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Journal articles on the topic 'Autism in children. Verbal behavior'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Siti, Ai, Elly Marlina, and Dudy Imanuddin Effendy. "Pengembangan Interaksi Sosial Anak Autis melalui Terapi Applied Behavior Analysis." Irsyad : Jurnal Bimbingan, Penyuluhan, Konseling, dan Psikoterapi Islam 8, no. 3 (2020): 271–88. http://dx.doi.org/10.15575/irsyad.v8i3.1977.

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Penelitian ini bertujuan untuk mendeskripsikan kondisi awal kemampuan interaksi sosial anak autis, proses pelaksanaan dan hasil dari bimbingan dengan metode terapi Applied Behavior Analysis. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Hasil penelitian menunjukkan: kondisi awal kemampuan interaksi sosial anak autis masih belum memiliki kontak mata yang fokus dan bahasa verbal yang bagus. Proses pelaksanaan bimbingan kepada anak autis usia SDLB dilakukan oleh terapis; Bimbingan kepada anak autis usia kelas vokasional oleh konselor;Bbimbingan oleh semua pegawai SLB Autisma Bunda

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Febriantini, Weny Anita, Rahima Fitriati, and Lulud Oktaviani. "AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN." Journal of Research on Language Education 2, no. 1 (2021): 53. http://dx.doi.org/10.33365/jorle.v2i1.923.

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Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Autistic is a person affected by autism. The level of autism of each individual is varied. It can range from mild to severe. Due to this condition, the person shares some symptoms of the difficulties with social interaction. To make them involved in social interaction, it needs special effort to make them be able to speech or communicate first. For this reason, there should be the use of the combination between verbal and non-verbal communicatio

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Al – Rawi, Baydaa Ali Othman. "Behavior Management of Children with Autism." AL-Kindy College Medical Journal 13, no. 1 (2019): 27–31. http://dx.doi.org/10.47723/kcmj.v13i1.119.

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Background: Pervasive Developmental Disorder (PDD) is a term refers to the overarching group of conditions to which autism spectrum disorder (ASD) belongs . Objective: This study was designed to determine the existing behavior of children with autism in dental sitting, the behavior improvements in recall dental visits and evaluate the improvement in oral hygiene with using specific visual pedagogy chart. Type of the study: Cross-sectional study. Methods: Forty children of both genders, ages ranged from 4 – 6 years having primary teeth only were selected whose medical history

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Mason, Lee L., and Alonzo Andrews. "Referent-Based Verbal Behavior Instruction for Children with Autism." Behavior Analysis in Practice 7, no. 2 (2014): 107–11. http://dx.doi.org/10.1007/s40617-014-0018-z.

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Mutia Rahmi Pratiwi, Lisa Mardiana, and Amida Yusriana. "Komunikasi Non Verbal Anak Autis pada Masa Adaptasi Pra Sekolah." KOMUNIDA : Media Komunikasi dan Dakwah 9, no. 1 (2019): 37–52. http://dx.doi.org/10.35905/komunida.v9i1.1131.

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Every children has distinguished life, likewise the life of the children with autism.Children with autism frequently considered as odd because they seems like havingtrouble in paying attention and are uninterested to social life. Indonesia does not have theprecise number of the children with autism and it has been increased every year.Education is one of the medium for children with autism to learn the standard way ofbehaviour that socially acceptable. The kindergarten is the first non formal school forchildren with autism. However, the autism’s disability often fails the communicationprocess

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Hunanyan, Nelly. "Autistic Children Verbal And Non-Verbal Communication Development." Armenian Journal of Special Education 1, no. 1 (2020): 81–89. http://dx.doi.org/10.24234/se.2020.1.1.82.

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The article presents the results of the study, which relates to the efficacy of speech therapy means and methods for the development of speech and non-verbal communication processes for children with autism. A number of researchers' observations show that the range of contact between children with autism is very limited. Mostly these children feel calm and they are relatively manageable only among their extremely close people. The difficulty of selective and original communication contributes to the more isolation of children with autism. The communication difficulties described in the c

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Saragih, Ayu My Lestari, and Dewi Elizadiani Suza. "Pengalaman Ibu Yang Memiliki Anak Autis di Sekolah Luar Biasa (SLB) Binjai: Studi Fenomenologi." Talenta Conference Series: Tropical Medicine (TM) 1, no. 1 (2018): 87–93. http://dx.doi.org/10.32734/tm.v1i1.43.

