Advances in Neurodevelopmental Disorders最新文献

{"title":"Increasing Social Communication by Teaching Texting to Autistic Children","authors":"Jenna Gilder,&nbsp;Marjorie H. Charlop","doi":"10.1007/s41252-023-00322-9","DOIUrl":"10.1007/s41252-023-00322-9","url":null,"abstract":"<div><h3>Objectives</h3><p>In the present study, we increased the social communication of four autistic children by teaching texting conversation skills on smart phones.</p><h3>Methods</h3><p>A multiple baseline design across two dyads was used to assess the texting conversation intervention, with additional generalization probes taken across texting partners and FaceTime® sessions. One-month maintenance probes were also assessed.</p><h3>Results</h3><p>All four participants increased their conversational texting, and their conversation content was novel. Generalization across texting partners occurred, and skills were maintained. Appropriate verbal content spoken during FaceTime® probes was also observed.</p><h3>Conclusions</h3><p>Results are discussed in terms of the potential benefits of teaching autistic children social communication through text.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00322-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9717779","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":"Inhibitory Control Mediates the Association Between Emotion Dysregulation and Symptoms of ADHD and ODD in Children with Disruptive Behavior","authors":"Anneesa D. Singh,&nbsp;Anne-Claude V. Bedard,&nbsp;Brendan F. Andrade","doi":"10.1007/s41252-023-00324-7","DOIUrl":"10.1007/s41252-023-00324-7","url":null,"abstract":"<div><h3>Objectives</h3><p>Children with attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) show emotion dysregulation and underdeveloped inhibitory control associated with impairment in social, academic, and family functioning. The present study investigated whether inhibitory control mediates the association between emotion dysregulation and symptoms of ADHD and ODD in clinic referred children with disruptive behavior.</p><h3>Methods</h3><p>Standardized questionnaires and structured interviews were used to collect parent and teacher ratings of cognitive, emotional, and behavioral difficulties in a clinical sample of 297 children (<i>M</i> age = 8.24 (1.7); 79.3% male) with disruptive behavior.</p><h3>Results</h3><p>Inhibitory control mediated the relationship between parent- and teacher-reported emotion dysregulation and symptoms of ADHD and ODD in children with disruptive behavior.</p><h3>Conclusions</h3><p>Findings provide theoretical support for the role of emotional and cognitive mechanisms in ADHD and ODD. Additionally, findings suggest that emotion dysregulation and inhibitory control may be important targets for psychosocial interventions for children with ADHD and/or ODD symptoms.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00324-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80386588","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":"Robots, Neurodevelopmental Disorders, and Psychology: a Bibliometric Analysis and a Case Made for Robopsychology","authors":"Christian U. Krägeloh,&nbsp;Jaishankar Bharatharaj,&nbsp;Marcel Heerink,&nbsp;Daniel Hannon,&nbsp;Jordi Albo-Canals","doi":"10.1007/s41252-023-00318-5","DOIUrl":"10.1007/s41252-023-00318-5","url":null,"abstract":"<div><h3>Objectives</h3><p>Robots have the potential to enable new ways to improve the lives of people with special needs. This bibliometric review explored the nature of research that had referred to robots in the context of neurodevelopmental disorders and psychology, outlining the range of research areas, most prolific researchers, outlets for research dissemination, and trends.</p><h3>Method</h3><p>Using the database Scopus, publications were identified that mentioned in the abstract robot as well as one of several common neurodevelopmental disorders. Results were analyzed and visually presented using the software VOSviewer. An additional search identified publications about robots in the context of psychological research more broadly.</p><h3>Results</h3><p>Studies about autism spectrum disorder and social communication skills were the most frequent. Much of this work is disseminated as publications related to engineering and neuroscience, which is also consistent with the background of the most prolific and cited researchers of this bibliometric search. A notable trend is the increasing role played by psychology in robotics research.