Motor Performance in School-Aged Children with Autism Spectrum Disorder: Effects of an Extracurricular Physical Education program and socio-ecological correlates

2021 ◽  
Author(s):  
Celina Salvador-Garcia ◽  
Oscar Chiva-Bartoll ◽  
Ana Belaire-Meliá ◽  
Teresa Valverde-Esteve
Keyword(s):  
Autism Spectrum Disorder ◽  
Physical Education ◽  
Education Program ◽  
Motor Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Disorder Effects ◽  
School Aged Children ◽  
Ecological Correlates

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Autism ◽  
2021 ◽  
pp. 136236132110331
Author(s):  
Weiwen Zeng ◽  
Sandy Magaña ◽  
Kristina Lopez ◽  
Yue Xu ◽  
J Marisol Marroquín
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Education Program ◽  
Child Outcomes ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Communication Impairments ◽  
Parent Education Program

This study examined maintenance of treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder using a behavior maintenance framework. In a two-site randomized waitlist-control study, we compared differences in parent and child outcomes across three timepoints using linear mixed models to determine whether outcomes observed at 4 months after baseline (Time 2) were maintained for an additional 4-month period (Time 3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results showed that at Time 3, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. Site-specific treatment differences were found in outcomes such as parent-reported empowerment and child social communication impairments. Findings suggest that the intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. Lay abstract Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time. Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes. Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation.

scholarly journals Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

2021 ◽  
Vol 10 (4) ◽  
pp. 137-161
Author(s):  
D.S. Pereverzeva ◽  
U.A. Mamokhina ◽  
E.Yu. Davydova ◽  
A.A. Lopukhina ◽  
V.G. Arutiunian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Traits ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Verbal Intelligence ◽  
School Aged Children ◽  
Autistic Disorders ◽  
The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

scholarly journals Creative Yoga Intervention Improves Motor and Imitation Skills of Children With Autism Spectrum Disorder

2019 ◽  
Vol 99 (11) ◽  
pp. 1520-1534 ◽  
Author(s):  
Maninderjit Kaur ◽  
Anjana Bhat
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Fine Motor ◽  
Children With Asd ◽  
Yoga Group ◽  
Fine Motor Performance ◽  
Academic Group

Abstract Background There is growing evidence for motor impairments in children with autism spectrum disorder (ASD), including poor gross and fine motor performance, poor balance, and incoordination. However, there is limited evidence on the effects of motor interventions for this population. Objective In the present study, the effects of a physical therapy intervention using creative yoga on the motor and imitation skills of children with ASD were evaluated. Design This study had a pretest-posttest control group design. Methods Twenty-four children with ASD aged between 5 and 13 years received 8 weeks of a physical therapist-delivered yoga or academic intervention. Children were tested before and after the intervention using a standardized motor measure, the Bruininks-Oseretsky Test of Motor Performance–2nd Edition (BOT-2). The imitation skills of children using familiar training-specific actions (ie, poses for the yoga group and building actions for the academic group) were also assessed. Results After the intervention, children in the yoga group improved gross motor performance on the BOT-2 and displayed fewer imitation/praxis errors when copying training-specific yoga poses. In contrast, children in the academic group improved their fine motor performance on the BOT-2 and performed fewer imitation errors while completing the training-specific building actions. Limitations The study limitations include small sample size and lack of long-term follow-up. Conclusions Overall, creative interventions, such as yoga, are promising tools for enhancing the motor and imitation skills of children with ASD.

scholarly journals Facilitating joint attention with salient pointing in interactions involving children with autism spectrum disorder

Gesture ◽  
2016 ◽  
Vol 15 (3) ◽  
pp. 372-403
Author(s):  
Katja Dindar ◽  
Terhi Korkiakangas ◽  
Aarno Laitila ◽  
Eija Kärnä
Keyword(s):  
Autism Spectrum Disorder ◽  
Conversation Analysis ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multimodal Approach ◽  
School Aged Children ◽  
Pointing Gestures ◽  
Pointing Gesture

Children with autism spectrum disorder (ASD) reportedly have difficulties in responding to bids for joint attention, notably in following pointing gestures. Previous studies have predominantly built on structured observation measures and predefined coding categories to measure children’s responsiveness to gestures. However, how these gestures are designed and what detailed interactional work they can accomplish have received less attention. In this paper, we use a multimodal approach to conversation analysis (CA) to investigate how educators design their use of pointing in interactions involving school-aged children with ASD or autistic features. The analysis shows that pointing had specific sequential implications for the children beyond mere attention sharing. Occasionally, the co-occurring talk and pointing led to ambiguities when a child was interpreting their interactional connotations, specifically when the pointing gesture lacked salience. The study demonstrates that the CA approach can increase understanding of how to facilitate the establishment of joint attention.

Response Speed in Executive Tasks Predicts Social Motivation and Communication in School-Aged Children With Autism Spectrum Disorder (ASD)

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411515400p1
Author(s):  
Yen-Ting Yu ◽  
Chien-Ho Lin ◽  
Ching-Lin Hsieh ◽  
Cheng-Chun Kuei-Cheng ◽  
Kuan-Lin Chen
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Response Speed ◽  
Social Motivation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

Expressive and Receptive Language in Russian Primary-School-Aged Children with Autism Spectrum Disorder

2021 ◽  
Vol 117 ◽  
pp. 104042
Author(s):  
Vardan Arutiunian ◽  
Anastasiya Lopukhina ◽  
Alina Minnigulova ◽  
Anastasia Shlyakhova ◽  
Elizaveta Davydova ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Primary School ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

scholarly journals Co-occurring Psychiatric Disorders in Preschool and Elementary School-Aged Children with Autism Spectrum Disorder

2015 ◽  
Vol 45 (8) ◽  
pp. 2283-2294 ◽  
Author(s):  
Fernando Salazar ◽  
Gillian Baird ◽  
Susie Chandler ◽  
Evelin Tseng ◽  
Tony O’sullivan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
Psychiatric Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children
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