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special education AND autism

A Hervas, I Rueda
INTRODUCTION: Autism spectrum disorders (ASD) are neurodevelopmental disorders that affect social communication and present stereotypic behaviours. Comorbidity associated to conduct disorders is frequent, starts in infancy and, in general, continues into adulthood. It is sometimes associated with aggressiveness, negativism, self-harm and breaking social norms. It causes a high degree of dysfunctionality in persons with ASD, their family, professionals and those around them, and is the main cause of pharmacological treatment, hospitalisation and special education...
March 1, 2018: Revista de Neurologia
Andy Barnes, Richard Ziegler, Neena McConnico, Martin T Stein
Carter is a 12-year-old boy who has been seeing a developmental-behavioral pediatrician since the age of 7 years for problems with behavioral regulation. Around that time, he began to receive special education services after an educational assessment of autism. He has average intellectual abilities, with below-average semantic-pragmatic speech (e.g., conversations are one-sided). His medical diagnoses included attention-deficit hyperactivity disorder (ADHD), combined presentation, and generalized anxiety disorder...
February 28, 2018: Journal of Developmental and Behavioral Pediatrics: JDBP
Zhijuan Jin, You Yang, Shijian Liu, Hong Huang, Xingming Jin
We estimated the prevalence of ASD in a population-based sample comprising children aged 3-12 years (N = 74,252) in Shanghai. This included a high-risk group sampled from special education schools and a low-risk group randomly sampled from general schools. First, we asked parents and then teachers to complete the Social Communication Questionnaire for participating children. Children who screened positive based on both parental and teachers' reports were comprehensively assessed. ASD was identified based on DSM-5 criteria...
February 16, 2018: Journal of Autism and Developmental Disorders
Carlyn Todorow, James Connell, Renee M Turchi
PURPOSE OF REVIEW: The purpose of this review is to describe the role of the medical home in children with autism spectrum disorder (ASD). A high-quality medical home is essential, given the increase in prevalence of ASD and the array of services, community partners, specialists, therapists, and healthcare team members needed to care for this population. RECENT FINDINGS: Providing care through the medical home model results in fewer unmet needs. Care coordination and integration are the aspects of the medical home currently most lacking...
January 31, 2018: Current Opinion in Pediatrics
Pei-Lin Weng, Emily C Bouck
PURPOSE: A number line consisting of Arabic numerals is a commonly used instructional tool for teaching price comparison. However, typical number lines lack concrete visual cues, which may benefit students with autism spectrum disorders (ASD) who have not yet mastered the representation of Arabic numerals. METHOD: This study investigated the effects of additional visual cues (i.e., dots) by comparing two types of app-based number line conditions: number lines with and without dots...
February 1, 2018: Disability and Rehabilitation. Assistive Technology
Tonya N Davis, Mandy Rispoli
The prevalence of autism spectrum disorder (ASD) is on the rise. In addition to the social communication skill deficits and restrictive repetitive behaviors and interests, many individuals with ASD engage in challenging behavior. Challenging behavior is associated with a multitude of negative outcomes. Challenging behavior may cause harm to the individual with ASD as well as limit opportunities for educational, vocational, and social participation and development. In addition, caregivers experience high stress and low quality of mental health...
January 1, 2018: Behavior Modification
Helen Coo, Hélène Ouellette-Kuntz, Marni Brownell, Shahin Shooshtari, Ana Hanlon-Dearman
OBJECTIVES: To evaluate the sensitivity and positive predictive value (PPV) of administrative health and education data for identifying cases of autism spectrum disorder (ASD) in Manitoba, and to recommend a surveillance case definition. METHODS: Four service providers abstracted information on children who had been clinically diagnosed with ASD ("sensitivity cohort"). That information was linked to Manitoba's administrative health and education data and records were extracted into the study dataset...
January 22, 2018: Canadian Journal of Public Health. Revue Canadienne de Santé Publique
Aubyn C Stahmer, Jessica Suhrheinrich, Patricia L Schetter, Elizabeth McGee Hassrick
BACKGROUND: This study examines how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and education affect the use of evidence-based practices (EBPs) in schools and how this affects the outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for the positive effects of EBPs for ASD, these practices are not consistently or effectively used in schools. Although special education programs are mandated to use EBPs, there are very few evidence-based methods for selecting, implementing, and sustaining EBPs...
January 8, 2018: Implementation Science: IS
P P Han, M Y Zou, X L Yang, X C Liu, S Liang, C H Sun, W Xia, L J Wu
Objective: To identify the prevalence of sleep problems in children with autism spectrum disorder (ASD) and to explore the association with the main melatonin metabolite, 6-sulfatoxymelatonin (6-SM). Method: This was a prospective case-control study. Children with ASD were recruited from Child Development and Behavioral Research Center (CDBRC) of the Harbin Medical University and Harbin Special Education School from October 2015 to April 2017 (ASD group) . Healthy controls were selected from five kindergartens and one primary school in Harbin by the stratified cluster random sampling (control group) ...