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Autis merupakan suatu gangguan perkembangan yang ditandai dengan adanya kekurangan pada aspek komunikasi dan interaksi sosial, kesulitan dalam melakukan komunikasi verbal dan non verbal, tingkah laku terbatas dan berulang. Pengalaman ibu yang memiliki anak yang autis penting untuk diperhatikan karena anak autis memerlukan bantuan dalam berperilaku, memenuhi aktivitas sehari-hari dan membutuhkan arahan dan pengawasan dalam berhubungan dengan orang lain yang menimbulkan ketergantungan yang tinggi pada orangtua khususnya ibu. Penelitian ini menggunakan desain fenomenologi yang bertujuan untuk men

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Matos, Daniel Carvalho de, Flor de Maria Araújo Mendonça Silva, Wellyson da Cunha Araújo Firmo, and Pollianna Galvão Soares de Matos. "Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder." Research, Society and Development 9, no. 7 (2020): e116973928. http://dx.doi.org/10.33448/rsd-v9i7.3928.

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Behavioral Skills Training (BST) represents an effective and efficient approach to train staff in implementing Applied Behavior Analysis (ABA) interventions to learners with Autism Spectrum Disorder (ASD), with the purpose of reducing undesirable behaviors and establishing more appropriate ones. It comprises the following components: (1) instructions on ABA basic principles, regarding the teaching of behavior targets; (2) modeling, with demonstration of behaviors to be emitted during the teaching; (3) behavioral rehearsal with a confederate; and (4) performance feedback. The goal of the curren

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Mirenda, Patricia L., and Anne M. Donnellan. "Effects of Adult Interaction Style on Conversational Behavior in Students with Severe Communication Problems." Language, Speech, and Hearing Services in Schools 17, no. 2 (1986): 126–41. http://dx.doi.org/10.1044/0161-1461.1702.126.

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Children with severe communication handicaps such as autism and mental retardation often experience significant problems in conversational interactions. These problems are typically attributed to the well-documented social, linguistic, and cognitive deficits of the children. Some authors have suggested, however, that the interaction behavior of the conversational partner also affects the children's spontaneous verbal output. This study investigated this issue using a small group design to compare the verbal output of adolescent subjects with autism or mental retardation with adults who used tw

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Cohen, Ira L., Xudong Liu, Melissa Hudson, et al. "Level 2 Screening With the PDD Behavior Inventory: Subgroup Profiles and Implications for Differential Diagnosis." Canadian Journal of School Psychology 32, no. 3-4 (2017): 299–315. http://dx.doi.org/10.1177/0829573517721127.

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The PDD Behavior Inventory (PDDBI) has recently been shown, in a large multisite study, to discriminate well between autism spectrum disorder (ASD) and other groups when its scores were examined using a machine learning tool, Classification and Regression Trees (CART). Discrimination was good for toddlers, preschoolers, and school-age children; generalized across clinical diagnostic sites; and agreed well with Autism Diagnostic Observation Schedule (ADOS) classifications. Results also revealed three subtypes of ASD: minimally verbal, verbal, and atypical that differed in developmental history,

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Harrop, Clare, Nicole Tu, Rebecca Landa, Ann Kasier, and Connie Kasari. "Sensory Behaviors in Minimally Verbal Children With Autism Spectrum Disorder: How and When Do Caregivers Respond?" American Journal on Intellectual and Developmental Disabilities 123, no. 1 (2018): 1–16. http://dx.doi.org/10.1352/1944-7558-123.1.1.