</p><h3>Conclusions</h3><p>Research work on robots in the context of neurodevelopmental disorders and psychology has traditionally been developed by researchers with a background primarily in engineering and computer science. As psychology is getting ready to play a more prominent role, there is a chance to apply specific psychological theory and methods. Such application may be facilitated by the establishment of a relevant scientific infrastructure, such as through a specialist journal on robopsychology.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00318-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50477569","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":"Teaching Multi-step Requesting and Social Communication to Five Autistic Children Using Speech-Generating Devices and Systematic Instruction","authors":"Anastasia Sawchak,&nbsp;Hannah Waddington,&nbsp;Jeff Sigafoos","doi":"10.1007/s41252-023-00320-x","DOIUrl":"10.1007/s41252-023-00320-x","url":null,"abstract":"<div><h2>Abstract </h2><div><h3>Objectives</h3><p>We evaluated a systematic instructional package for teaching a four-step SGD-based requesting and social communication sequence. Of interest was whether intervention would lead to accurate performance of the sequence, as well as generalization, maintenance, and discriminated/functional use.</p><h3>Methods</h3><p>Five minimally verbal autistic children received systematic instruction to complete a four-step sequence on an iPad®-based SGD. The sequence involved (a) saying hello, (b) making a general request, (c) making a specific request, and (d) thanking the listener. The effects of instruction, which consisted of practice sessions, time delay, prompting, and reinforcement, were evaluated in a multiple-baseline across participants design.</p><h3>Results</h3><p>All five participants reached 100% correct performance during intervention. This high level of correct responding generalized to a novel interventionist and was maintained at follow-up. Discriminated/functional use of the communication icons was evident.</p><h3>Conclusions</h3><p>The systematic instructional package was effective in teaching a four-step SGD-based requesting and social communication sequence to five minimally verbal autistic children.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00320-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50019520","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":"Correction to: Evaluating the Acceptability and Social Validity of a Caregiver‑Led Technology‑Based Menstrual Hygiene Management Intervention for Youth on the Autism Spectrum","authors":"Keely M. Lundy,&nbsp;M. Allison Wenzbauer,&nbsp;Chathuri R. Illapperuma,&nbsp;Aaron J. Fischer,&nbsp;Merry J. Feng,&nbsp;Rylee L. Jensen,&nbsp;Anniette F. Maldonado,&nbsp;Sara N. Mathis,&nbsp;Jeremy O. Meservy,&nbsp;Haylee N. Heller","doi":"10.1007/s41252-023-00321-w","DOIUrl":"10.1007/s41252-023-00321-w","url":null,"abstract":"","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50471297","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":"Incorporating Technology into Instruction in Early Childhood Classrooms: a Systematic Review","authors":"Claire Donehower Paul,&nbsp;Sarah G. Hansen,&nbsp;Chelsea Marelle,&nbsp;Melinda Wright","doi":"10.1007/s41252-023-00316-7","DOIUrl":"10.1007/s41252-023-00316-7","url":null,"abstract":"<div><h3>Objectives</h3><p>The purpose of this review is to describe the variety and effectiveness of instructional technologies used in the early childhood setting.</p><h3>Methods</h3><p>A systematic review of three databases was completed, and studies were reviewed by two independent coders to determine if they met inclusion criteria. Studies were excluded from this review if (a) the technology was used to train teachers and was not directly used with early childhood students, (b) participants were all enrolled in 2nd grade or higher, (c) the setting was not an early childhood education setting, or (d) studies were descriptive in nature or utilized a survey methodology. Data were extracted from each article related to participant characteristics, setting characteristics, research design, technology type, and dependent variables.</p><h3>Results</h3><p>Thirty-five studies met criteria were included in this review. A wide range of technologies were used to provide or facilitate instruction on (a) academics, (b) social and communication skills, and (c) cognitive skills. Academic outcomes targeted in Head Start preschools were the most common across studies. The results ranged from no effect to highly effective.</p><h3>Conclusions</h3><p>The findings from the included studies varied widely in their outcomes from reporting no difference between traditional instruction and technology-aided instruction to reporting significant difference between groups or reporting a functional relation between the technology-based intervention and the target behavior or skill. Studies that included students identified with neurodevelopmental disorders demonstrated a positive impact in the outcomes of students who experience an intervention that included technology-aided instruction. Future research is needed to identify critical components of effective technology-based interventions in early childhood educational settings.