Advances in Neurodevelopmental Disorders最新文献_第9页

The Stress Survey Schedule (SSS): Trends and Normative Data on a Sample of Children with Severe Autism and Related Developmental Disabilities 压力调查表(SSS):重度自闭症和相关发育障碍儿童样本的趋势和规范数据

Advances in Neurodevelopmental Disorders Pub Date : 2023-01-16 DOI: 10.1007/s41252-023-00315-8

Cooper Woodard, Janette Baird, Kaitlyn Anderson, June Groden

{"title":"The Stress Survey Schedule (SSS): Trends and Normative Data on a Sample of Children with Severe Autism and Related Developmental Disabilities","authors":"Cooper Woodard, Janette Baird, Kaitlyn Anderson, June Groden","doi":"10.1007/s41252-023-00315-8","DOIUrl":"10.1007/s41252-023-00315-8","url":null,"abstract":"<div><h2>\u0000Abstract\u0000</h2><div><h3>Objectives</h3><p>The purpose of this research was to develop normative data on overall and sub-group stress scores for the Stress Survey Schedule (SSS) for a group of persons with Intellectual Disability and related disorders.</p><h3>Method</h3><p>This was a retrospective observational study that utilized Stress Survey Schedule data collected between 2002 and 2021. Historical data was collected on 155 students with Intellectual Disability and related disorders, age 6 to 19.</p><h3>Results</h3><p>The “Food-Related Activity” and “Changes and Threats” sub-group scores were significantly higher than the “Pleasant Events” and “Social Emotional Interactions” sub-group scores. Additional comparisons of stress scores by gender and age, and autism diagnosis compared to no autism diagnosis found few differences among sub-group scores. An examination of commonly high and low scoring stressors for each age group found consistency mainly among the younger age groups. For the oldest group, the most common high scoring items were significantly different, suggesting that as persons in this diagnostic group enter young adulthood, what is stressful tends to shift into different areas.</p><h3>Conclusions</h3><p>For this population, overall stress is rated as moderate and averaged scores of identified sub-scales are generally consistent across gender, as well as childhood, adolescent and young adult age groups. Items rated as low and high stress tend to be consistent for younger participants, and then change as participants enter young adulthood.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00315-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86454848","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}

引用次数: 2

Driving Attitudes and Avoidance in Drivers with ASD or ADHD ASD或ADHD司机的驾驶态度与回避

Advances in Neurodevelopmental Disorders Pub Date : 2023-01-07 DOI: 10.1007/s41252-022-00313-2

William P. Wagner, Haley M. Bednarz, Haley J. Bishop, Rajesh K. Kana, Despina Stavrinos

{"title":"Driving Attitudes and Avoidance in Drivers with ASD or ADHD","authors":"William P. Wagner, Haley M. Bednarz, Haley J. Bishop, Rajesh K. Kana, Despina Stavrinos","doi":"10.1007/s41252-022-00313-2","DOIUrl":"10.1007/s41252-022-00313-2","url":null,"abstract":"<div><h3>Objectives</h3><p>Despite research indicating drivers with autism spectrum disorder (ASD) are not inherently unsafe drivers, there is decreased licensure rate among that population. One contributing factor could be the prevalence of negative perceptions about driving among autistic people. In contrast, people with attention-deficit/hyperactivity disorder (ADHD) tend to overestimate their driving abilities. The objective of this study was to characterize negative and positive perceptions about driving among drivers with ASD, ADHD, or neither diagnosis in terms of their attitudes, driving avoidance, and speed of processing.\u0000</p><h3>Methods</h3><p>Drivers with ASD (<i>n</i> = 30) or ADHD (<i>n</i> = 36) and typically developing (TD) drivers (<i>n</i> = 35) completed the Useful Field of View (UFOV) task and were surveyed on their perceptions about driving.</p><h3>Results</h3><p>Drivers with ASD reported more negative attitudes (<i>β</i> = 0.50, <i>p</i> < .001) and avoidance (<i>β</i> = 0.23, <i>p</i> = .02) than TD peers. Slower UFOV scores predicted more avoidance among TD drivers (<i>β</i> = 0.35, <i>p</i> = .01), but not among drivers with ADHD (<i>β</i> = − 0.11, <i>p</i> = .45) or ASD (<i>β</i> = 0.09, <i>p</i> = .68).</p><h3>Conclusions</h3><p>Both ASD and ADHD uniquely affect driving attitudes and driving avoidance. Autistic people tend to hold more negative attitudes than TD peers. Counteracting that negative attitude may promote more independence among autistic people who want to learn to drive. Speed of processing appears to have a weaker impact on how ADHD drivers view complicated roadway situations, which may be indicative of a bias in their beliefs about their abilities.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89168916","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}