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Abstract Sensory behaviors are widely reported in autism spectrum disorder (ASD). However, the impact of these behaviors on families remains largely unknown. This study explored how caregivers of minimally verbal children with ASD responded to their child's sensory behaviors. Using a mixed-methods approach, we examined two variables for each endorsed child behavior: (1) Did the caregiver respond/try to change the behavior? and (2) What response did they employ? Caregivers did not differ in the frequency of responses to hypo- or hyper-responsive behaviors but employed different responses. Careg

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Sundberg, Mark L., and Cindy A. Sundberg. "Intraverbal Behavior and Verbal Conditional Discriminations in Typically Developing Children and Children With Autism." Analysis of Verbal Behavior 27, no. 1 (2011): 23–44. http://dx.doi.org/10.1007/bf03393090.

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Frost, Kyle M., Natalie Hong, and Catherine Lord. "Correlates of Adaptive Functioning in Minimally Verbal Children With Autism Spectrum Disorder." American Journal on Intellectual and Developmental Disabilities 122, no. 1 (2017): 1–10. http://dx.doi.org/10.1352/1944-7558-122.1.1.

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Abstract Individuals with autism spectrum disorder (ASD) tend to have significant delays in adaptive functioning. In this study, the relationship between adaptive behavior and ASD symptomatology was investigated in minimally verbal, school-aged children with ASD (n = 333). Both the social affect (SA) and restricted and repetitive behavior (RRB) domains from the Autism Diagnostic Observation Schedule (ADOS) were analyzed in relation to adaptive skills. ADOS SA scores contributed unique variance to scores in each Vineland domain, though cognitive ability and age accounted for considerably more v

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Sundberg, Mark L., and Jack Michael. "The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism." Behavior Modification 25, no. 5 (2001): 698–724. http://dx.doi.org/10.1177/0145445501255003.

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Alshirawi, Mariam, Rehab Alzayer, and Salman Baqer AlNajjar. "Parents Perspective toward Implementing Pivotal Response Treatment in Natural Environment to Enhance Social Communication and Sensory Processing of Children with Autism." Journal of Studies in Education 8, no. 3 (2018): 112. http://dx.doi.org/10.5296/jse.v8i3.13378.

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Parents of children with autism face many challenges while raising such a child due to behavioral, social, and sensory related characteristics. Qualitative focus group methodology was used to examine the effects of providing Pivotal Response Treatment (PRT) intervention in the natural environmental activity of horseback riding on improving social communication, and sensory processing of children with Autism Spectrum Disorder (ASD). The purpose of this qualitative study was to describe parents’ perceptions of how this intervention affects the lives of their children at home and across various n

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Gvozdjáková, Anna, Jarmila Kucharská, Daniela Ostatníková, Katarína Babinská, Dalibor Nakládal, and Fred L. Crane. "Ubiquinol Improves Symptoms in Children with Autism." Oxidative Medicine and Cellular Longevity 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/798957.

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Background. Autism is a spectrum of neurodevelopmental disorders with manifestation within 3 years after birth. Manifestations of autism include behavior problems (hyperactivity, toys destruction, self-harm, and agression) and sleep and eating disorders. Etiology of autism is poorly understood. Oxidative stress and antioxidants can participate in pathobiochemical mechanisms of autism.Methods. Twenty-four children, aged 3–6 years, with autism according to the DSM IV criteria and using CARS were included in the study. Concentrations ofCoQ10-TOTAL,γ- andα-tocopherol,β-carotene, and lipid peroxida

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Thiemann-Bourque, Kathy, Nancy Brady, Sara McGuff, Keenan Stump, and Amy Naylor. "Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers With Autism." Journal of Speech, Language, and Hearing Research 59, no. 5 (2016): 1133–45. http://dx.doi.org/10.1044/2016_jslhr-l-15-0313.

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PurposeThis study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS).MethodEffects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement.ResultsOutcomes revealed an intervention effect for 1 child with autism, and this effect was rep

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Hedvall, Åsa, Elisabeth Fernell, Anette Holm, Jakob Åsberg Johnels, Christopher Gillberg, and Eva Billstedt. "Autism, Processing Speed, and Adaptive Functioning in Preschool Children." Scientific World Journal 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/158263.

