaudoin AJ, Pedneault F, Houle M, Bilodeau C, Gauvin MP, Groleau D, Brochu P, Couture M. Case study assessing the feasibility of using a wearable haptic device or humanoid robot to facilitate transitions in occupational therapy sessions for children with autism spectrum disorder. J Rehabil Assist Technol Eng 2021; 8:20556683211049041. [PMID: 34671485 PMCID: PMC8521426 DOI: 10.1177/20556683211049041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2019] [Accepted: 09/09/2019] [Indexed: 11/16/2022] Open
Abstract
Introduction Some children with autism spectrum disorder (ASD) have difficulties with transitions that may lead to problem behaviours. Although the use of technologies with children with ASD is receiving increasing attention, no study has looked at their effect on transitions in activities of daily living. This study aimed to document the feasibility of (1) using two intervention technologies (NAO humanoid robot or wearable haptic device) separately to facilitate transitions in occupational therapy sessions for children with ASD and (2) the method used to document changes. Methods Using a single case reversal (ABA) design, two children with ASD were randomly assigned to one of the intervention technologies (humanoid robot or haptic bracelet). Each technology was used as an antecedent to stimulate the start of transitions in eight intervention sessions at a private occupational therapy clinic. Data concerning the time required for transitions, child's behaviours during transitions at the clinic and mother's perception of the child's performance in transitions at home were analysed graphically. Results When using technology, both children's behaviours were appropriate, quick and relatively stable. Also, both mothers reported improved perceptions of their child's performance in transitions. Conclusions This exploratory study suggests no detrimental effect of using these technologies.
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Affiliation(s)
- Audrée Jeanne Beaudoin
- Institut Universitaire de Première Ligne en Santé et Services Sociaux, Centre Intégré Universitaire en Santé et Services Sociaux de L'Estrie - Centre Hospitalier Universitaire de Sherbrooke, Sherbrooke, QC, Canada.,School of Rehabilitation, Université de Sherbrooke, Sherbrooke, QC, Canada
| | | | - Marina Houle
- School of Rehabilitation, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Cynthia Bilodeau
- School of Rehabilitation, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Marie-Pier Gauvin
- School of Rehabilitation, Université de Sherbrooke, Sherbrooke, QC, Canada
| | | | | | - Mélanie Couture
- School of Rehabilitation, Université de Sherbrooke, Sherbrooke, QC, Canada
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Mercurio MA, Schmitt AJ, Loftus‐Rattan SM, McCallum E. Reducing classroom transition time using a music‐infused video modeling intervention. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Melyssa A. Mercurio
- Department of Counseling, Psychology, and Special Education Duquesne University Pittsburgh Pennsylvania USA
| | - Ara J. Schmitt
- Department of Counseling, Psychology, and Special Education Duquesne University Pittsburgh Pennsylvania USA
| | - Susan M. Loftus‐Rattan
- Department of Counseling, Psychology, and Special Education Duquesne University Pittsburgh Pennsylvania USA
| | - Elizabeth McCallum
- Department of Counseling, Psychology, and Special Education Duquesne University Pittsburgh Pennsylvania USA
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7
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Wahman CL, Anderson EJ. A precorrection intervention to teach behavioral expectations to young children. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Charis L. Wahman
- Department of Counseling, Educational Psychology, and Special Education Michigan State University East Lansing Michigan USA
| | - Eric J. Anderson
- Department of Educational Studies The Ohio State University Columbus Ohio USA
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8
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Farley BE, Griffith A, Mahoney A, Zhang D, Kruse L. Brief Report: Identifying Concerns of Military Caregivers with Children Diagnosed with ASD Following a Military Directed Relocation. J Autism Dev Disord 2021; 52:447-453. [PMID: 33666798 DOI: 10.1007/s10803-021-04936-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/15/2021] [Indexed: 10/22/2022]
Abstract
Military families relocate three times more often than non-military families. Those whom have children diagnosed with Autism Spectrum Disorder face challenges related to inconsistencies in services, delay of services, and lack of continuity of care. The current study expands the limited research examining the experiences of military families with children with Autism by focusing on impact of relocation, specifically identifying potential causes of delays in services. An online survey of 25 military caregivers of children with autism suggests potential delays in service related to provider waitlists, obtaining new referrals, and lengthy intake processes. The impact of these inconsistencies is discussed in relation to child progress and the need for future research in this area.
