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https://www.readbyqxmd.com/read/28074354/parent-reported-developmental-regression-in-autism-epilepsy-iq-schizophrenia-spectrum-symptoms-and-special-education
#1
Kenneth D Gadow, Greg Perlman, Rebecca J Weber
Examined the psychiatric and clinical correlates of loss of previously acquired skills (regression) as reported by parents of youth with autism spectrum disorder (ASD). Study sample comprised 6- to 18-year old (N = 213) children and adolescents with ASD. Parents reported regression in 77 (36%) youth. A more homogeneous subgroup with regression between 18 and 36 months (n = 48) had higher rates of intellectual disability, epilepsy, and special education, more socially restrictive educational settings, and more severe ASD communication deficits and schizophrenia spectrum symptoms than non-regressed youth (n = 136)...
January 10, 2017: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27999683/a-preliminary-investigation-of-a-specialized-music-therapy-model-for-children-with-disabilities-delivered-in-a-classroom-setting
#2
Jenna Mendelson, Yasmine White, Laura Hans, Richard Adebari, Lorrie Schmid, Jan Riggsbee, Ali Goldsmith, Burcu Ozler, Kristen Buehne, Sarah Jones, Jennifer Shapleton, Geraldine Dawson
Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17)...
2016: Autism Research and Treatment
https://www.readbyqxmd.com/read/27929316/assessing-understanding-and-supporting-students-with-autism-at-school-contemporary-science-practice-and-policy
#3
Janine P Stichter, T Chris Riley-Tillman, Shane R Jimerson
Over the past 3 decades, there has been an unprecedented increase in students identified as eligible for special education as a result of students meeting criteria for autism spectrum disorder (ASD). The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals working with this population. Although there is considerable research addressing assessment, identification, and support services for children with ASD, there is a need for further research focused on these topics within the school context...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27911014/the-effectiveness-of-an-outdoor-adventure-programme-for-young-children-with-autism-spectrum-disorder-a-controlled-study
#4
Ditza A Zachor, Shira Vardi, Shani Baron-Eitan, Inbal Brodai-Meir, Noa Ginossar, Esther Ben-Itzchak
AIM: Outdoor adventure programmes aim to improve interpersonal relationships using adventurous activities. The current study examined the effectiveness of an outdoor adventure programme in children with autism spectrum disorders (ASD). METHOD: The study included 51 participants (40 males, 11 females; age 3y 4mo-7y 4mo) enrolled in ASD special education kindergartens. Only the intervention group (n=30) participated in the outdoor adventure programme for 13 weeks, completing challenging physical activities that required cooperation and communication with peers and instructors...
December 2, 2016: Developmental Medicine and Child Neurology
https://www.readbyqxmd.com/read/27842974/-a-longitudinal-3%C3%A2-years-study-of-the-development-of-four-children-with-autism-without-mental-retardation-after-90%C3%A2-sessions-of-social-skills-training
#5
M Liratni, C Blanchet, R Pry
INTRODUCTION: Few studies on social skills training essentially based on ABA techniques are dedicated to children with autism aged 5 to 10 years whereas autistic disorders can be diagnosed in very early childhood. Generally, the main criticisms about these social skills training are: shortness of programs (around 20 sessions), no manual with precise descriptions of sessions and used techniques, and a lack of generalization of the learned skills in everyday life. OBJECTIVES: To describe the evolution (before/after) of symptoms and sociocommunicative skills of 7 children with autism and no mental retardation (mean age=7...
December 2016: L'Encéphale
https://www.readbyqxmd.com/read/27793129/a-hybrid-concept-analysis-of-children-of-concern-japanese-healthcare-professionals-views-of-children-at-a-high-risk-of-developmental-disability
#6
Ayako Ide-Okochi, Etsuko Tadaka
BACKGROUND: The new Diagnostic and Statistical Manual of Mental Disorders (fifth edition, DSM-5) redefined the boundaries of autism as a spectrum. It has been reported that the number of schoolchildren with undiagnosed developmental disorders (DDs) has risen in Japan. Such children referred to as kininaru-kodomo (KK, "children of concern") by healthcare professionals fall into a gray area. Therefore, KK are often overlooked at infant medical checkups. This leaves KK without necessary medical care and special needs education...
