Examining Functioning and Behavior Outcomes After Drums-alive Intervention in Adolescents with Intellectual Disabilities and Autism Spectrum Disorder PDF Download
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Author: Qin Yang
Publisher:
ISBN:
Category : Autism
Languages : en
Pages : 104
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Book Description
Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) are typically characterized by impairment in motor skills, behavior, and attention. Exercise can improve these parameters. Individuals with ID and ASD are not very keen on performing the traditional physical activity (PA). The Drums-Alive Program (DAP) is a new form of PA that can improve physiological and psychological parameters in children and seniors (Wright, Ehnold, Roschmann, & Wolf, 2010). We examined mean changes in motor skills, behavior, and attention after an 8-week DAP intervention in adolescents with ID and ASD. Two multivariate analyses were performed. The first revealed no significant mean changes between pre- and post-intervention means in motor skills, behavior, and attention. The second revealed a combined significant difference between pre- and post-intervention means in restlessness, initiation, and consistent attention (P
Author: Qin Yang
Publisher:
ISBN:
Category : Autism
Languages : en
Pages : 104
Get Book Here
Book Description
Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) are typically characterized by impairment in motor skills, behavior, and attention. Exercise can improve these parameters. Individuals with ID and ASD are not very keen on performing the traditional physical activity (PA). The Drums-Alive Program (DAP) is a new form of PA that can improve physiological and psychological parameters in children and seniors (Wright, Ehnold, Roschmann, & Wolf, 2010). We examined mean changes in motor skills, behavior, and attention after an 8-week DAP intervention in adolescents with ID and ASD. Two multivariate analyses were performed. The first revealed no significant mean changes between pre- and post-intervention means in motor skills, behavior, and attention. The second revealed a combined significant difference between pre- and post-intervention means in restlessness, initiation, and consistent attention (P
Author: U. S. Department of Health and Human Services
Publisher: Createspace Independent Pub
ISBN: 9781483955742
Category : Medical
Languages : en
Pages : 378
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Book Description
Autism Spectrum Disorders (ASD) are among the most common neurodevelopmental disorders, with an estimated prevalence of 1 in 110 children in the United States having an ASD. ASDs are typically diagnosed in early childhood, often at or before preschool age. The diagnosis is fundamentally behaviorally based (i.e., there is no specific genetic test or clinical/ laboratory procedure for diagnosis) and rests on documented core impairments related to social interaction, communication, as well as restricted and repetitive behavior. Diagnoses made by clinical providers, often pediatricians, behavioral providers, child neurologists, child psychiatrists, or child psychologists, are based on documented symptom patterns in these domains. Numerous screening and diagnostic tools are available to help document and measure symptoms of autism, with research investigations increasingly utilizing such measures in combination with clinical diagnoses in order to more accurately describe, measure, and analyze the heterogeneity in presentation associated with ASD. In addition to impairments in core symptom areas, many individuals with ASD also have impaired cognitive skills, atypical sensory behaviors, or other complex medical and psychiatric symptoms and conditions, such as seizure disorders, motor impairments, hyperactivity, anxiety, and self-injury/aggression. More than 55,000 individuals between the ages of 15 and 17 in the United States likely have an ASD. For some individuals, core symptoms of ASD (impairments in communication and social interaction and restricted/repetitive behaviors and interests) may improve with intervention and over time; however, some degree of impairment typically remains throughout the lifespan. As children transition to adolescence and young adulthood, developmentally appropriate interventions to ameliorate core deficits may continue, but the focus of treatment often shifts toward promoting adaptive behaviors that can facilitate and enhance independent functioning. The issue of the lack of services available to help young adults with ASD transition to greater independence has been noted by researchers for a number of years and is increasingly a topic in the lay media. The goal of this review is to examine the effects of available interventions on adolescents and young adults with ASD, focusing on the following outcomes: core symptoms of ASD; medical and mental health comorbidities; functional behaviors and independence; the transition to adulthood; and family outcomes. We have synthesized evidence in the published literature to address these Key Questions: Key Question 1: Among adolescents and young adults with ASD, what are the effects of available interventions on the core symptoms of ASD? Key Question 2: Among adolescents and young adults with ASD, what are the effects of available interventions on common medical and mental health comorbidities (e.g., epilepsy, sleep disorders, motor impairments, obesity, depression, anxiety, acute and episodic aggression, attention deficit hyperactivity disorder, etc.)? Key Question 3: Among adolescents and young adults with ASD, what are the effects of available interventions on functional behavior, attainment of goals toward independence, educational attainment, occupational/vocational attainment, life satisfaction, access to health and other services, legal outcomes, and social outcomes? Key Question 4: Among adolescents and young adults with ASD, what is the effectiveness of interventions designed to support the transitioning process, specifically to affect attainment of goals toward independence, educational attainment, occupational/vocational attainment, life satisfaction, access to health and other services, legal outcomes, and social outcomes? Key Question 5: Among adolescents and young adults with ASD, what harms are associated with available interventions? Key Question 6: What are the effects of interventions on family outcomes?