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Affiliation(s)
- Britt E Farley
- Applied Behavior Analysis Online Program, The Chicago School of Professional Psychology, Chicago, USA. .,, 9917 W Antietam St, Boise, Idaho, 83709-3405, USA.
| | - Annette Griffith
- Applied Behavior Analysis Online Program, The Chicago School of Professional Psychology, Chicago, USA
| | - Amanda Mahoney
- Applied Behavior Analysis Online Program, The Chicago School of Professional Psychology, Chicago, USA
| | - Dorthy Zhang
- Applied Behavior Analysis Online Program, The Chicago School of Professional Psychology, Chicago, USA
| | - Laura Kruse
- Applied Behavior Analysis Online Program, The Chicago School of Professional Psychology, Chicago, USA
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McCoy A, McNaughton D. Effects of Online Training on Educators' Knowledge and Use of System of Least Prompts to Support Augmentative and Alternative Communication. JOURNAL OF BEHAVIORAL EDUCATION 2021; 30:10.1007/s10864-020-09374-6. [PMID: 34421285 PMCID: PMC8375496 DOI: 10.1007/s10864-020-09374-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The present study evaluated the effects of online training on educators' knowledge and use of system of least prompts (SLP) to support the communication of individuals with autism (ASD) who use augmentative and alternative communication (AAC). A pre/posttest group design with switching replications was utilized. Three dependent variables: (a) knowledge of SLP, (b) planning for SLP, and (c) performance of SLP implementation during teleconference role-plays, were analyzed using a two-way mixed analysis of variance (ANOVA). Results indicate that training was effective in increasing educators' knowledge as well as the ability to plan for SLP. Implementation of SLP also increased over time, however, data analysis did not support the conclusion that this result was directly related to the online training. Additional results suggest that the participants viewed online instruction, with teleconference role-play assessments and case study vignettes, as a socially valid activity. Participants reported learning a valuable skill and as a result of the training were more confident working with individuals who use AAC. Implications, limitations, and directions for future research are also discussed.
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Affiliation(s)
- Ashley McCoy
- School of Counseling & Special Education, Bowling Green State University, Bowling Green, Ohio
| | - David McNaughton
- Department of Educational Psychology, Counseling, and Special Education, Penn State University, University Park, PA
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10
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Bitsika V, Sharpley CF. The effects of 'preferedness of task' on stress, emotion, and behaviour responses to forced activity transitions in boys with ASD. Int J Dev Neurosci 2019; 75:36-43. [PMID: 30991095 DOI: 10.1016/j.ijdevneu.2019.04.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 03/12/2019] [Accepted: 04/09/2019] [Indexed: 10/27/2022] Open
Abstract
BACKGROUND Many children with Autism Spectrum Disorder (ASD) exhibit distress when asked to transition from one task to another. This study aimed to determine if physiological stress during transition was due to ASD-related rigidity or to their preference for some tasks over others. METHOD The effects of change of task alone versus a change in task 'preferedness' when undergoing forced activity transition were investigated in 29 boys with Autism Spectrum Disorder. RESULTS Total sample data indicated a significant increase in heart rate (HR) during transition from a preferred to a non-preferred task, but not during transition from one preferred task to another preferred task, or from a non-preferred task to a preferred task. These data are suggestive of an effect due to the 'preferedness' of the task rather than just the change in task alone. Two subgroups of participants emerged, one which followed the 'expected' HR responsivity model to stress, and one which failed to follow that model. CONCLUSION Transition-related distress may be confounded by preferredness of task when understanding transition stress in boys with ASD.
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Affiliation(s)
- Vicki Bitsika
- Brain-Behaviour Research Group, University of New England, Armidale, New South Wales, Australia
| | - Christopher F Sharpley
- Brain-Behaviour Research Group, University of New England, Armidale, New South Wales, Australia.
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11
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Eapen V, Grove R, Aylward E, Joosten AV, Miller SI, Van Der Watt G, Fordyce K, Dissanayake C, Maya J, Tucker M, DeBlasio A. Transition from early intervention program to primary school in children with autism spectrum disorder. World J Clin Pediatr 2017; 6:169-175. [PMID: 29259892 PMCID: PMC5695075 DOI: 10.5409/wjcp.v6.i4.169] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Revised: 08/14/2017] [Accepted: 09/04/2017] [Indexed: 02/06/2023] Open
Abstract
AIM To evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism.
METHODS Twenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child’s school adjustment. The relationship between child characteristics and school outcomes was evaluated.
RESULTS Cognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement.
CONCLUSION Supporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential.