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00316-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9314928","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":"Evaluation of the Effect of a Serious Game on the Performance of Daily Routines by Autistic and ADHD Children","authors":"Dany Lussier-Desrochers,&nbsp;Line Massé,&nbsp;Isabelle Simonato,&nbsp;Yves Lachapelle,&nbsp;Valérie Godin-Tremblay,&nbsp;Annie Lemieux","doi":"10.1007/s41252-023-00319-4","DOIUrl":"10.1007/s41252-023-00319-4","url":null,"abstract":"<div><h3>Objectives</h3><p>Learning and performing new routines are difficult for children with neurodevelopmental disorders. Studies have shown that consistency in child reinforcement and parental support are effective. For example, digital solutions such as serious games can be used to support parents and children in developing these life skills. The objective of this study was to evaluate the effect of a serious game on the performance of daily routines by autistic and ADHD children.</p><h3>Methods</h3><p>A total of 201 families (parents and children) participated in the study. The study used a combined 3 (intervention) × 3 (diagnosis) × 3 (time) research design with repeated measures. Participants were randomly assigned to three intervention groups (serious game, parental support, and a combination of serious game and parental support) based on their diagnosis (ASD, ADHD, neurotypical). Latent growth modeling and repeated ANOVAS were performed to analyze routine scores collected at three moments (baseline, midpoint, persistence) over an 8-week period.</p><h3>Results</h3><p>Results show a moderating effect of diagnosis on child routine trajectory. For ADHD participants, we observed a very important significant clinical effect for two interventions (parental support alone and combination of serious game and parental support) where for ASD children, this effect is observed for only one treatment (combination of serious game and parental support). For neurotypical children, results indicate a very important and significant clinical effect when they use the serious game alone.</p><h3>Conclusions</h3><p>Results show that the serious game can improve children’s routines. However, for some neurodevelopmental profiles (ASD or ADHD), the addition of parental support produces greater clinical improvements.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10713617","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":"Fluctuations of the Center of Pressure in Autism Spectrum Disorder","authors":"Naomi Tsugita,&nbsp;Shino Ogawa,&nbsp;Nao Maki,&nbsp;Zu Soh,&nbsp;Toshio Tsuji,&nbsp;Yasuko Funabiki","doi":"10.1007/s41252-023-00314-9","DOIUrl":"10.1007/s41252-023-00314-9","url":null,"abstract":"<div><h2>\u0000Abstract\u0000</h2><div><h3>Objectives</h3><p>The static standing position of autism spectrum disorder (ASD) is unstable. However, the cause has not been clarified. We will investigate the fluctuation of center of pressure (COP) by detrended fluctuation analysis (DFA) and contribute to the elucidation of the cause in the future.</p><h3>Method</h3><p>We investigated the characteristics of fluctuations in the COP in 16 individuals with ASD and 13 individuals with typical development (TD). All participants stood on a Wii Balance Board for 70 s during which time we obtained COP data at 100 Hz. The eyes-open and eyes-closed conditions were performed once each. We obtained the locus length, total locus length, outer peripheral area, and the mean value and standard deviation of the coordinate position, and also calculated the mean value, standard deviation, coefficient variability, and alpha index of velocity from the acquired data, which we used as evaluation indices.</p><h3>Results</h3><p>The locus lengths in the mediolateral and anteroposterior directions and the total length, as well as the outer peripheral area of the COP, found no significant differences between the groups. The alpha index showing the strength of long-term correlations of the standing position by DFA of moving distance per 100 Hz in the ASD group was significantly larger than that in the TD group (<i>p</i> = .011) in the anteroposterior direction under the eyes-closed condition.</p><h3>Conclusions</h3><p>Postural sway in the ASD group did not differ from TD but was maintained from a long-term perspective.