引用次数: 0

Dynamic Assessment of AAC Action Verb Symbols for Children with ASD ASD儿童AAC动作动词符号的动态评价

Advances in Neurodevelopmental Disorders Pub Date : 2023-01-03 DOI: 10.1007/s41252-022-00312-3

Cindy Gevarter, Valerie Prieto, Cathy Binger, Mary Hartley

{"title":"Dynamic Assessment of AAC Action Verb Symbols for Children with ASD","authors":"Cindy Gevarter, Valerie Prieto, Cathy Binger, Mary Hartley","doi":"10.1007/s41252-022-00312-3","DOIUrl":"10.1007/s41252-022-00312-3","url":null,"abstract":"<div><h3>Objectives\u0000</h3><p>The purpose of this study was to determine whether children with autism spectrum disorder (ASD) make progress in learning to use action verb symbols on augmentative and alternative communication (AAC) applications across different communicative functions (requesting, labeling) and instructional formats (embedded instruction, discrete trial teaching).</p><h3>Methods</h3><p>Four preschool-aged children completed graduated prompting dynamic assessment sessions in which they were provided with varying levels of support (e.g., models, gestures) across three instructional conditions: (a) requesting actions embedded in play, (b) labeling actions embedded in play, and (c) labeling actions presented via video during discrete trial teaching. An adapted multielement single-case design was used to compare participants’ abilities to use symbols with different levels of support across the instructional conditions and a control.</p><h3>Results</h3><p>Differences between instructional and control conditions were established for three participants. Three participants also reduced the levels of support they needed to use symbols in at least two instructional conditions. Although participants initially required lower levels of support (i.e., less restrictive prompts) in the requesting condition compared to labeling conditions, these differences only maintained for one participant. Across participants, differences between labeling conditions were minimal.</p><h3>Conclusions</h3><p>Although children with ASD can use verb symbols with low levels of support during DA, additional intervention may be needed to increase independent responding. Individual characteristics may influence success across communicative functions.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00312-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10508937","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}

引用次数: 1

The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability 接受与承诺训练计划对特殊学习障碍学生学业压力和学业倦怠水平的影响

Advances in Neurodevelopmental Disorders Pub Date : 2022-12-16 DOI: 10.1007/s41252-022-00307-0

Shahrooz Nemati, Narges Pourtaleb, Rahim BadriGargari, Touraj Hashemi, Rukiya Deetjen, Nazila Shojaeian

{"title":"The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability","authors":"Shahrooz Nemati, Narges Pourtaleb, Rahim BadriGargari, Touraj Hashemi, Rukiya Deetjen, Nazila Shojaeian","doi":"10.1007/s41252-022-00307-0","DOIUrl":"10.1007/s41252-022-00307-0","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>Specific learning disability (SLD) is one of the most prevalent neurodevelopmental disorders that leads to many psychological consequences for students with such disorders. The present study aimed to determine the effect of acceptance and commitment training programs on the level of academic stress and burnout in students with SLD.</p><h3>Methods</h3><p>This study was a quantitative research conducted with a pre-test/post-test quasi-experimental design and a control group. The research population consisted of female students with SLD in Tabriz, Iran, selected through random cluster sampling method. The data were collected using Gadzella’s Student-Life Stress Inventory (SLSI) and School Burnout Inventory (SBI).</p><h3>Results</h3><p>Multivariate analysis of covariance was used to analyze the data. Given the results of the data analysis, the application of acceptance and commitment therapy (ACT) was seen to reduce the amount of academic stress and academic burnout in students with SLD. Since acceptance and commitment training can reduce academic stress and burnout in this group of students, it could be considered an effective intervention to reduce students’ psychological distress.</p><h3>Conclusions</h3><p>The present findings will pave the way for further research in the field of interventions associated with the psychological problems of students with SLD.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00307-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89408306","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}