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Affiliation(s)
- Valsamma Eapen
- Academic Unit of Child Psychiatry, South West Sydney (AUCS), ICAMHS, Mental Health Centre, L1, Liverpool Hospital, Liverpool 2170, Australia
- School of Psychiatry, University of New South Wales, Sydney 2052, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
| | - Rachel Grove
- School of Psychiatry, University of New South Wales, Sydney 2052, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
| | - Elizabeth Aylward
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- KU Marcia Burgess Autism Specific Early Learning and Care Centre, Liverpool 2170, Australia
| | - Annette V Joosten
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- School of Occupational Therapy and Social Work, Curtin University, Perth 6000, Australia
| | - Scott I Miller
- Western Australia Autism Specific Early Learning and Care Centre, Bedford 6052, Australia
- Autism Association of Western Australia, Perth 6000, Australia
| | - Gerdamari Van Der Watt
- Western Australia Autism Specific Early Learning and Care Centre, Bedford 6052, Australia
- Autism Association of Western Australia, Perth 6000, Australia
| | - Kathryn Fordyce
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- St Giles Society North West Tasmania Autism Specific Early Learning and Care Centre, Burnie 7320, Australia
| | - Cheryl Dissanayake
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- La Trobe University, Melbourne 3000, Australia
| | - Jacqueline Maya
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- La Trobe University, Melbourne 3000, Australia
| | - Madonna Tucker
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- AEIOU Foundation, Nathan 4111, Australia
| | - Antonia DeBlasio
- Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket 4850, Australia
- AnglicareSA Daphne St Autism Specific Early Learning and Care Centre, Prospect 5082, Australia
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Iadarola S, Shih W, Dean M, Blanch E, Harwood R, Hetherington S, Mandell D, Kasari C, Smith T. Implementing a Manualized, Classroom Transition Intervention for Students With ASD in Underresourced Schools. Behav Modif 2017; 42:126-147. [PMID: 28675941 DOI: 10.1177/0145445517711437] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs ( n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.
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Affiliation(s)
| | - Wendy Shih
- 2 University of California, Los Angeles, CA, USA
| | - Michelle Dean
- 3 California State University Channel Islands, Camarillo, CA, USA
| | - Erica Blanch
- 4 University of Pennsylvania, Philadelphia, PA, USA
| | - Robin Harwood
- 5 Maternal and Child Health Bureau, Health Resources and Services Administration, Rockville, MD, USA
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Sullivan WE, Martens BK, Morley AJ, Long SJ. REDUCING TRANSITION LATENCY AND TRANSITION-RELATED PROBLEM BEHAVIOR IN CHILDREN BY ALTERING THE MOTIVATING OPERATIONS FOR TASK DISENGAGEMENT. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22008] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Huffman RW, Sainato DM, Curiel ESL. Correspondence Training Using Special Interests to Increase Compliance During Transitions: An Emerging Technology. Behav Anal Pract 2016; 9:25-33. [PMID: 27606230 DOI: 10.1007/s40617-015-0100-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Affiliation(s)
- Robert W Huffman
- Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, A354 PAES Building, 305 West 17th Ave., Columbus, OH 43210-1224 USA
| | - Diane M Sainato
- Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, A354 PAES Building, 305 West 17th Ave., Columbus, OH 43210-1224 USA
| | - Emily S L Curiel
- Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, A354 PAES Building, 305 West 17th Ave., Columbus, OH 43210-1224 USA
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15
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Minshawi NF, Hurwitz S, Morriss D, McDougle CJ. Multidisciplinary assessment and treatment of self-injurious behavior in autism spectrum disorder and intellectual disability: integration of psychological and biological theory and approach. J Autism Dev Disord 2015; 45:1541-68. [PMID: 25395094 DOI: 10.1007/s10803-014-2307-3] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
The objective of this review is to consider the psychological (largely behavioral) and biological [neurochemical, medical (including genetic), and pharmacological] theories and approaches that contribute to current thinking about the etiology and treatment of self-injurious behavior (SIB) in individuals with autism spectrum disorder and/or intellectual disability. Algorithms for the assessment and treatment of SIB in this context, respectively, from a multidisciplinary, integrative perspective are proposed and challenges and opportunities that exist in clinical and research settings are discussed.
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Affiliation(s)
- Noha F Minshawi
- Christian Sarkine Autism Treatment Center, James Whitcomb Riley Hospital for Children, Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana, USA
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A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2015. [DOI: 10.1007/s40489-015-0056-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Favre MR, La Mendola D, Meystre J, Christodoulou D, Cochrane MJ, Markram H, Markram K. Predictable enriched environment prevents development of hyper-emotionality in the VPA rat model of autism. Front Neurosci 2015; 9:127. [PMID: 26089770 PMCID: PMC4452729 DOI: 10.3389/fnins.2015.00127] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2015] [Accepted: 03/27/2015] [Indexed: 12/27/2022] Open
Abstract
Understanding the effects of environmental stimulation in autism can improve therapeutic interventions against debilitating sensory overload, social withdrawal, fear and anxiety. Here, we evaluate the role of environmental predictability on behavior and protein expression, and inter-individual differences, in the valproic acid (VPA) model of autism. Male rats embryonically exposed (E11.5) either to VPA, a known autism risk factor in humans, or to saline, were housed from weaning into adulthood in a standard laboratory environment, an unpredictably enriched environment, or a predictably enriched environment. Animals were tested for sociability, nociception, stereotypy, fear conditioning and anxiety, and for tissue content of glutamate signaling proteins in the primary somatosensory cortex, hippocampus and amygdala, and of corticosterone in plasma, amygdala and hippocampus. Standard group analyses on separate measures were complemented with a composite emotionality score, using Cronbach's Alpha analysis, and with multivariate profiling of individual animals, using Hierarchical Cluster Analysis. We found that predictable environmental enrichment prevented the development of hyper-emotionality in the VPA-exposed group, while unpredictable enrichment did not. Individual variation in the severity of the autistic-like symptoms (fear, anxiety, social withdrawal and sensory abnormalities) correlated with neurochemical profiles, and predicted their responsiveness to predictability in the environment. In controls, the association between socio-affective behaviors, neurochemical profiles and environmental predictability was negligible. This study suggests that rearing in a predictable environment prevents the development of hyper-emotional features in animals exposed to an autism risk factor, and demonstrates that unpredictable environments can lead to negative outcomes, even in the presence of environmental enrichment.