Author:
Publisher: Academic Press
ISBN: 0128118237
Category : Psychology
Languages : en
Pages : 254
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Book Description
Identifying and Addressing the Social Issues Experienced by Individuals with IDD, Volume 52 provides an ongoing scholarly look at research into the causes, effects, classification systems and syndromes, etc. of developmental disabilities. Updates to this new volume include chapters on Using large-scale databases to examine abuse and vulnerability in populations with ASD and other developmental disabilities, Peer relationships among children with ASD: Social acceptance, friendships and peer networks, Negative peer experiences in adolescents with ASD in the general education setting, Pathways to Inclusion and Belonging: Peer-Mediated Interventions for Students with Severe Disabilities, and Social Vulnerability in Williams Syndrome. Contributors to this series come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. - Provides the most recent scholarly research in the study of developmental disabilities - Contains a vast range of perspectives, with many topics covered - Presents an excellent resource for academic researchers
Author: Anastasia Kokina
Publisher:
ISBN: 9781267144010
Category :
Languages : en
Pages : 177
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Book Description
Students with Autism Spectrum Disorders (ASD) may engage in high levels of disruption and off-task behaviors when faced with school transitions and changes in daily routines. These difficulties are often viewed by parents as some of the most challenging behaviors to address in their children on a daily basis (South, Ozonoff, & McMahon, 2005). One intervention that has been proposed to address transition difficulties of individuals with ASD is Social Stories. However, their effectiveness in situations involving daily school transitions remains largely unexplored, with only a limited number of studies conducted to date. Using a withdrawal (i.e., ABAB) design, this study examined the efficacy of Social Stories in addressing transition difficulties of three students with ASD and moderate intellectual disability (ID). Results suggest mixed effectiveness of Social Stories, with promising results obtained for one out of three participants. Out of the four dependent variables targeted, the intervention held promise for addressing disruptive behaviors. The effects of the intervention were minimal for on-task behaviors, and absent for latency to transition and duration of time in transition. The intervention was viewed as acceptable by teachers and by students, and was implemented with high fidelity.
Author: Monali Chowdhury
Publisher:
ISBN:
Category : Autism
Languages : en
Pages : 180
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Book Description
Abstract: The autism spectrum disorders (ASDs) are life-long disabilities with impairments in social interactions and language, and presence of stereotyped behaviors continuing into adulthood. However, there is a dearth of research examining changes in ASD symptoms from childhood to adulthood, especially for the high-functioning subgroup (nonverbal IQ greater than 70) on the autism spectrum. This study examined the behavioral characteristics of a sample of high-functioning adults with ASDs at current age ( mean = 22.5 years) and retrospectively at age 4-5 years using three separate measures of the key domains of Social Interaction, Communication and Restricted Repetitive Behaviors (RRBs). The instruments used were the Autism Diagnostic Interview-Revised (ADI-R), the Social Communication Questionnaire (SCQ), and the Repetitive Behavior Scale -- Revised (RBS-R). The study also examined the internal consistency and convergent validity of the SCQ. The participants were 34 high-functioning adults (nonverbal IQs 72- 124) with an autism spectrum diagnosis who were recruited from previous studies in which the ADI-R was administered. Parents completed the SCQ and the RBS-R for this study. Results showed significant changes in all domains with the exception of the Self- injurious subscale of the RBS-R. Impairments were found to continue in symptoms involving appropriateness of social responses, friendships, stereotyped utterances, and circumscribed interests, which suggests that these are some of the core features of ASDs. There was significantly less improvement in the RRB domain compared to the Social Interaction domain of the ADI-R. An item-by-item analysis of the ADI-R showed that the greatest proportion of participants was currently rated as asymptomatic in the Communication domain (28.5%). In the RBS-R subscales, the largest proportion of participants showed improvements in the Compulsive subscale (76.47%) and the largest proportion failed to show improvement in the Restricted subscale (3 5.29%). Results also indicated a low base rate for certain symptoms in this population (e.g., self-injurious behavior, using others' bodies instrumentally, pronominal reversal, unusual preoccupations, and unusual sensory interests). Participants who improved in all three SCQ domains were found to be more likely to have an Asperger's diagnosis and more likely to have received speech, language and occupational therapy during childhood. The internal consistency of the SCQ was found to be slightly lower but comparable to the original validation study. Good convergent validity was found with the ADI-R, with the exception of the ADI-R and SCQ Repetitive Behavior domain which did not correlate with the other domains. Limitations of the study included retrospective nature of the data and a small sample of convenience with limited generalizability. Findings from this study add to the knowledge of expected behavioral change over time which is important for the prediction of future behavior and planning timely effective interventions. Recommendations included modifying current diagnostic categories and instruments to make provisions for age-related symptom changes that are a part of the expected developmental trajectory for many individuals with ASDs.