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Objectives. To study cognitive test profiles with a focus on processing speed in a representative group of preschool children with autism spectrum disorder (ASD) and relate processing speed to adaptive functioning.Methods. Cognitive assessments were performed in 190 3.6–6.6-year-old children (164 boys and 26 girls) with ASD, using either Griffiths' developmental scales (n=77) or the Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) (n=113). Cognitive data were related to adaptive functioning as measured by Vineland Adaptive Behavior Scales (VABS).Results. Cognitive

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Asif Siddiqui, Amina, Fatima Yousuf, Mehreen Rais, Rohma Nadeem Akhtar, Sonia Shah, and Zahida Hussain. "CHOOSING ALTERNATIVE AND AUGMENTATIVE COMMUNICATION FOR CHILDREN WITH AUTISM: A CASE STUDY." Pakistan Journal of Rehabilitation 2, no. 1 (2013): 6–9. http://dx.doi.org/10.36283/pjr.zu.2.1/010.

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The triad of symptoms seen in autism, comprising impaired social skills, verbal and non-verbal communication, and stereotypical behaviors, may be severe enough to have a debilitating effect on a child’s life which disturbs the child psychosocial behavior. This study discusses the usage of a low tech alternative and augmentative communication (AAC) system chosen for one such child (referred to as F.S.), having profound speech and language difficulties that interfered with her everyday communication, and hindered her participation in educational and social activities. AAC is one of the most reco

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Westerveld, Marleen F., and Jacqueline M. A. Roberts. "The Oral Narrative Comprehension and Production Abilities of Verbal Preschoolers on the Autism Spectrum." Language, Speech, and Hearing Services in Schools 48, no. 4 (2017): 260–72. http://dx.doi.org/10.1044/2017_lshss-17-0003.

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Purpose This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method Twenty-nine preschool-age children (aged 4;0–5;9 years;months) with autism, who obtained an age-equivalent score of at least 36 months on the expressive communication subscale of the Vineland Adaptive Behavior Scales–Second Edition (Sparrow, Cicchetti, & Balla, 2005), participated. Children listened to an unfamiliar fictional narrative and

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Laister, Dominik, Magdalena Stammler, Giacomo Vivanti, and Daniel Holzinger. "Social-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model." Autism 25, no. 6 (2021): 1640–52. http://dx.doi.org/10.1177/1362361321999905.

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In children with autism spectrum disorder, atypical gesture use is a core deficit with consequences for social learning, social interaction, and language development. Little is known about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. We found that the parent-rated “Gestural Approach Behavior” subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with developmental changes after 1 year of intervention as ass

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Saratikyan, Lilit. "Speech Therapy Intervention as a Way for Making Differential Diagnoses of Communication Skills for Preschool Children With Shy Behaviour and Children With Autism." Armenian Journal of Special Education 4, no. 2 (2021): 80–96. http://dx.doi.org/10.24234/se.2021.4.2.277.

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The aim of this study is to categorize the differential diagnostic criteria of communication skills for preschool children with shy behaviour and children with autism within the speech therapy intervention process. For the current study during the speech therapy intervention process 23 preschool children from 3-5 years old were studied who had communication problems and no speech. To establish the differential diagnostic criteria of communication skills for preschool children with shy behaviour and children with autism observation and complex speech therapy methods were used while combin

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Lai, Philip To. "Expressivity in children with autism and Williams syndrome." Advances in Autism 6, no. 4 (2020): 277–88. http://dx.doi.org/10.1108/aia-11-2019-0044.

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Purpose The purpose of this study is to investigate the social and affective aspects of communication in school-age children with HFA and school-age children with WS using a micro-analytic approach. Social communication is important for success at home, school, work and in the community. Lacking the ability to effectively process and convey information can lead to deficits in social communication. Individuals with high functioning autism (HFA) and individuals with Williams syndrome (WS) often have significant impairments in social communication that impact their relationships with others. Curr

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Pervushina, O. N., A. N. Trubitsyna, N. G. Kondratyeva, and E. N. Pliskovskaya. "Promoting Speech Development in Children with Autism Spectrum Disorder: A Case-Study." Психологическая наука и образование 21, no. 3 (2016): 67–76. http://dx.doi.org/10.17759/pse.2016210308.