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81271223","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":"Exploring Subtypes of Repetitive Behavior in Children with Autism Through Functional Analysis and Wearable Technology: a Pilot Biobehavioral Assessment","authors":"Catharine Lory,&nbsp;Mandy Rispoli,&nbsp;Brandon Keehn,&nbsp;Rose A. Mason,&nbsp;Benjamin A. Mason,&nbsp;Sungwoo Kang,&nbsp;Amanda M. Borosh,&nbsp;Eric Shannon,&nbsp;Hannah Crosley","doi":"10.1007/s41252-023-00317-6","DOIUrl":"10.1007/s41252-023-00317-6","url":null,"abstract":"<div><h3>Objectives</h3><p>Prior research has established assessment methodologies, such as functional analysis to identify specific contexts in which restricted and repetitive behavior (RRB) occurs, and measures of heart rate variability (HRV) to index the level of autonomic arousal in individuals with autism spectrum disorder (ASD). Yet, a gap remains in integrating multiple assessment methodologies to examine the complex underlying mechanisms of RRB. This study piloted a multi-disciplinary approach to assess both the functional behavioral and neurophysiological factors that may underlie occurrences of RRB. The study (a) evaluated the effect of a modified functional analysis protocol on delineating functional subtypes of RRB and (b) explored the effect of using a wearable technology within a functional analysis on identifying the relationship between RRB and HRV.</p><h3>Method</h3><p>A single-case alternating treatment design was used to randomly alternate noncontingent low-stimulation and high-stimulation conditions in a modified functional analysis protocol. Simultaneous measurement of RRB and HRV was obtained through direct behavioral observations and a wristband that collects blood volume pulse, respectively. Visual analysis of time series data was used to determine the functional subtypes of RRB, and nonparametric correlational analyses were conducted to determine the association between HRV and RRB.</p><h3>Results</h3><p>Findings from a sample of six participants suggest preliminary effectiveness of the assessment protocol in identifying subtypes of RRB and a significant correlation between HRV and RRB.</p><h3>Conclusions</h3><p>This study demonstrates the potential effect and usability of a wearable technology-aided biobehavioral approach to assess RRB and HRV in individuals with ASD.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00317-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10593457","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":"Insistence on Sameness in Autistic Children: a Stimulus Control Analysis with Implications for Assessment and Support","authors":"Richard Stock,&nbsp;Joseph Lucyshyn","doi":"10.1007/s41252-022-00302-5","DOIUrl":"10.1007/s41252-022-00302-5","url":null,"abstract":"<div><h3>Objectives</h3><p>A characteristic of some individuals with autism is described as an “insistence on sameness.” For these individuals, a violation of sameness may occasion problem behavior. Given this, a more precise understanding of the construct of sameness from a behavioral perspective is desirable for assessment and intervention purposes. In this paper, we first examined the role of an existing behavioral theory, stimulus overselectivity, in relation to this issue. A detailed stimulus control analysis led to the conclusion that this theory does not adequately account for problem behavior occasioned by violations of sameness. Based on this analysis, we developed a conceptual model for assessing and treating problem behavior associated with insistence on sameness.</p><h3>Methods</h3><p>Three representative cases from our past clinical experience with children with autism were employed to develop the conceptual model: (a) paying attention to too few stimuli, (b) paying to too many stimuli, and (c) paying attention to sequentially presented stimuli. Following a detailed stimulus control analysis of each case, we introduce a competing behavior pathways framework for organizing a functional assessment of child problem behavior occasioned by violations of sameness, and for developing a behavior support plan that emphasizes prevention, teaching, and positive reinforcement. We then apply the framework to the three cases, and illustrate its utility for developing an individualized, multicomponent positive behavior support plan for each of the children.</p><h3>Conclusions</h3><p>We conclude the paper with considerations for future research to empirically examine the proposed conceptual framework for understanding and treating problem behavior in individuals with autism associated with violations of sameness.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50036652","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}