Advances in Neurodevelopmental Disorders最新文献

{"title":"Practical Approaches and Socially Valid Assessment Considerations for Learners with Emergent Communication and Severe Intellectual Disability","authors":"Billy T. Ogletree,&nbsp;Mary Claire Wofford,&nbsp;Andrea Barton-Hulsey","doi":"10.1007/s41252-022-00303-4","DOIUrl":"10.1007/s41252-022-00303-4","url":null,"abstract":"<div><h2>Abstract  \u0000</h2><div><h3>Objectives</h3><p>Assessment strategies for communication in learners with severe ID who are at the emergent stage of language development have evolved since first applied from speech act theory over 50 years ago. These efforts have resulted in measures that have increasingly been able to document the wide range of communicative abilities of learners with severe ID to inform intervention planning. In this paper, we indicate how assessment strategies for communication in learners with severe ID who are at the emergent stage of language development have evolved.</p><h3>Methods</h3><p>We review literature from speech act theory over 50 years ago and consider measures that have increasingly been able to document the wide range of communicative abilities of learners with severe ID to inform intervention planning.</p><h3>Results</h3><p>Emergent communication has been described as serving a number of functions and may include a number of forms, such as nonintentional behaviors interpreted by others (perlocutionary communication), purposeful nonsymbolic signals (illocutionary), or representational symbol forms (locutionary). This knowledge has motivated and informed a variety of clinical practices for learners who use emergent communication and furthered developments in systematic assessment procedures to observe and document this range of communication ability. As a result, the abilities of learners with severe ID have been realized and supported through intervention planning.</p><h3>Conclusions</h3><p>To continue to optimize opportunities for communication development, it is proposed that comprehensive assessment practices moving forward should be grounded in an identity-focused and interprofessional framework. A number of practical strategies that target family interviews, observation and sampling across contexts, formal test administration, and new technologies for assessment could be used for learners regardless of their ability to communicate with intention. These strategies, when grounded in an identity-focused framework with the support of an interprofessional team may best ensure socially valid data is collected for intervention planning.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50036440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Assessment and Intervention: Introduction to the Special Issue","authors":"Jeff Sigafoos,&nbsp;Hannah Waddington","doi":"10.1007/s41252-022-00308-z","DOIUrl":"10.1007/s41252-022-00308-z","url":null,"abstract":"","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50485679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing Low Dosages of ABA Treatment on Children’s Treatment Gains and School Readiness","authors":"Zhihui Yi,&nbsp;Jennifer Koenig,&nbsp;Mark R. Dixon","doi":"10.1007/s41252-022-00296-0","DOIUrl":"10.1007/s41252-022-00296-0","url":null,"abstract":"<div><h3>Objectives</h3><p>The current study analyzed the data from a 1-year pragmatic clinical trial on the effectiveness of a naturalistic implementation of the PEAK Relational Training System in a public school setting.</p><h3>Methods</h3><p>We accessed student records from two classrooms at the same grade level within one public school. Students’ assignments in these two classrooms were based on the severity of their diagnosis. Students in both classrooms received conventional special education services and applied behavior analysis intervention based on the PEAK Relational Training System. Post hoc analyses were conducted after one school year to compare students’ behavior skill levels, school readiness skills, and their relationship with their daily dosage of ABA intervention.</p><h3>Results</h3><p>Post hoc analyses indicated a significant difference in students’ behavior skill level and school readiness skills at the beginning of the school year. Significant differences were also found in the amount of PEAK interventions delivered to each classroom. At the end of the school year, all students demonstrated improvements on the PEAK pre-assessment (<i>p</i> &lt; .001) and the Bracken School Readiness Assessment (BSRA; <i>p</i> &lt; .001). A secondary analysis examined variables that predicted students’ progress and showed that their daily ABA dosage (<i>R</i>² = .278) was a significant predictor of their BSRA improvement.</p><h3>Conclusions</h3><p>The current study added to a growing body of research demonstrating the utility and feasibility of implementing PEAK-based interventions in special education settings. Behavior interventions along with special education practices produced significant outcomes on students’ overall skill level and school readiness. Implications of applying a low dosage of ABA intervention are discussed.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50007233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FDA Black Box Warning for SSRI: Reexamining the Role of High-Functioning Autism as a Confounder","authors":"Mayank Gupta,&nbsp;Nihit Gupta","doi":"10.1007/s41252-022-00301-6","DOIUrl":"10.1007/s41252-022-00301-6","url":null,"abstract":"<div><h2>Abstract \u0000</h2><div><p>It is two decades since the start of controversy around the FDA’s warnings of SSRI use in children and adolescents. A detailed review of these debates provides information on many serious methodological limitations, omissions, and commissions. In the last decade, the knowledge of highly comorbid conditions with MDD like ASD has grown exponentially. The higher-than-ever prevalence and diagnostic overshadowing in higher functioning ASD are now widely accepted; likewise, late and missed diagnoses are common and more in females with HF-ASD. The FDA signal has clinical implications, and if a small proportion of undiagnosed ASD comorbid with MDD was confounded in the data remains unanswered. A scientific inquiry is needed to understand the relationship between ASD, affective illness, and suicide.