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The paper describes a series of behavioral interventions carried out by the staff of the interdisciplinary Center of Applied Behavioral Analysis of the Novosibirsk State University and aimed at teaching verbal operants to children with autism spectrum disorder (ASD). The paper analyzes how the children acquire verbal behaviors of mands (demands), echoics (imitations), tacts (naming or labelling) and intraverbals (conversations), as well as provides descriptions of trainings.

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Morton, Hannah E., Jennifer M. Gillis, Richard E. Mattson, and Raymond G. Romanczyk. "Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors." Autism 23, no. 7 (2019): 1853–64. http://dx.doi.org/10.1177/1362361318813997.

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Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4–15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants inc

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Patten, Elena, Karla K. Ausderau, Linda R. Watson, and Grace T. Baranek. "Sensory Response Patterns in Nonverbal Children with ASD." Autism Research and Treatment 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/436286.

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We sought to examine concurrent and longitudinal associations between sensory response patterns (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) and verbal status of young children with autism spectrum disorder (ASD) as a potential factor influencing the development of verbal communication. Seventy-nine children with ASD (verbal,n=29; nonverbal,n=50) were assessed using cross-sectional analyses (Study 1), and 14 children with ASD (verbal,n=6; nonverbal,n=8) were assessed using prospective longitudinal analyses (Study 2). Data were collected regarding sensory response patter

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STERPONI, LAURA, and JENNIFER SHANKEY. "Rethinking echolalia: repetition as interactional resource in the communication of a child with autism." Journal of Child Language 41, no. 2 (2013): 275–304. http://dx.doi.org/10.1017/s0305000912000682.

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ABSTRACTEcholalia is a pervasive phenomenon in verbal children with autism, traditionally conceived of as an automatic behavior with no communicative function. However, recently it has been shown that echoes may serve interactional goals. This article, which presents a case study of a six-year-old child with autism, examines how social interaction organizes autism echolalia and how repetitive speech responds to discernible interactional trajectories. Using linguistic, discourse, and acoustic analyses, we demonstrate that the child is able to mobilize echolalia to mark different stances, throug

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Plesa Skwerer, Daniela, Briana Brukilacchio, Andrea Chu, Brady Eggleston, Steven Meyer, and Helen Tager-Flusberg. "Do minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes?" Autism 23, no. 8 (2019): 2131–44. http://dx.doi.org/10.1177/1362361319845563.

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Attending preferentially to social information in the environment is important in developing socio-communicative skills and language. Research using eye tracking to explore how individuals with autism spectrum disorder deploy visual attention has increased exponentially in the past decade; however, studies have typically not included minimally verbal participants. In this study, we compared 37 minimally verbal children and adolescents with autism spectrum disorder with 34 age-matched verbally fluent individuals with autism spectrum disorder in how they viewed a brief video in which a young wom

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Rahman, Md Mokhlesur, Opeyemi Lateef Usman, Ravie Chandren Muniyandi, Shahnorbanun Sahran, Suziyani Mohamed, and Rogayah A. Razak. "A Review of Machine Learning Methods of Feature Selection and Classification for Autism Spectrum Disorder." Brain Sciences 10, no. 12 (2020): 949. http://dx.doi.org/10.3390/brainsci10120949.

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Autism Spectrum Disorder (ASD), according to DSM-5 in the American Psychiatric Association, is a neurodevelopmental disorder that includes deficits of social communication and social interaction with the presence of restricted and repetitive behaviors. Children with ASD have difficulties in joint attention and social reciprocity, using non-verbal and verbal behavior for communication. Due to these deficits, children with autism are often socially isolated. Researchers have emphasized the importance of early identification and early intervention to improve the level of functioning in language,

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Percy, Alan K., Huda Y. Zoghbi, Kay R. Lewis, and Joseph Jankovic. "Rett Syndrome: Qualitative and Quantitative Differentiation from Autism." Journal of Child Neurology 3, no. 1_suppl (1988): S65—S67. http://dx.doi.org/10.1177/0883073888003001s12.

