Focus on Autism and Other Developmental Disabilities current issue

Acknowledgments

Mon, 16 Nov 2009 18:54:36 PST

Facial Encoding of Children with High-Functioning Autism Spectrum Disorders

Volker, M. A., Lopata, C., Smith, D. A., Thomeer, M. L. — Mon, 16 Nov 2009 18:54:36 PST

Facial encoding of a sample of children with high-functioning autism spectrum disorders (HFASD) was compared to facial encoding of matched typically developing children. Each participant was photographed after being prompted to enact a facial expression for six basic emotions. Raters evaluated (a) the extent to which the photo reflected the emotion, (b) the emotion in the photograph, and (c) the degree to which the photo appeared odd. Children with HFASD were significantly less adept at encoding sadness, and their expressions were significantly odder than those of their typical peers. Nonsignificant trends for children with HFASD suggested somewhat greater difficulty encoding anger and fear, as well as somewhat greater skill in encoding surprise and disgust, which was unanticipated.

Differentiated Effects of Paper and Computer-Assisted Social StoriesTM on Inappropriate Behavior in Children With Autism

Mancil, G. R., Haydon, T., Whitby, P. — Mon, 16 Nov 2009 18:54:36 PST

Despite evidence from previous studies that support using Social Stories^TM for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPoint^TM format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format.

Using Discrete Trial Instruction to Teach Children With Angelman Syndrome

Summers, J., Szatmari, P. — Mon, 16 Nov 2009 18:54:36 PST

Discrete trial instruction (DTI) was used to teach functional skills to three children with Angelman syndrome, a neurogenetic disorder that overlaps with autism and is associated with severe cognitive, speech, and motor impairments. Children received individual DTI teaching sessions 2 to 3 times per week over a 12-month period and displayed differing rates and patterns of skill development. Parents expressed positive views toward the DTI methods and their clinical outcomes. The results of this case series provide preliminary data suggesting that these strategies are appropriate for building functional skills in some children with Angelman syndrome and possibly other groups of children with severe/profound intellectual disability with different etiologies.

Health-Related Quality of Life of Parents of Children With High-Functioning Autism Spectrum Disorders

Mon, 16 Nov 2009 18:54:36 PST

The physical and mental health-related quality of life (QOL) of 89 parents of children with high-functioning autism spectrum disorders (HFASDs) was compared to the health-related QOL of 46 parents of children without disabilities. Parents completed a packet of surveys measuring demographics, parenting stress, coping, resources, and QOL. Results of t tests showed significant differences between the two groups for all variables. Hierarchical regression analyses indicated that for parents of children with HFASDs, demographics and psychosocial variables accounted for a significant amount of variance for physical health-related QOL, with income, number of children, and stress being significant variables. Demographics and psychosocial variables also accounted for a significant amount of variance for parents’ mental health-related QOL, with income and stress being significant variables.

Comparative Analysis of Crying in Children with Autism, Developmental Delays, and Typical Development

Esposito, G., Venuti, P. — Mon, 16 Nov 2009 18:54:36 PST

Crying behavior and mother-infant interactions during episodes of crying were coded using the Cry Observation Codes and then compared for 48 mother-infant dyads of children with autism, children with developmental delays, and typically developing children. At 1 year of age, children who would later be diagnosed with autism showed a different pattern of cry compared to the children in the comparison groups; specifically, their cries had less waveform modulation and more dysphonation. Maternal reactions to the crying of infants later diagnosed with autism were qualitatively different from the responses to cries of the other children of the same age (fewer tactile or vestibular stimulation and more verbal production). Implications of the study are described.

Contemplating the Communicative Value of Objects: Establishing Iconic and Indexical Object Experiences With Individuals With Severe Intellectual Disabilities

Ogletree, B. T., Crawford, K. — Mon, 16 Nov 2009 18:54:36 PST

Book Review: Webber, J., & Scheuermann, B. (2008). Educating Students With Autism: A Quick Start Manual. Austin, TX: PRO-ED. US$48.00 (softcover), ISBN 978-1-4164-0255-8

Logan, K. R. — Mon, 16 Nov 2009 18:54:36 PST

Book Review: Paul Wehman, Katherine J. Inge, W. Grant Revell, Jr., and Valerie A. Brooke Real Work for Real Pay: Inclusive Employment for People With Disabilities. Baltimore: Paul H. Brookes, 2007. 350 pp. US$39.95 (paperback). ISBN 978-1-55766753-3

Dague, B. — Mon, 16 Nov 2009 18:54:36 PST

Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3

Collins, B. C. — Mon, 16 Nov 2009 18:54:36 PST