Focus on Autism and Other Developmental Disabilities最新文献_第6页

Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting 同伴介导的联合注意干预在包容性学前教育中的作用

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-07-07 DOI: 10.1177/10883576221108111

S. Hansen, Megan H. Mowbray, Tracy J. Raulston, Amarie Carnett, Christopher A. Tullis

{"title":"Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting","authors":"S. Hansen, Megan H. Mowbray, Tracy J. Raulston, Amarie Carnett, Christopher A. Tullis","doi":"10.1177/10883576221108111","DOIUrl":"https://doi.org/10.1177/10883576221108111","url":null,"abstract":"Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child–peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children’s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"71 - 79"},"PeriodicalIF":2.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parent Coaching in a Multimodal Communication Intervention for Children with Autism 父母指导在自闭症儿童多模式沟通干预中的应用

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-06-07 DOI: 10.1177/10883576221099896

Ching-Yi Liao, J. Ganz, Sanikan Wattanawongwan, April N. Haas, Sarah K. Ura, Kimberly J. Vannest, Kristi L. Morin

引用次数: 1

Early Interventionists’ Knowledge of Evidence-Based Practices for Autism 早期干预者对自闭症循证实践的认识

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-06-03 DOI: 10.1177/10883576221099895

Cindy Gevarter, Maria Siciliano, Erin Stone

{"title":"Early Interventionists’ Knowledge of Evidence-Based Practices for Autism","authors":"Cindy Gevarter, Maria Siciliano, Erin Stone","doi":"10.1177/10883576221099895","DOIUrl":"https://doi.org/10.1177/10883576221099895","url":null,"abstract":"This online survey study examined early intervention providers’ knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"203 - 214"},"PeriodicalIF":2.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49166861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Rhodiola Rosea Extract Counteracts Stress in an Adaptogenic Response Curve Manner via Elimination of ROS and Induction of Neurite Outgrowth. 红景天提取物通过消除 ROS 和诱导神经元生长，以适应性反应曲线的方式对抗压力。

4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-05-13 eCollection Date: 2022-01-01 DOI: 10.1155/2022/5647599

Anastasia Agapouda, Amandine Grimm, Imane Lejri, Anne Eckert

{"title":"Rhodiola Rosea Extract Counteracts Stress in an Adaptogenic Response Curve Manner via Elimination of ROS and Induction of Neurite Outgrowth.","authors":"Anastasia Agapouda, Amandine Grimm, Imane Lejri, Anne Eckert","doi":"10.1155/2022/5647599","DOIUrl":"10.1155/2022/5647599","url":null,"abstract":"Background: Sustained stress with the overproduction of corticosteroids has been shown to increase reactive oxygen species (ROS) leading to an oxidative stress state. Mitochondria are the main generators of ROS and are directly and detrimentally affected by their overproduction. Neurons depend almost solely on ATP produced by mitochondria in order to satisfy their energy needs and to form synapses, while stress has been proven to alter synaptic plasticity. Emerging evidence underpins that Rhodiola rosea, an adaptogenic plant rich in polyphenols, exerts antioxidant, antistress, and neuroprotective effects.Methods: In this study, the effect of Rhodiola rosea extract (RRE) WS®1375 on neuronal ROS regulation, bioenergetics, and neurite outgrowth, as well as its potential modulatory effect on the brain derived neurotrophic factor (BDNF) pathway, was evaluated in the human neuroblastoma SH-SY5Y and the murine hippocampal HT22 cell lines. Stress was induced using the corticosteroid dexamethasone.Results: RRE increased bioenergetics as well as cell viability and scavenged ROS with a similar efficacy in both cells lines and counteracted the respective corticosteroid-induced dysregulation. The effect of RRE, both under dexamethasone-stress and under normal conditions, resulted in biphasic U-shape and inverted U-shape dose response curves, a characteristic feature of adaptogenic plant extracts. Additionally, RRE treatment promoted neurite outgrowth and induced an increase in BDNF levels.Conclusion: These findings indicate that RRE may constitute a candidate for the prevention of stress-induced pathophysiological processes as well as oxidative stress. Therefore, it could be employed against stress-associated mental disorders potentially leading to the development of a condition-specific supplementation.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"24 1","pages":"5647599"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9122715/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87404495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder 辅助专业人员在支持自闭症谱系障碍学生中的感知技能和需求

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-03-08 DOI: 10.1177/10883576211073699

C. Coogle, V. Walker, Jennifer R. Ottley, Darcey M Allan, Daniel Irwin

{"title":"Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder","authors":"C. Coogle, V. Walker, Jennifer R. Ottley, Darcey M Allan, Daniel Irwin","doi":"10.1177/10883576211073699","DOIUrl":"https://doi.org/10.1177/10883576211073699","url":null,"abstract":"There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals’ perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals’ responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals’ perceptions align with their practice.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"227 - 238"},"PeriodicalIF":2.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47352461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Preferences for Edible and Electronic Leisure Items: A Systematic Replication 食用和电子休闲物品的偏好:一个系统的复制

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-03-08 DOI: 10.1177/10883576221081084

Mindy C. Scheithauer, Clarissa P. Martin, Summer Bottini

引用次数: 2

Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis 训练个体忠实地执行离散试验：Meta分析

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-03-08 DOI: 10.1177/10883576221081076

Joelle Fingerhut, Mariola Moeyaert

引用次数: 2

Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions 与ASD患者的对话：关系、接触规律和年龄对伴侣感知的影响

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-02-04 DOI: 10.1177/10883576211073689

Cheong Ying Sng, M. Carter, J. Stephenson, Naomi Sweller

{"title":"Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions","authors":"Cheong Ying Sng, M. Carter, J. Stephenson, Naomi Sweller","doi":"10.1177/10883576211073689","DOIUrl":"https://doi.org/10.1177/10883576211073689","url":null,"abstract":"People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"120 - 131"},"PeriodicalIF":2.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44766326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices 教育专业人员对自闭症病因的信念及其实践感知

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-02-04 DOI: 10.1177/10883576211073685

Veronica P. Fleury, Talya Kemper

{"title":"An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices","authors":"Veronica P. Fleury, Talya Kemper","doi":"10.1177/10883576211073685","DOIUrl":"https://doi.org/10.1177/10883576211073685","url":null,"abstract":"The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire–Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"189 - 198"},"PeriodicalIF":2.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49192725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion 自闭症谱系障碍儿童的学习机会:教师实践的感知效能的影响和包容的驱动因素

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-28 DOI: 10.1177/10883576211073692

Cecilia Latorre-Cosculluela, Marta Liesa-Orús, P. Rivera‐Torres

引用次数: 0