引用次数: 1

The Case for Integrated Advanced Technology in Applied Behavior Analysis 应用行为分析中集成先进技术的案例

Advances in Neurodevelopmental Disorders Pub Date : 2022-12-13 DOI: 10.1007/s41252-022-00309-y

Leslie Neely, Amarie Carnett, John Quarles, Hannah MacNaul, Se-Woong Park, Sakiko Oyama, Guenevere (Qian) Chen, Kevin Desai, Peyman Najafirad

引用次数: 1

Facilitators and Barriers to Physical Activity Involvement as Described by Autistic Youth with Mild Intellectual Disability 轻度智障自闭症青少年参与体育活动的促进因素和障碍

Advances in Neurodevelopmental Disorders Pub Date : 2022-12-12 DOI: 10.1007/s41252-022-00310-5

Troy Q. Boucher, Cassia L. McIntyre, Grace Iarocci

{"title":"Facilitators and Barriers to Physical Activity Involvement as Described by Autistic Youth with Mild Intellectual Disability","authors":"Troy Q. Boucher, Cassia L. McIntyre, Grace Iarocci","doi":"10.1007/s41252-022-00310-5","DOIUrl":"10.1007/s41252-022-00310-5","url":null,"abstract":"<div><h3>Objectives</h3><p>Physical activity involvement among autistic youth and youth with an intellectual disability is significantly lower than the general population. Few studies have included youth with comorbid diagnoses of ASD and intellectual disability. Fewer studies collect information from the youth themselves. This study examined barriers and facilitators to physical activity in autistic youth with mild intellectual disability using semi-structured interviews with youth and through caregiver reports.</p><h3>Methods</h3><p>Fourteen caregivers and their children ages 8 to 16 years old participated. Caregivers completed a questionnaire about their thoughts on their child’s physical activity while their children completed the semi-structured interview. A descriptive phenomenological approach was followed.</p><h3>Results</h3><p>Four themes were inductively identified: intrapersonal barriers (factors that are within the person which impede physical activity involvement, such as exhibiting challenging behaviors that inhibit engagement), interpersonal barriers (factors external to the person, such as lack of community support), intrapersonal facilitators (factors within the person that enhance physical activity involvement, such as being intrinsically motivated to improve skills), and interpersonal facilitators (external factors such as supports from caregivers).</p><h3>Conclusions</h3><p>Interviewing youth is important to capture a holistic picture of factors influencing physical activity. Future research may focus on implementing and assessing the efficacy of strategies to address the barriers facing youth diagnosed with ASD and intellectual disability.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10461326","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}

引用次数: 1

The Relation Between Autism Spectrum Disorder Traits, Attention-Deficit/Hyperactivity Disorder Traits, and Emotional Problems in Japanese University Students 日本大学生自闭症谱系障碍特征、注意缺陷/多动障碍特征与情绪问题的关系

Advances in Neurodevelopmental Disorders Pub Date : 2022-12-10 DOI: 10.1007/s41252-022-00311-4