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50516670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emerging Verbal Functions in Early Infancy: Lessons from Observational and Computational Approaches on Typical Development and Neurodevelopmental Disorders","authors":"Peter B. Marschik,&nbsp;Claudius A. A. Widmann,&nbsp;Sigrun Lang,&nbsp;Tomas Kulvicius,&nbsp;Sofie Boterberg,&nbsp;Karin Nielsen-Saines,&nbsp;Sven Bölte,&nbsp;Gianluca Esposito,&nbsp;Anders Nordahl-Hansen,&nbsp;Herbert Roeyers,&nbsp;Florentin Wörgötter,&nbsp;Christa Einspieler,&nbsp;Luise Poustka,&nbsp;Dajie Zhang","doi":"10.1007/s41252-022-00300-7","DOIUrl":"10.1007/s41252-022-00300-7","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>Research on typically developing (TD) children and those with neurodevelopmental disorders and genetic syndromes was targeted. Specifically, studies on autism spectrum disorder, Down syndrome, Rett syndrome, fragile X syndrome, cerebral palsy, Angelman syndrome, tuberous sclerosis complex, Williams-Beuren syndrome, Cri-du-chat syndrome, Prader-Willi syndrome, and West syndrome were searched. The objectives are to review observational and computational studies on the emergence of (pre-)babbling vocalisations and outline findings on acoustic characteristics of early verbal functions.</p><h3>Methods</h3><p>A comprehensive review of the literature was performed including observational and computational studies focusing on spontaneous infant vocalisations at the pre-babbling age of TD children, individuals with genetic or neurodevelopmental disorders.</p><h3>Results</h3><p>While there is substantial knowledge about early vocal development in TD infants, the pre-babbling phase in infants with neurodevelopmental and genetic syndromes is scarcely scrutinised. Related approaches, paradigms, and definitions vary substantially and insights into the onset and characteristics of early verbal functions in most above-mentioned disorders are missing. Most studies focused on acoustic low-level descriptors (e.g. fundamental frequency) which bore limited clinical relevance. This calls for computational approaches to analyse features of infant typical and atypical verbal development.</p><h3>Conclusions</h3><p>Pre-babbling vocalisations as precursor for future speech-language functions may reveal valuable signs for identifying infants at risk for atypical development. Observational studies should be complemented by computational approaches to enable in-depth understanding of the developing speech-language functions. By disentangling features of typical and atypical early verbal development, computational approaches may support clinical screening and evaluation.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00300-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10413617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Teacher-Facilitated Peer-Mediated Intervention to Support Interaction Between Students with and without Autism","authors":"Laci Watkins,&nbsp;Megan Fedewa,&nbsp;Xiaoyi Hu,&nbsp;Katherine Ledbetter-Cho","doi":"10.1007/s41252-022-00299-x","DOIUrl":"10.1007/s41252-022-00299-x","url":null,"abstract":"<div><h2>Abstract </h2><div><h3>Objectives</h3><p>Within the autism intervention literature, there is a need for research focused on training teachers to implement and monitor the use of evidence-based strategies in regular classroom settings. This study assessed the effects of a teacher facilitated peer-mediated intervention (PMI) on the cooperative play, initiations, and responses of three upper elementary students with autism and three typically developing peers attending a Title 1 school.</p><h3>Methods</h3><p>Using a concurrent multiple probe across dyads design, we implemented a cascading coaching model and behavioral skills training (BST) package to teach one special educator to train peers in strategies to support and maintain play and interaction with their classmates with autism. Fidelity and social validity were assessed.</p><h3>Results</h3><p>A functional relation between the intervention and cooperative play was demonstrated. Initiations increased for all peers. Participant initiations and responses increased but were variable, with substantial increases for two participants and modest increases for one participant. Peers implemented the support strategies with a high degree of fidelity, and the teacher accurately monitored peer strategy use and intervention effects. Feedback from the teacher, participants, and peers demonstrated a high level of social validity and satisfaction with the training procedures, intervention, and outcomes.</p><h3>Conclusion</h3><p>A cascading coaching model using BST is a promising approach for training teachers to implement and monitor PMI in the natural classroom environment. Limitations and considerations for practice and future research are discussed.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50511162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Use of Neuronal Response Signals as Early Biomarkers of Dyslexia","authors":"Andres Carrasco,&nbsp;Kelly D. Carrasco","doi":"10.1007/s41252-022-00297-z","DOIUrl":"10.1007/s41252-022-00297-z","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>Brain imaging techniques have broadened our understanding of structural and functional properties of neuronal networks in children with developmental disabilities. The present work examines current models of neuronal response properties implicated in dyslexia and reading difficulties.</p><h3>Methods</h3><p>This review analyzes the use of functional techniques (fMRI and EEG) employed in the assessment of neuronal markers associated with reading ability.</p><h3>Results</h3><p>Neuro-imaging studies have provided evidence of neuronal networks involved in the emergence of reading fluency. Using this information, it is now possible to employ physiological assessments in the screening of reading ability before behavioral evaluations can be conducted.</p><h3>Conclusions</h3><p>Analyses of neuro-imaging studies show that abnormal neuronal activation in specific brain areas can be used to help identify reading impairments in children. These neuronal assessments permit earlier identification of dyslexia than those requiring behavioral assessments.