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Patients with Rett syndrome appear to fulfill the Rendle-Short criteria for the diagnosis of autism, but the pattern of their behavior is qualitatively different from children with autism. Until a biologic marker is identified, diagnosis is based on clinical assessment. In order to standardize this clinical assessment and to provide objective criteria for the evaluation of potential therapeutic modalities, motor and behavioral characteristics of 15 Rett patients were analyzed. The patients with Rett syndrome differed from autistic children in having ataxia, breath-holding, hyperventilation, br

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Murphy, Carol, Dermot Barnes-Holmes, and Yvonne Barnes-Holmes. "DERIVED MANDING IN CHILDREN WITH AUTISM: SYNTHESIZING SKINNER'S VERBAL BEHAVIOR WITH RELATIONAL FRAME THEORY." Journal of Applied Behavior Analysis 38, no. 4 (2005): 445–62. http://dx.doi.org/10.1901/jaba.2005.97-04.

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DeSouza, Andresa A., Jessica S. Akers, and Wayne W. Fisher. "Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review." Analysis of Verbal Behavior 33, no. 2 (2017): 229–59. http://dx.doi.org/10.1007/s40616-017-0093-7.

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HANI, HANADY BANI, ANA MARIA GONZALEZ-BARRERO, and APARNA S. NADIG. "Children's referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders." Journal of Child Language 40, no. 5 (2012): 971–1002. http://dx.doi.org/10.1017/s0305000912000426.

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ABSTRACTThis study examined two facets of the use of social cues for early word learning in parent–child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01–6;02) and typically developing children (age range: 1;02–4;09) who were matched on language ability. In Experiment 2, we examined verbal and non-verbal parental labeling behaviors. First, we found that both groups were similarly able to learn a novel label using social cues alone, and to generalize t

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Senju, Atsushi, Victoria Southgate, Yui Miura, et al. "Absence of spontaneous action anticipation by false belief attribution in children with autism spectrum disorder." Development and Psychopathology 22, no. 2 (2010): 353–60. http://dx.doi.org/10.1017/s0954579410000106.

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AbstractRecently, a series of studies demonstrated false belief understanding in young children through completely nonverbal measures. These studies have revealed that children younger than 3 years of age, who consistently fail the standard verbal false belief test, can anticipate others' actions based on their attributed false beliefs. The current study examined whether children with autism spectrum disorder (ASD), who are known to have difficulties in the verbal false belief test, may also show such action anticipation in a nonverbal false belief test. We presented video stimuli of an actor

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Santarcangelo, Suzanne, Kathleen Dyer, and Stephen C. Luce. "Generalized Reduction of Disruptive Behavior in Unsupervised Settings through Specific Toy Training." Journal of the Association for Persons with Severe Handicaps 12, no. 1 (1987): 38–44. http://dx.doi.org/10.1177/154079698701200106.

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This study was designed to achieve a reduction of disruptive behaviors in unsupervised settings through reinforcement of appropriate play behaviors in students with autism. In Experiment 1, two students were exposed to training consisting of differential reinforcement of appropriate play, verbal feedback and prompts for inappropriate play or disruptive behaviors, and a specific toy training condition which involved extrinsic reinforcement of specific components of toy play. This training resulted in decreases in disruptive behaviors accompanied by generalization and maintenance of appropriate

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Taha, Zainab, and Khalid A. Abdalhai. "A Review of the Efficacy of the Dietary Intervention in Autism Spectrum Disorder." Open Access Macedonian Journal of Medical Sciences 9, F (2021): 88–94. http://dx.doi.org/10.3889/oamjms.2021.5743.

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BACKGROUND: Autism spectrum disorder (ASD) is an early-onset neurodevelopmental disorder with 1 in 68 children prevalence. The key symptoms of ASD include social deficits, verbal and non-verbal communication deficits, and restricted, repetitive patterns of behavior, interests, or activities. For unknown reasons, gastrointestinal symptoms are related to ASD. The aim of the current paper is to review the available literature on dietary interventions in children with ASD and provide up-to-date evidence. METHODS: Searches in online databases, using the search terms’ dietary intervention, “autism s

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Lim, H. A. "Use of Music in the Applied Behavior Analysis Verbal Behavior Approach for Children with Autism Spectrum Disorders." Music Therapy Perspectives 28, no. 2 (2010): 95–105. http://dx.doi.org/10.1093/mtp/28.2.95.

