Focus on Autism and Other Developmental Disabilities recent issues

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

Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders

Blakeley-Smith, A., Carr, E. G., Cale, S. I., Owen-DeSchryver, J. S. — Fri, 07 Aug 2009 15:22:21 PDT

Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed.

Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism

Fri, 07 Aug 2009 15:22:21 PDT

The purpose of this study was to extend the research on functional communication training by examining the use of a speech-generating device (SGD) for a 7-year-old child with autism and no spoken language who demonstrated inappropriate vocalizations that served multiple functions. An analog functional analysis was used to determine the function of the behavior and the potential viability of the SGD as a treatment option. The child was taught to discriminate among multiple options on the SGD and then to choose an appropriate message in two generalization settings. When the SGD was available the child reduced his inappropriate vocalizations across all settings and increased his engagement in both appropriate activities and interactions with others.

Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness

Gillis, J. M., Hammond Natof, T., Lockshin, S. B., Romanczyk, R. G. — Fri, 07 Aug 2009 15:22:21 PDT

Children with autism spectrum disorders (ASD) have a high prevalence of specific fears, including fear of general medical procedures, but research on the treatment of medical fears has been limited. Two studies are described in this article. The first study involved an assessment of the prevalence of fears associated with physical exams. Caregivers reported that a large proportion of children with ASD demonstrated obvious medical fears. An evaluation of a behavioral intervention designed to address these fears constituted the second study. Graduated in vivo exposure accompanied by reinforced practice and modeling decreased fear-related avoidance behavior in all participants, with 83% of participants completing the intervention successfully.

Treatment of Food Selectivity in a Young Child With Autism

Wood, B. K., Wolery, M., Kaiser, A. P. — Fri, 07 Aug 2009 15:22:21 PDT

Children who have autism have an increased risk for food selectivity. In this study, the effects of a therapeutic feeding intervention, implemented within the parameters of a gluten-free/casein-free diet, on the food consumption of a 5.5-year-old boy with autism were assessed. The treatment package used combined task direction, contingent reinforcement, physical prompts, and procedures to introduce food gradually based on the frequency with which the food was offered to the child and the percentage of times he accepted the food (e.g., from food consumed daily 100% of the time to new food items likely to be rejected). During intervention, number and variety of foods consumed increased from baseline. The child’s mother was highly satisfied with the intervention. Implications are discussed.

Parenting Stress and Closeness: Mothers of Typically Developing Children and Mothers of Children With Autism

Hoffman, C. D., Sweeney, D. P., Hodge, D., Lopez-Wagner, M. C., Looney, L. — Fri, 07 Aug 2009 15:22:21 PDT

Mothers of children diagnosed with autism (N = 104) reported higher levels of stress than mothers of typically developing children (N = 342) on 13 of 14 subscales of the Parenting Stress Index. The only scores that did not differ were from the Attachment subscale, which indicates lack of emotional closeness and rather cold patterns of parent-child interaction. Mean Child Domain subscale scores for mothers in the autism group were at the 99th percentile; mean scores on the Attachment subscale were at about the 50th percentile for both groups. Despite substantial stress, mothers of children with autism report close relationships with their children. Results substantiate the need to develop interventions to help these mothers reduce their stress.

Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9

Murdock, L. C. — Fri, 07 Aug 2009 15:22:21 PDT

Book Review: Schreibman, L. (2005). The Science and Fiction of Autism. Cambridge, MA: Harvard University Press. US$15.95, Paperback, 293 pages, ISBN: 0-674-01931-8

Van Rie, G. L. — Fri, 07 Aug 2009 15:22:21 PDT

Book Review: Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs (2nd ed.). Baltimore: Paul H. Brookes. 236 pages. US$34.95, ISBN-10: 1-55766-967-8

Schertz, H. — Fri, 07 Aug 2009 15:22:21 PDT

Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions

Hundert, J., van Delft, S. — Wed, 29 Apr 2009 08:55:14 PDT

A multiple-probe design was used to evaluate the effects of training on three children functioning on the higher end of the autism spectrum who were individually taught to answer each of three types of inferential "why" questions: (a) questions based on a three-card picture sequence, (b) questions based on a verbally presented brief story, and (c) general information questions. All children successfully learned to answer inferential "why" questions and generalized that training to the correct answering of untrained questions of the same type. However, children were not able to answer other types of inferential "why" questions until they were directly trained in that format. Implications for practice are discussed.

Transition From School to Adulthood for Youth With Autism Spectrum Disorders: Review and Recommendations

Hendricks, D. R., Wehman, P. — Wed, 29 Apr 2009 08:55:14 PDT

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided.

The Picture Exchange Communication System (PECS): What Do the Data Say?

