The Effect of Light Box Training on Sensory Processing and Occupation With Autism Spectrum Disorder: A Single Subject Design

2020 ◽  
Vol 12 (1) ◽  
pp. 51-61
Author(s):  
So-hyun Kwon ◽  
Si-Nae Ahn
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Effect Of Light

scholarly journals Weighted Blankets and Sleep Quality in Children with Autism Spectrum Disorders: A Single-Subject Design

Children ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Bryan M. Gee ◽  
Kimberly Lloyd ◽  
Jesse Sutton ◽  
Tyler McOmber
Keyword(s):  
Autism Spectrum Disorder ◽  
Sleep Quality ◽  
Visual Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Study Objective ◽  
Subject Design

The purpose of the study was to explore the efficacy of weighted blanket applications and sleep quality in children with autism spectrum disorder and behavioral manifestations of sensory processing deficits. Two 4-year-old participants diagnosed with autism spectrum disorder who also experienced sleep disturbances took part in a single-subject design study. Objective sleep measures and caregiver surveys were tracked for a baseline period of eight days, followed by a 14-day weighted blanket intervention and a seven-day withdrawal phase. Caregiver reports and objective data were evaluated using visual analysis and the percentage of non-overlapping data methods. The results suggest minimal changes in sleep patterns as a result of the weighted blanket intervention. The findings based on using a weighted blanket intervention were enhanced morning mood after night use and a significantly decreased time to fall asleep for participants, though they were not strong enough to recommend for clinical use. Future directions include single-subject and cohort-designed studies exploring the efficacy of weighted blankets with increasing sleep quality among children with autism.

scholarly journals Impact of Family-Centered Early Intervention in Infants with Autism Spectrum Disorder: A Single-Subject Design

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Ho Il Park ◽  
Hae Yean Park ◽  
Eunyoung Yoo ◽  
Areum Han
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Social Interaction ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Social Interaction Skills ◽  
Family Centered

Objective. Autism spectrum disorder is a neurodevelopmental disorder that affects communication, social skills, and behavior and can present in early childhood. The present study is aimed at investigating the effects of family-centered early intervention on the quality of social interaction and social interaction skills in infants with suspected autism spectrum disorder using a single-subject design. Method. As a single-subject design study, evaluations were conducted at baseline phase A, intervention phase B, baseline phase A′, and follow-up phase. The family-centered early intervention program was implemented during the intervention phase. Family-centered early intervention programs included home environmental modification, play video recording and training, task and feedback, related information training, and question and answer. The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up and Evaluation of Social Interaction was used for evaluation. Result. Three participants completed the study. After applying the family-centered early intervention program, the quality of social interaction and social interaction skills of all participants improved. In addition, the risk of autism spectrum disorder in all participants was reduced. Conclusion. Family-centered early intervention was confirmed to have a positive effect on the improvement of social interaction skills in infants with suspected autism spectrum disorder.

scholarly journals Efektivitas functional communication training dalam meningkatkan perilaku meminta pada anak dengan autism spectrum disorder

2021 ◽  
Vol 9 (2) ◽  
pp. 211-221
Author(s):  
Detricia Tedjawidjaja ◽  
Fenny Hartiani
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Functional Communication ◽  
Communicative Responses ◽  
Post Test

The current study aims to examine the effectiveness of functional communication training to increase asking behavior by exchanging pictures for children with an autism spectrum disorder. The participant in this study is a 6-years old girl with a diagnosis of Autism Spectrum Disorder with Intellectual Impairment. This study uses a single-subject design consisting of A-B-A phases. Functional communication training is implemented using the most-to-least prompting technique which is divided into 8 sessions. The result depicts that 84% of participants increase their ability to perform requesting behavior by exchanging pictures of the trials given. Furthermore, after the implementation of functional communication training, there is an increase in the frequency of requesting behavior by exchanging pictures at post-test (average 74%) and at follow-up (average 82%). Implications of this study indicate the importance of considering the function of problem behavior in training the appropriate communicative responses for children with an autism spectrum disorder.

scholarly journals Sensory Processing and Aggressive Behavior in Adults with Autism Spectrum Disorder

2021 ◽  
Vol 11 (1) ◽  
pp. 95
Author(s):  
Frank van den Boogert ◽  
Bram Sizoo ◽  
Pascalle Spaan ◽  
Sharon Tolstra ◽  
Yvonne H. A. Bouman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Aggressive Behavior ◽  
Sensory Processing ◽  
Short Form ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
Sensory Sensitivity ◽  
Aggression Questionnaire ◽  
Adults With Asd

Autism spectrum disorder (ASD) may be accompanied by aggressive behavior and is associated with sensory processing difficulties. The present study aims to investigate the direct association between sensory processing and aggressive behavior in adults with ASD. A total of 101 Dutch adult participants with ASD, treated in outpatient or inpatient facilities, completed the Adolescent/Adult Sensory Profile (AASP), the Reactive-Proactive Aggression Questionnaire (RPQ), and the Aggression Questionnaire—Short Form (AQ-SF). Results revealed that sensory processing difficulties are associated with more aggressive behavior (f2=0.25), more proactive (f2=0.19) and reactive aggression (f2=0.27), more physical (f2=0.08) and verbal aggression (f2=0.13), and more anger (f2=0.20) and hostility (f2=0.12). Evidence was found for an interaction of the neurological threshold and behavioral response on total aggression and hostility. Participants with higher scores in comparison to the norm group in sensory sensitivity had the highest risk of aggressive behavior. In conclusion, clinical practice may benefit from applying detailed diagnostics on sensory processing difficulties when treating aggressive behavior in adults with ASD.

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

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