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Ghazali, Roslinda, Siti Rasidah Md Sakip, and Ismail Samsuddin. "A Review of Sensory Design Physical Learning Environment for Autism Centre in Malaysia." Environment-Behaviour Proceedings Journal 3, no. 7 (2018): 145. http://dx.doi.org/10.21834/e-bpj.v3i7.1262.

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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that impairs verbal and non-verbal communication and social interaction by showing themselves in repetitive behaviour, sensory issues, and cognitive delay. With proper learning environment, autistic children can continue their lives with their peers who exhibit regular development. The paper aims to develop a conceptual sensory design of Autism Physical Learning Environment. The objective is to identify sensory issues for design consideration in a physical learning environment. Perhaps, this could help designers to gain better und

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Lee, Gabrielle T., Hua Feng, Sheng Xu, and Shao-Ju Jin. "Increasing “Object-Substitution” Symbolic Play in Young Children With Autism Spectrum Disorders." Behavior Modification 43, no. 1 (2017): 82–114. http://dx.doi.org/10.1177/0145445517739276.

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Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting “object-substitution” symbolic play skills. The “object-substitution” symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All childr

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Bakhshipour, Abbas, Majid Mahmood Aliloo, Hassan Shahrokhi, et al. "Sequences of Mind Development in Boys with Autism Spectrum Disorder." ISRN Neurology 2012 (December 4, 2012): 1–8. http://dx.doi.org/10.5402/2012/637453.

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Autism is a pervasive neurodevelopment disorder, primarily encompassing difficulties in the social, language, and communicative domains. One of the most common social cognitive theories of autism is based on theory of mind (ToM), the “mentalizing” ability needed to infer that others have their own beliefs and desires in order to understand their behavior. In the current study, this hypothesis was tested using Wellman and Liu's scaled ToM tasks. These were employed in the assessment of ToM development of verbal, school-aged high-functioning boys with autism spectrum disorder (ASD). The results

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Brady, Nancy C., Holly L. Storkel, Paige Bushnell, et al. "Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism." American Journal of Speech-Language Pathology 24, no. 3 (2015): 438–59. http://dx.doi.org/10.1044/2015_ajslp-14-0093.

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Purpose This study investigated a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method Ten children between the ages of 6 and 10 years participated, with educational diagnoses of autism and limited expressive vocabularies at the outset of the study. A multimodal intervention composed of speech sound practice and augmentative and alternative communication was used to teach individualized vocabulary words that were selected on the ba

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Sah, Vijay Kumar, Hem Sagar Rimal, and Archana Rimal. "Intelligence Quotient Levels and Sub Tests Comparison in Autistic Children." Journal of Nobel Medical College 5, no. 1 (2016): 9–13. http://dx.doi.org/10.3126/jonmc.v5i1.15747.

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Background Autism spectrum disorders (ASD) are disorders of neurodevelopmental origin characterized by social reciprocity deficits, communication deficits, and unusual restricted and repetitive behaviors. In some of these people, measured IQ (Intelligence Quotient) can be normal or even superior or low.Material and Methods This is a Retrospective study in autistic children. We have analyzed with autistic disorder, 47 patients had savant skills and 1 patients of MR (Mental Retardation) had savant skills. China- Wechsler Young Children Scale of Intelligence (C-WYCSI) and China-Wechsler Intellige

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INOUE, Masahiko, Michio OGAWA, and Tugumichi FUJITA. "Acquisition and Generalization of "Wh"-question Answering : Verbal Behavior of Children and Youth with Autism." Japanese Journal of Special Education 36, no. 4 (1999): 11–21. http://dx.doi.org/10.6033/tokkyou.36.11_3.

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Wilde, Nina C., Valerie A. Evans, and Saul Axelrod. "Review of The verbal behavior approach: How to teach children with autism and related disorders." Behavior Analyst Today 8, no. 3 (2007): 360–62. http://dx.doi.org/10.1037/h0100628.