Sulzer-Azaroff, B., Hoffman, A. O., Horton, C. B., Bondy, A., Frost, L. — Wed, 29 Apr 2009 08:55:14 PDT

Originally designed to enable young children with autism lacking functional communication to initiate requests and to describe what they observed, the Picture Exchange Communication System (PECS) has been the subject of an ever-expanding body of research and development. Thirty-four peer-reviewed published reports on PECS are analyzed in this article with documentation of research questions, methodology, and results. Findings suggest that PECS is providing people around the globe who have no or impaired speech with a functional means of communication. Refinements in methodology and additional questions that might be addressed in future research are discussed.

Speech-Generating Devices Used at Home by Children With Autism Spectrum Disorders: A Preliminary Assessment

Thunberg, G., Sandberg, A. D., Ahlsen, E. — Wed, 29 Apr 2009 08:55:14 PDT

Three children diagnosed within the autism spectrum between the ages of 5 and 7 years at different stages of communication development were supplied with speech-generating devices (SGDs) in their homes. The parents were taught to introduce the SGDs into home routines and the effects were evaluated naturalistically. Videotapes recorded by the parents before and during SGD use were coded with respect to communication effectiveness, mode, role in turn taking, and engagement in activity. Findings varied among the children and activities, but an increased level of communication effectiveness was seen during SGD use for all children. Variations of outcome among the three children and factors of importance for effective SGD use in the homes of children with autism spectrum disorders are discussed.

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents

Camarena, P. M., Sarigiani, P. A. — Wed, 29 Apr 2009 08:55:14 PDT

Individual interviews with 21 high-functioning adolescents diagnosed with an autism spectrum disorder and their parents were used to assess postsecondary educational aspirations and thoughts concerning obstacles and resources that shape educational achievement of this group. The results from these semistructured interviews revealed that both the adolescents and their parents have clear postsecondary educational goals but have significant concerns about the readiness of postsecondary institutions to meet the adolescents' needs. The special significance of social challenges and the ways that families frame educational aspirations are noted. Results from this analysis have direct application to both educational and family settings.

Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders

Whalon, K. J., Al Otaiba, S., Delano, M. E. — Wed, 04 Feb 2009 10:07:21 PST

Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided.

The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities

Cox, A. L., Gast, D. L., Luscre, D., Ayres, K. M. — Wed, 04 Feb 2009 10:07:21 PST

The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior.

Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders: A Pilot Study

Wed, 04 Feb 2009 10:07:21 PST

Individuals with autism spectrum disorders (ASD) are at increased risk for developing anxiety disorders relative to children without ASD and those with other developmental disabilities. Thirty-three children with high-functioning ASD and their parents participated in an original, manualized cognitive behavioral group treatment aimed at reducing severity of anxiety symptoms. Parent-child dyads entered into either an Active Treatment Condition or Wait List Control Condition. Results indicated significant reductions in parent report of anxiety symptoms after the delivery of the group treatment, compared with the Wait List Control Condition. The findings of this study are promising, particularly in light of the high rates of comorbidity between ASD and anxiety. Limitations and recommendations for future research directions are discussed.

Parenting Children With Autism Spectrum Disorders: The Couple's Relationship

Brobst, J. B., Clopton, J. R., Hendrick, S. S. — Wed, 04 Feb 2009 10:07:21 PST

Balancing the roles of parent and partner is challenging for most people and may be especially challenging when extra time and effort are required in the parenting role. The current research compared 25 couples whose children have autism spectrum disorders (ASD) with 20 couples whose children do not have developmental disorders. Comparisons were made for both stressor (e.g., child's behavior problems) and relational (e.g., relationship satisfaction) variables. Results indicated that parents of children with ASD experienced more intense child behavior problems, greater parenting stress, and lower relationship satisfaction. In contrast, the two groups of couples did not differ on perceived spousal support, respect for their partners, and commitment. The implications of the findings of this study and other related research are discussed.

Belief Systems of Families of Children With Autism Spectrum Disorders or Down Syndrome

King, G., Baxter, D., Rosenbaum, P., Zwaigenbaum, L., Bates, A. — Wed, 04 Feb 2009 10:07:21 PST

Parents in 16 families of children with autism spectrum disorders or Down syndrome participated in a qualitative study examining family (i.e., all caregivers in the home) belief systems. All families had children who had recently entered elementary school or who were in the early years of high school. As a result of their experiences, families reported becoming more certain about what matters. Families adopted perspectives of optimism, acceptance, and appreciation, and of striving to change the environment or to meet their children's needs as well as possible. These perspectives provided families with a sense of hope, meaning, and control over their situations. The findings indicate the strengths and resilience of families in the face of life's adversities. Implications for families and service providers are discussed.