Aya Saito, Satoko Matsumoto, Yukina Sakata, Masumi Sugawara

{"title":"The Relation Between Autism Spectrum Disorder Traits, Attention-Deficit/Hyperactivity Disorder Traits, and Emotional Problems in Japanese University Students","authors":"Aya Saito, Satoko Matsumoto, Yukina Sakata, Masumi Sugawara","doi":"10.1007/s41252-022-00311-4","DOIUrl":"10.1007/s41252-022-00311-4","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>It is understood that individuals with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD) are likely to have other mental health issues. However, there is a subset of the population who have ASD traits but are below the diagnostic threshold. Nevertheless, in this population, there is an increased risk of psychiatric comorbidities including depression and other symptoms. Therefore, this study aims to examine whether university students in the general population with both higher ASD and ADHD traits had a more severe risk of developing emotional problems.</p><h3>Method</h3><p>An online survey was conducted with Japanese university students in June and July 2021. Using data from 313 Japanese university students, this study examined whether higher ASD and ADHD traits were related to emotional problems. The survey measured ASD traits with the Autism spectrum Quotient; ADHD traits were measured with the Adult ADHD Self-Report Scale, and emotional problems were evaluated using the Kessler scale.</p><h3>Results</h3><p>Results showed that ADHD traits moderated the association between higher ASD traits and higher emotional problems, which indicated students with both higher ASD and ADHD traits, had a severe risk of developing emotional problems.</p><h3>Conclusions</h3><p>This study highlights that it is important to focus on subthreshold ASD traits and ADHD traits in university students for their better subsequent mental health.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76090779","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}

引用次数: 0

Use of a mHealth Mobile Application to Reduce Stress in Adults with Autism: a Pre-Post Pilot Study of the Stress Autism Mate (SAM) 使用移动健康移动应用程序减轻成人自闭症患者的压力:压力自闭症伴侣(SAM)的前后试点研究

Advances in Neurodevelopmental Disorders Pub Date : 2022-12-01 DOI: 10.1007/s41252-022-00304-3

Kirsten Hoeberichts, Yvette Roke, Irene Niks, Peter N. van Harten

{"title":"Use of a mHealth Mobile Application to Reduce Stress in Adults with Autism: a Pre-Post Pilot Study of the Stress Autism Mate (SAM)","authors":"Kirsten Hoeberichts, Yvette Roke, Irene Niks, Peter N. van Harten","doi":"10.1007/s41252-022-00304-3","DOIUrl":"10.1007/s41252-022-00304-3","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><h3>Objectives</h3><p>Adults with autism often need support to detect their stress and to apply adequate coping strategies for dealing with daily stress. The personalized mobile application Stress Autism Mate (SAM) is developed for and by adults with autism to detect and cope with daily life stress. SAM measures stress four times daily, generates an overview of the patients’ stress level and gives personalized advice to reduce stress.</p><h3>Methods</h3><p>With a pre-to post-treatment design, the level of perceived stress, coping self-efficacy and self-rated quality of life (QoL) was assessed at baseline (pre-test), after the four-week intervention (post-test) and after eight-week follow-up. Data was analysed using multilevel analysis taking within subject variance into account.</p><h3>Results</h3><p>At post-test measurement, there was a significant decrease in perceived stress. At post-test as well as follow-up, a significant improvement in coping self-efficacy and improvement in self-rated QoL was seen.</p><h3>Conclusions</h3><p>The results of this pilot study suggest that the personalized mHealth tool SAM can support adults with autism in detecting stress, improving their stress coping skills and improving their self-rated quality of life. In practice, SAM can be seen as an external stress monitor that can easily be integrated in the lives of adults with autism, to detect and cope with stress.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00304-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49998372","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}

引用次数: 3

Self-compassion Intervention for Parents of Children with Developmental Disabilities: A Feasibility Study 自我同情干预对发育障碍儿童父母的可行性研究

Advances in Neurodevelopmental Disorders Pub Date : 2022-11-19 DOI: 10.1007/s41252-022-00305-2