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Affiliation(s)
- Mônica R Favre
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
| | - Deborah La Mendola
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
| | - Julie Meystre
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
| | - Dimitri Christodoulou
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
| | - Melissa J Cochrane
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
| | - Henry Markram
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
| | - Kamila Markram
- Laboratory of Neural Microcircuits, Brain Mind Institute, École Polytechnique Fédérale de Lausanne Lausanne, Switzerland
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Abstract
PURPOSE To compare testability of vision and eye tests in an examination protocol of 9- to 17-year-old patients with autism spectrum disorder (ASD) to typically developing (TD) peers. METHODS In a prospective pilot study, 61 children and adolescents (34 with ASD and 27 who were TD) aged 9 to 17 years completed an eye examination protocol including tests of visual acuity, refraction, convergence (eye teaming), stereoacuity (depth perception), ocular motility, and ocular health. Patients who required new refractive correction were retested after wearing their updated spectacle prescription for 1 month. The specialized protocol incorporated visual, sensory, and communication supports. A psychologist determined group status/eligibility using DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision) criteria by review of previous evaluations and parent responses on the Social Communication Questionnaire. Before the examination, parents provided information regarding patients' sex, race, ethnicity, and, for ASD patients, verbal communication level (nonverbal, uses short words, verbal). Parents indicated whether the patient wore a refractive correction, whether the patient had ever had an eye examination, and the age at the last examination. Chi-square tests compared testability results for TD and ASD groups. RESULTS Typically developing and ASD groups did not differ by age (p = 0.54), sex (p = 0.53), or ethnicity (p = 0.22). Testability was high on most tests (TD, 100%; ASD, 88 to 100%), except for intraocular pressure (IOP), which was reduced for both the ASD (71%) and the TD (89%) patients. Among ASD patients, IOP testability varied greatly with verbal communication level (p < 0.001). Although IOP measurements were completed on all verbal patients, only 37.5% of nonverbal and 44.4% of ASD patients who used short words were successful. CONCLUSIONS Patients with ASD can complete most vision and eye tests within an examination protocol. Testability of IOPs is reduced, particularly for nonverbal patients and patients who use short words to communicate.
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Mckenney ELW, Dorencz J, Bristol RM, Hall LP. PUBLISHING ABOUT AUTISM SPECTRUM DISORDER IN SIX SCHOOL PSYCHOLOGY JOURNALS: 2002-2012. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21820] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Tullis CA, Cannella-Malone HI, Payne DO. Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2014. [DOI: 10.1007/s40489-014-0039-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Brewer AT, Strickland-Cohen K, Dotson W, Williams DC. Advance Notice for Transition-Related Problem Behavior: Practice Guidelines. Behav Anal Pract 2014; 7:117-25. [PMID: 27540509 PMCID: PMC4711751 DOI: 10.1007/s40617-014-0014-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010; Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transition-related problem behavior.
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Affiliation(s)
- Adam T. Brewer
- />Burkhart Center for Autism Education and Research, Texas Tech University, 2908 18th St., Lubbock, TX 79409 USA
| | - Kathleen Strickland-Cohen
- />Burkhart Center for Autism Education and Research, Texas Tech University, 2908 18th St., Lubbock, TX 79409 USA
| | - Wesley Dotson
- />Burkhart Center for Autism Education and Research, Texas Tech University, 2908 18th St., Lubbock, TX 79409 USA
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Joosten AV, Bundy AC, Einfeld SL. Context Influences the Motivation for Stereotypic and Repetitive Behaviour in Children Diagnosed with Intellectual Disability with and without Autism. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2012; 25:262-70. [DOI: 10.1111/j.1468-3148.2011.00663.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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