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00297-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50102489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Augmentative and Alternative Communication Assessment Practices Followed in a School Setting: A Survey of Cypriot-Greek Speech and Language Pathologists","authors":"Elena Theodorou,&nbsp;Eliada Pampoulou","doi":"10.1007/s41252-022-00298-y","DOIUrl":"10.1007/s41252-022-00298-y","url":null,"abstract":"<div><h3>Objectives</h3><p>Many countries throughout the world have achieved significant advances in Augmentative and Alternative Communication, whereas in Cyprus the evidence suggests that it is still in its early stages of development. The focus of this study was on assessment methods, which are the foundation for a successful intervention.</p><h3>Methods</h3><p>For the study objectives, aspects from the participation model relating to opportunity and access barriers and existing literature on AAC assessment were used to create a questionnaire with multiple-choice answers. A total of 89 speech and language therapists working in a public school setting participated in the study.</p><h3>Results</h3><p>The results show that AAC assessment is mainly for pupils with autism spectrum disorder. During the evaluation process, participants used various stimuli, but mostly hearing and visual, whilst using touch, smell, and taste to a much lesser extent. As part of the evaluation process, the participants reported that they focused on whether the individual could express yes/no and voice their basic needs, whereas language domains were not thoroughly assessed. Lastly, the participants focused on the ability of pupils to follow instructions, with other behaviors being assessed to a lesser extent.</p><h3>Conclusion</h3><p>Various ideas have emerged regarding how to improve AAC assessment practices in schools.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50500916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Single-Subject Design Studies of Mindfulness Interventions for Behavior Change: A Scoping Review and Behavioral Conceptualization","authors":"Robyn M. Catagnus,&nbsp;Yors A. Garcia,&nbsp;Dorothy X. Zhang","doi":"10.1007/s41252-022-00294-2","DOIUrl":"10.1007/s41252-022-00294-2","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>We aimed to analyze the state of mindfulness-related single-subject design research through a behavior analytic lens.</p><h3>Methods</h3><p>Studies included empirical, quantitative, peer-reviewed single-subject design experiments training on mindfulness meditation, mindfulness-based practices, or mindfulness activities as a behavior change strategy for individuals. We excluded studies assessing effects of spillover or mindfulness only in combination with other techniques.</p><h3>Results</h3><p>Data from 28 studies included participant demographics, setting, implementor characteristics, dependent and independent variables, training techniques, and practice descriptions, and intervention relations, research methods, replicability, experimental design, reported reliability, validity, fidelity, generalization, and analyses of functional control. Some authors hypothesized the behavior change principles’ underlying outcomes. Few included treatment adherence or integrity data; behavioral repertoires were somewhat unclear. Many demonstrated functional control between intervention and behavior, but none examined contingencies related to training.</p><h3>Conclusions</h3><p>Several studies reported decreased problem behaviors or increased desirable behaviors, particularly for people with learning, behavior, or developmental differences. All authors described results somewhat behaviorally, but questions remain about repertoires of practice, underlying principles, and measurement. Cross-disciplinary practitioners can explore new procedures, clarify aspects of studies, and enhance methodology. We call for further development of a behavioral model of mindfulness interventions.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50019954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shared Challenges and Cooccurrence of Maladaptive Daydreaming and Autism Spectrum Disorder","authors":"Melina J. West,&nbsp;Eli Somer,&nbsp;Inge-Marie Eigsti","doi":"10.1007/s41252-022-00279-1","DOIUrl":"10.1007/s41252-022-00279-1","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>Maladaptive daydreaming (MD) is a condition involving excessive, highly immersive daydreaming. We conducted a cross-sectional investigation of the occurrence of MD in adults with autism spectrum disorder (ASD) and the overlapping characteristics between the conditions.</p><h3>Methods</h3><p>We surveyed broad ASD traits, MD symptoms, sense of presence in daydreaming, loneliness, emotion regulation difficulties, and restricted and repetitive behaviors in a sample of 609 adults without a diagnosis of ASD and a sample of 235 adults with a diagnosis of ASD. We also examined the occurrence of MD in the ASD sample using a structured interview.</p><h3>Results</h3><p>A path analysis revealed that broad ASD traits were associated with MD symptoms via the mediating effects of loneliness and emotion regulation difficulties. Moreover, 43% of adults with ASD reported experiences of MD, and hierarchical regression analysis revealed that these symptoms were associated with loneliness and emotion regulation difficulties. A multivariate analysis of covariance to compare groups showed that individuals with co-occurring ASD and MD scored highest on measures of loneliness, emotion regulation difficulties, restricted and repetitive behaviors, and sense of presence in daydreaming, compared to individuals with either ASD <i>or</i> MD alone or those with neither condition.</p><h3>Conclusions</h3><p>This research indicates that experiences of MD are common among adults with ASD and are associated with high degrees of loneliness and emotion regulation difficulties. Future research should further explore the unique presentation of MD in ASD and the associated challenges.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50469602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}