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LeBlanc, Linda A., John Esch, Tina M. Sidener, and Amanda M. Firth. "Behavioral Language Interventions for Children with Autism: Comparing Applied Verbal Behavior and Naturalistic Teaching Approaches." Analysis of Verbal Behavior 22, no. 1 (2006): 49–60. http://dx.doi.org/10.1007/bf03393026.

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McDuffie, Andrea, Leonard Abbeduto, Pamela Lewis, et al. "Autism Spectrum Disorder in Children and Adolescents With Fragile X Syndrome: Within-Syndrome Differences and Age-Related Changes." American Journal on Intellectual and Developmental Disabilities 115, no. 4 (2010): 307–26. http://dx.doi.org/10.1352/1944-7558-115.4.307.

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Abstract The Autism Diagnostic Interview-Revised (ADI-R) was used to examine diagnostic profiles and age-related changes in autism symptoms for a group of verbal children and adolescents who had fragile X syndrome, with and without autism. After controlling for nonverbal IQ, we found statistically significant between-group differences for lifetime and current autism symptoms for the Communication and Restricted Interests/Repetitive Behaviors domains, but not the Reciprocal Social Interaction domain. Effect sizes for differences in Reciprocal Social Interaction also were smaller than effect siz

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Touhami, M., F. Ouriaghli, F. Manoudi, and F. Asri. "Autism and violence." European Psychiatry 26, S2 (2011): 362. http://dx.doi.org/10.1016/s0924-9338(11)72071-5.

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IntroductionAutism is a disorder of the overall development and early onset before the age of 3 years, characterized by a deviant functioning and / or delayed in three areas: social interaction, verbal and nonverbal behavior.The child may be aggressive, either to himself or to others. Communication difficulties hamper the social control of the aggression that is often disproportionate and can frighten the family.In this work we are interested in the management of aggression for the autistic children.Aimsidentify ways of managing aggressive behavior for autistic childrenMethodself-administered

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Braddock, Barbara A., Jane Hilton, and Filip Loncke. "Multimodal Behaviors in Autism Spectrum: Insights From Typical Development Inform AAC." Perspectives of the ASHA Special Interest Groups 2, no. 12 (2017): 116–26. http://dx.doi.org/10.1044/persp2.sig12.116.

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Individuals with Autism Spectrum Disorder (ASD) who have limited natural speech may communicate using unaided and/or aided augmentative and alternative communication (AAC) and may combine potentially communicative behaviors in multimodal ways. Unaided AAC refers to the use of an alternative and augmentative system of communication that does not require aids external to the communicator's body. Aided AAC relies on the use of aids external to the body, such as pictures or a speech-generating device (SGD). Potential communicative acts refer to any behavior that others interpret as meaningful, inc

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Sławek, Jolanta. "Rozwijanie komunikacji funkcjonalnej w terapii dzieci z zaburzeniami ze spektrum autyzmu." Poznańskie Studia Polonistyczne. Seria Językoznawcza 26, no. 2 (2019): 253–68. http://dx.doi.org/10.14746/pspsj.2019.26.2.17.

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In the article, the author presents issues related to developing functional communication in both verbal and non-verbal children with autism spectrum disorders. The most important strategies that can be used when working with ASD children are discussed, such as claiming an object or an action, making a choice or asking questions. At the same time, the author underlines the importance of early intervention in small children with autism which may improve their abilities when it comes to learning, playing and communicating as well as their social skills. It may also help in the area of problemati

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Delehanty, Abigail D., Sheri Stronach, Whitney Guthrie, Elizabeth Slate, and Amy M. Wetherby. "Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay." Autism & Developmental Language Impairments 3 (January 2018): 239694151876476. http://dx.doi.org/10.1177/2396941518764764.

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Background and Aims Children with autism spectrum disorder (ASD) exhibit a heterogeneous clinical phenotype with wide variability in their language and intellectual profiles that complicates efforts at early detection. There is limited research examining observational measures to characterize differences between young children with and without ASD and co-occurring language delay (LD) and global developmental delay (GDD). The first aim of this study was to compare early social communication measured in the second year of life in children diagnosed at age 3 with ASD, developmental delays (DD), a

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