December 2, 2017: Zhonghua Er Ke za Zhi. Chinese Journal of Pediatrics
Osnat Segal, Dafna Kaplan, Smadar Patael, Liat Kishon-Rabin
OBJECTIVE: The study compared the performance of adolescents with autistic spectrum disorder (ASD) to that of age-matched peers with typical development (TD) and cognitive language-matched peers with TD on measures of identification and comprehension of "narrow focus." PARTICIPANTS: Forty-nine participants, 17 autistic, 17 TD peers matched for age and sex, and 15 TD children matched for expressive vocabulary participated in the study. METHOD: The Hebrew Narrow Focus Test (HNFT) was used...
2017: Folia Phoniatrica et Logopaedica
Aliya Naheed, Kamrun Nahar Koly, Helal Uddin Ahmed, Shaheen Akhter, M M Jalal Uddin, Mary C Smith Fawzi, Subhash Chandir, Muzharul Mannan, Saima Hossain, Charles Nelson, Kerim Munir
BACKGROUND: Mothers of children with autism spectrum disorder (ASD) have reported a higher level of depression than mothers of children with other neurodevelopmental disorders in both developed and developing countries. Mothers are the lifetime caregivers of children with ASD, and a high burden of depression can negatively impact their ability to provide care. However, access to mental health services in primary care is limited, given the scarcity of qualified providers in Bangladesh...
December 14, 2017: JMIR Research Protocols
Janine P Stichter, Melissa J Herzog, Stephen P Kilgus, Alexander M Schoemann
Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the social competence needs of early adolescents (i.e., age 11-14 years) identified as having scholastic potential but experiencing significant social competence deficits. Given the importance of establishing intervention efficacy, the current paper highlights the results from a four-year cluster randomized trial (CRT) to examine the efficacy of SCI-A (n = 146 students) relative to Business As Usual (n = 123 students) school-based programming...
January 2018: Behavior Modification
Tiffany Kodak, Tom Cariveau, Brittany A LeBlanc, Jacob J Mahon, Regina A Carroll
The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD...
January 2018: Behavior Modification
Cynthia M Anderson, Tristram Smith, Susan M Wilczynski
As the diagnosis of autism spectrum disorder has increased, so too has research on interventions to address core and associated features of autism. Although many methodologically rigorous studies on interventions have been reported, their relevance to educators is somewaht unclear. For example, only about 32% of evidence-based strategies identifed in these reviews were conducted in k-12 settings. Current literature also is limited in that, although many studies show that interventions can improve the communication and social interaction skills of individuals with autism, most of this work has been conducted with pre-school children; questions remain about the generality of these findings to school-aged children...
January 2018: Behavior Modification
Regan Weston, Abby Hodges, Tonya N Davis
This review summarizes the literature regarding differential reinforcement of other behaviors (DRO) to treat challenging behavior among children with autism spectrum disorder (ASD) and determines the quality of studies among the current literature according to the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. Studies that focused on the use of DRO in the treatment of challenging behavior for individuals with ASD were included for systematic analysis...
November 1, 2017: Behavior Modification
R George, M A Stokes
Clinical impressions suggest a different sexual profile between individuals with and without Autism Spectrum Disorder (ASD). Little is presently known about the demographics of sexual orientation in ASD. Sexual Orientation was surveyed using the Sell Scale of Sexual Orientation in an international online sample of individuals with ASD (N = 309, M = 90, F= 219), aged (M = 32.30 years, SD = 11.93) and this was compared to sexual orientation of typically-developing individuals (N = 310, M = 84, F= 226), aged (M = 29...
November 21, 2017: Autism Research: Official Journal of the International Society for Autism Research
Sinéad Smyth, Benjamin E Reading, Claire McDowell
BACKGROUND: Research-based evidence points to the efficacy and value of applied behavior analysis (ABA) in meeting the needs of individuals with learning disabilities and autism. Nonetheless, public, government, and professional perception of ABA can be negative. The current study was designed to measure the impact of a short intervention on professionals' attitudes toward, and knowledge of, ABA. METHOD: Teachers and classroom assistants from two separate schools for children with severe learning difficulties completed a self-report survey on knowledge of and attitudes toward ABA...
January 1, 2017: Journal of Intellectual Disabilities: JOID
Katherine Dang, Stephen Bent, Brittany Lawton, Tracy Warren, Felicia Widjaja, Michael G McDonald, Michael Breard, Whitney O'Keefe, Robert L Hendren
The purpose of this pilot study is to determine the feasibility of monitoring the progress of children with an autism spectrum disorder (ASD) both in school and at home to promote a school-based integrated care model between parents, teachers, and medical providers. This is a prospective cohort study. To monitor progress, outcome measures were administered via an online platform developed for caregivers and teachers of children (n = 30) attending a school specializing in neurodevelopmental disorders and using an integrated medical and education program...
October 19, 2017: Journal of Clinical Medicine
So Hyun Kim, Vanessa H Bal, Catherine Lord
OBJECTIVE: This study examined early predictors of and changes in school-age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. METHOD: Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18...
September 26, 2017: Journal of Child Psychology and Psychiatry, and Allied Disciplines
Adil Ayub, Buria Naeem, Wajahat Nazir Ahmed, Suraksha Srichand, Komal Aziz, Brooj Abro, Sehrish Najam, Duraiz Murtaza, Ali Ahmed Janjua, Sara Ali, Imtiaz Jehan
BACKGROUND: Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. OBJECTIVES: The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge. MATERIALS AND METHODS: This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire...
July 2017: Indian Journal of Community Medicine
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