October 28, 2016: BMC Pediatrics
https://www.readbyqxmd.com/read/27782753/effects-of-heterogeneous-risk-factors-on-psychological-distress-in-adolescents-with-autism-and-victimization-experiences-in-taiwan
#7
Yu-Lung Chiu, Senyeong Kao, Shao-Wen Tou, Fu-Gong Lin
PURPOSE: To investigate the prevalence of various types of bullying victimization among adolescents with autism spectrum disorder (ASD) and examine the effects of victimization on the mental health of adolescents with ASD. METHODS: The sample was collected from the Special Needs Education Longitudinal Study (SNELS) database released in 2011. Variables comprising seven psychological distress (PD) items and four types of bullying victimization and family-, school-, and peer-related factors were included in a multivariate regression analysis...
October 26, 2016: Disability and Rehabilitation
https://www.readbyqxmd.com/read/27627912/autism-spectrum-disorder-reporting-in-lower-socioeconomic-neighborhoods
#8
Aisha S Dickerson, Mohammad H Rahbar, Deborah A Pearson, Russell S Kirby, Amanda V Bakian, Deborah A Bilder, Rebecca A Harrington, Sydney Pettygrove, Walter M Zahorodny, Lemuel A Moyé, Maureen Durkin, Martha Slay Wingate
Utilizing surveillance data from five sites participating in the Autism and Developmental Disabilities Monitoring Network, we investigated contributions of surveillance subject and census tract population sociodemographic characteristics on variation in autism spectrum disorder ascertainment and prevalence estimates from 2000 to 2008 using ordinal hierarchical models for 2489 tracts. Multivariable analyses showed a significant increase in ascertainment of autism spectrum disorder cases through both school and health sources, the optimal ascertainment scenario, for cases with college-educated mothers (adjusted odds ratio = 1...
September 14, 2016: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/27623118/-autism-spectrum-disorder-and-evaluation-of-perceived-stress-parents-and-professionals-study-of-the-psychometric-properties-of-a-french-adaptation-of-the-appraisal-of-life-event-scale-ales-vf
#9
É Cappe, N Poirier, É Boujut, N Nader-Grosbois, C Dionne, A Boulard
INTRODUCTION: Autism and related disorders are grouped into the category of « Autism Spectrum Disorder » (ASD) in the DSM-5. This appellation reflects the idea of a dimensional representation of autism that combines symptoms and characteristics that vary in severity and intensity. Despite common characteristics, there are varying degrees in intensity and in the onset of symptoms, ranging from a disability that can be very heavy with a total lack of communication and major disorders associated with the existence of a relative autonomy associated, sometimes, with extraordinary intellectual abilities...
September 9, 2016: L'Encéphale
https://www.readbyqxmd.com/read/27590663/reducing-behavior-problems-among-students-with-autism-spectrum-disorder-coaching-teachers-in-a-mixed-reality-setting
#10
Elise T Pas, Stacy R Johnson, Kristine E Larson, Linda Brandenburg, Robin Church, Catherine P Bradshaw
Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator...
December 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27478971/factors-influencing-the-inclusion-of-oral-health-education-in-individualized-education-plans-of-children-with-autism-spectrum-disorders-in-singapore
#11
Huei Jinn Tong, Hei Yi Lee, Ying Ting Lee, Yuxuan Low, Cassandra Ruiqi Lim, Rahul Nair
BACKGROUND: Prevention of oral diseases in children with autism spectrum disorder (ASD) is possible via incorporation of oral health education (OHE) into individualized education plans. OBJECTIVES: To assess (i) whether training can improve teachers' oral heath knowledge, (ii) whether OHE is taught to children with ASD, and (iii) factors associated with teachers' perceived barriers to the implementation of OHE. DESIGN: Teachers working in special schools were recruited...
August 1, 2016: International Journal of Paediatric Dentistry
https://www.readbyqxmd.com/read/27475418/brief-report-dsm-5-sensory-behaviours-in-children-with-and-without-an-autism-spectrum-disorder
#12
Dido Green, Susie Chandler, Tony Charman, Emily Simonoff, Gillian Baird
Atypical responses to sensory stimuli are a new criterion in DSM-5 for the diagnosis of an autism spectrum disorder (ASD) but are also reported in other developmental disorders. Using the Short Sensory profile (SSP) and Autism Diagnostic Interview-Revised we compared atypical sensory behaviour (hyper- or hypo-reactivity to sensory input or unusual sensory interests) in children aged 10-14 years with (N = 116) or without an ASD but with special educational needs (SEN; N = 72). Atypical sensory behaviour was reported in 92 % of ASD and 67 % of SEN children...