Ameena N. Ahmed, Stacey P. Raj

{"title":"Self-compassion Intervention for Parents of Children with Developmental Disabilities: A Feasibility Study","authors":"Ameena N. Ahmed, Stacey P. Raj","doi":"10.1007/s41252-022-00305-2","DOIUrl":"10.1007/s41252-022-00305-2","url":null,"abstract":"<div><h3>Objectives</h3><p>Parents of children with developmental disabilities (DDs) experience greater psychological distress (e.g., stress and depression) compared to parents of children without DDs. Self-compassion (i.e., responding with compassion to oneself during times of stress and difficulty) is associated with greater self-care as well as lower levels of stress, depression, and internalized stigma among parents of children with DDs. In this study, we tested the feasibility of a 4-week brief, asynchronous, online intervention targeting self-compassion among parents of children with DDs.</p><h3>Methods</h3><p>Participants were fifty parents (48 mothers; 2 fathers) of children with DDs. Participants’ ages ranged from 25 to 62 years (<i>M</i> = 42.1 years, <i>SD</i> = 7.9 years), and 88% of participants had one child with a DD, and the remaining parents had two or more children with DDs. Child diagnoses included Down syndrome, autism spectrum disorder, and intellectual disability. Feasibility was assessed in five domains (i.e., acceptability, demand, implementation, practicability, and limited efficacy) using a combination of self-report measures, qualitative feedback, and data on attrition.</p><h3>Results</h3><p>Most parents (84%) completed ≥ 3 modules, and 74% completed all four modules. Almost all parents (> 90%) reported that they would recommend the intervention to others. Paired-samples <i>t</i>-tests demonstrated significant pre-intervention to post-intervention increases in self-compassion and well-being, and significant reductions in parent depression and stress.</p><h3>Conclusions</h3><p>Overall, data support feasibility of the 4-week intervention targeting parent self-compassion and provide preliminary efficacy data that need to be followed up in a larger randomized control trial.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00305-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9419576","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}

引用次数: 1

Functional Communication Training for Toddlers At-Risk for Autism with Early Problem Behavior 自闭症儿童早期问题行为的功能性沟通训练

Advances in Neurodevelopmental Disorders Pub Date : 2022-11-18 DOI: 10.1007/s41252-022-00306-1

Leslie Neely, Amarie Carnett, Katherine Cantrell, Sierra Stegemann, Melissa Svoboda

{"title":"Functional Communication Training for Toddlers At-Risk for Autism with Early Problem Behavior","authors":"Leslie Neely, Amarie Carnett, Katherine Cantrell, Sierra Stegemann, Melissa Svoboda","doi":"10.1007/s41252-022-00306-1","DOIUrl":"10.1007/s41252-022-00306-1","url":null,"abstract":"<div><h3>Objective</h3><p>Problem behavior typically emerges in early childhood as part of human development. Current approaches to intervention wait to see if child maturation will naturally lead to reduction of behavior. However, for children at-risk for autism, there is may be a need to provide intervention during this early phase to prevent escalation of problem behavior and promote functional communication. Functional communication training (FCT) is an evidence-based intervention that consists of identifying the function of problem behavior, and teaching a functional communication response (FCR) that serves the same function as the problem behavior. In this study, researchers evaluated the use of FCT to teach toddlers at risk for autism to appropriately request for caregiver attention instead of engaging in early problem behavior (EPB) when the caregiver withdrew their attention.</p><h3>Methods</h3><p>Four children participated in this study. Researchers used a non-concurrent multiple baseline design to evaluate the effects of FCT on participant FCR and EBP. Sessions occurred twice a week for up to 15 weeks.</p><h3>Results</h3><p>EPB decreased for all participants from 100% of trials in baseline to 0% of trials in intervention. The use of functional communication increased in all participants from 0% of trials in baseline to 100% of trials in intervention. Two of the four participants maintained their treatment gains during the reversal phase.</p><h3>Conclusions</h3><p>This study replicates previous FCT research by extending the evidence-based practice to very young children (under 3 years old) who meet criteria to be identified as at-risk for autism.</p></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":"50036441","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}

引用次数: 1