Author: Robert Jason Grant
Publisher: Routledge
ISBN: 1317327616
Category : Psychology
Languages : en
Pages : 231
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Book Description
Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities contains a wide selection of play therapy interventions for use with children and adolescents with autism spectrum disorders, dysregulation issues, or other neurodevelopmental disorders. The structured interventions focus on improvement in social skills, emotional regulation, connection and relationship development, and anxiety reduction. Special considerations for implementing structured interventions and an intervention tracking sheet are also presented. This valuable tool is a must have for both professionals and parents working on skill development with these populations.
Author: Katherine Thom
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Adolescence is challenging time for youth with autism spectrum disorder (ASD), who generally exhibit a myriad of psychosocial difficulties. While this developmental period represents an important window for intervention, few evidence-based programs exist. Recent research suggests that interventions targeting emotion regulation (ER) skill deficits in ASD may represent a promising approach to promoting more favourable outcomes for these youth (Mazefsky et al., 2014). Nurturing mindfulness has been shown to be an effective means of improving ER and wellbeing in diverse child and adult populations, although research in ASD is limited. This pilot study evaluated the impact of a 9-week mindfulness intervention on the ER and socioemotional functioning of 14 adolescents (13-17 years) with high functioning ASD using a pre-test post-test design. Parents reported statistically significant changes of small to medium effect size in adolescents' overall problem behaviours and social skills, ER, adaptability, hyperactivity, and withdrawal behaviours. Additionally, parents reported changes of small effect size that approached significance for adolescents' anxiety symptoms and atypicality. Adolescents reported changes of small effect size that were statistically significant for anxiety symptoms and interpersonal functioning, and non-significant for depression and social stress symptoms. Changes in many parent-reported outcome variables showed moderate to strong correlations with home practice adherence and parent-reported changes in ER. Qualitative observations of program impact and social acceptability were positive and supported the quantitative findings. The results provide promising evidence for mindfulness training with youth with ASD. Implications for assessment, intervention, and future research are discussed.
Author: Jessica Lynn Greenlee
Publisher:
ISBN:
Category : Attention-deficit hyperactivity disorder
Languages : en
Pages : 105
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Book Description
Psychiatric comorbidities are common in youth with Autism Spectrum Disorders (ASD) and can have a negative impact on adaptive functioning and quality of life. Research has primarily focused on individual characteristics associated with internalizing problems such as age, intelligence, and social functioning. However, developmental theory supports the notion that individual level factors are necessary but not sufficient to understand the mental health of youth with ASD. Using the Family Ecology Framework as a guide, the purpose of this study was to examine how peer and family contexts are associated with anxiety and depression symptoms of adolescents with ASD. Using data from adolescents with ASD (13-17 years old) and their primary caregivers (N = 166), this study tested a conditional process model in which youths' social-communication skills were associated with their mental health symptoms indirectly via experiences of peer victimization, with family competence acting as a buffer against the negative impact of peer victimization on anxiety and depression symptoms. Results suggest that the peer context is important when considering the mental health of adolescents with ASD. Specifically, deficits in social-communication skills were associated with higher levels of parent-reported anxiety and depression symptoms through increased adolescent-reports of peer victimization; however, the hypothesized buffering effect of family competence was not statistically significant. Findings from this study suggest the benefits of utilizing developmentally sensitive, contextual approaches when examining psychiatric comorbidities in adolescents with ASD.
Author: Russell Lang
Publisher: Springer
ISBN: 9783030664435
Category : Psychology
Languages : en
Pages : 224
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Book Description
This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions. Key areas of coverage include: Basic hygiene as bathing, brushing teeth, and dressing. Advanced, complex skills, including driving, recreation, play, and leisure. Skills to maintain independence and safety in community settings, including abduction prevention skills for children. Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web. Training caregivers to promote and support adaptive behavior. Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism. Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education.
Author: Elisa M. Cruz-Torres
Publisher:
ISBN:
Category : Autism in adolescence
Languages : en
Pages : 144
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Book Description
Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence. A variety of technological devices have proven to be effective and efficient tools for the delivery of videos aimed at promoting independence among individuals with ASD while reducing the need for external prompts provided by others. As technology advances, devices have become more portable and, ultimately, affordable. Parents and caregivers have not only obtained these advanced technological devices, but actively seek to become more competent in using them to assist their children with ASD in a variety of ways. While there is ample research to support the use of portable devices to promote daily living skills for individuals with autism and other developmental disabilities, relatively few studies have examined whether parents can be trained to effectively deliver video prompting interventions through the use of mainstream devices. The current study sought to evaluate parent fidelity of implementing video prompting procedures using an iPad tablet as taught during a behavior skills training. Procedural fidelity was assessed utilizing a multiple baseline across participants' design to determine if their children with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their implementation of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy while also self-fading the viewing of video prompts. Implications for parent training and future research are discussed.