November 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27461977/bilingualism-in-children-with-developmental-disorders-a-narrative-review
#13
Elizabeth Kay-Raining Bird, Fred Genesee, Ludo Verhoeven
Children with developmental disabilities (DD) often need and sometimes opt to become bilingual. The context for bilingual acquisition varies considerably and can impact outcomes. In this first article of the special issue, we review research on the timing and amount of bilingual exposure and outcomes of either direct language intervention or educational placements in three groups of children with DD: Specific Language Impairment (SLI), Autism Spectrum Disorders (ASD), and Down syndrome (DS). Children with SLI have been studied more than the other two groups...
September 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/27356007/truths-myths-and-needs-of-special-diets-attention-deficit-hyperactivity-disorder-autism-non-celiac-gluten-sensitivity-and-vegetarianism
#14
Sylvia Cruchet, Yalda Lucero, Verónica Cornejo
Different dietary approaches have been attempted for the treatment of attention-deficit/hyperactivity disorder and autism, but only three of them have been subjected to clinical trials: education in healthy nutritional habits, supplementation and elimination diets. On the other hand, for multiple reasons, the number of people who adopt vegetarian and gluten-free diets (GFD) increases daily. More recently, a new entity, non-celiac gluten sensitivity (NCGS), with a still evolving definition and clinical spectrum, has been described...
2016: Annals of Nutrition & Metabolism
https://www.readbyqxmd.com/read/27351700/assessing-the-social-skills-and-problem-behaviors-of-adolescents-with-severe-disabilities-enrolled-in-general-education-classes
#15
Gregory L Lyons, Heartley B Huber, Erik W Carter, Rui Chen, Jennifer M Asmus
Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs...
July 2016: American Journal on Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27345693/the-associations-of-chronic-condition-type-and-individual-characteristics-with-transition-readiness
#16
Sarah J Beal, Ilka K Riddle, Jessica C Kichler, Amie Duncan, Andrea Houchen, Lori Casnellie, Jason Woodward, Sarah D Corathers
OBJECTIVE: Identifying differences in transition readiness according to chronic condition is essential for understanding whether special emphasis within specific populations is warranted. Youth with chronic conditions (type 1 diabetes, Turner syndrome, spina bifida, autism spectrum disorder [ASD]) representing various types of impairments were compared with youth without chronic conditions. It was hypothesized that differences would be observed according to condition type, with youth with cognitive/behavioral conditions showing less readiness than youth with other conditions and youth without chronic conditions showing the highest levels of transition readiness...
September 2016: Academic Pediatrics
https://www.readbyqxmd.com/read/27334872/exploratory-factor-analysis-of-srs-2-teacher-ratings-for-youth-with-asd
#17
Andrew T Nelson, Christopher Lopata, Martin A Volker, Marcus L Thomeer, Jennifer A Toomey, Elissa Dua
This study examined the factor structure and internal consistency of special education teaching staff ratings on the Social Responsiveness Scale-2 (SRS-2; Constantino and Gruber 2012), as well as the percentage of ratings falling above pre-established cut scores, for a sample of lower-functioning youth with autism spectrum disorder (ASD; n = 264). Results of the exploratory factor analysis yielded a four-factor correlated solution. The individual factors and total score demonstrated satisfactory internal consistency reliability for screening purposes...
September 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27312360/interactive-computer-training-to-teach-discrete-trial-instruction-to-undergraduates-and-special-educators-in-brazil-a-replication-and-extension
#18
Thomas S Higbee, Ana Paula Aporta, Alice Resende, Mateus Nogueira, Celso Goyos, Joy S Pollard
Discrete-trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to implement behavioral teaching procedures. One promising training method is interactive computer training, in which slides with recorded narration, video modeling, and embedded evaluation of content knowledge are used to teach a skill...
December 2016: Journal of Applied Behavior Analysis
https://www.readbyqxmd.com/read/27271933/video-modeling-and-observational-learning-to-teach-gaming-access-to-students-with-asd
#19
Amy D Spriggs, David L Gast, Victoria F Knight
The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms...
September 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27178997/trajectories-and-correlates-of-special-education-supports-for-youth-with-autism-spectrum-disorder-and-psychiatric-comparisons
#20
Christine J Spaulding, Matthew D Lerner, Kenneth D Gadow
Relatively little is known about patterns of school-based supportive services for youth with autism spectrum disorder. This study describes these supportive services and their correlates, both cross-sectionally and retrospectively, in a large sample (N = 283) of 6- to 18- year-old youth. To assess whether special education designation and classroom placement patterns were peculiar to autism spectrum disorder, we also conducted analyses comparing youth with autism spectrum disorder to those with other psychiatric diagnoses (N = 1088)...
May 12, 2016: Autism: the International Journal of Research and Practice
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