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Title: Electroencephalography in children with autism.
Creator: Lucas, Nikola N., Jones, Nancy Aaron, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Autism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined...
Show moreAutism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined neural activation and functional connectivity with an EEG, in children ages 3 -5, during an eyesclosed baseline period. Discrete Fourier Transform was performed on artifact-free segments of EEG data to produce power density values. In addition, coherence measurements were examined to assess functional connectivity in the alpha bandwidth during the baseline recording. Children with autism spectrum disorder (ASD) demonstrated reduced alpha coherence in fronto-temporal regions and between right temporal sites when compared to typically developing (TD) children. In addition, the reduction in coherence was based on ASD severity, such that high-functioning children with ASD showed greater coherence than low-functioning children with ASD. Children with ASD also displayed reduced power in the alpha, beta, and theta frequency bandwidths in frontal, temporal, central, and occipital regions compared to TD children. Interestingly, delta power differentiated children based on developmental status such that high-functioning children with ASD demonstrated the greatest delta power, followed by TD children, and then low-functioning children with ASD. Finally, TD children demonstrated left anterior temporal EEG asymmetry in the alpha bandwidth, whereas children with high-functioning ASD exhibited left posterior temporal EEG asymmetry and right frontal EEG asymmetry. Thus, the results suggest that children with ASD exhibit atypical patterns of brain activity and functional connectivity compared to their typically developing counterparts.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004034
Subject Headings: Autism in children -- Research, Autism spectrum disorders, Cognition disorders in children, Cognitive neuroscience, Electroencephalography -- Therapeutic use
Format: Document (PDF)

Title: Antecedent selection: The use of simplified speech versus typical speech in discrete trial teaching formats.
Creator: Brown, Mapy Chavez., Florida Atlantic University, Scott, Jack
Abstract/Description: Research has shown that applied behavior analysis is an effective methodology for instruction of children with autism. Furthermore, recent research has indicated a direct correlation between autism severity level and response accuracy under different verbal discriminative stimulus conditions used in the antecedent portion of a discrete instructional trial. This study was conducted to further investigate the relationship between autism severity level and response accuracy under different...
Show moreResearch has shown that applied behavior analysis is an effective methodology for instruction of children with autism. Furthermore, recent research has indicated a direct correlation between autism severity level and response accuracy under different verbal discriminative stimulus conditions used in the antecedent portion of a discrete instructional trial. This study was conducted to further investigate the relationship between autism severity level and response accuracy under different verbal discriminative stimulus conditions using the Gilliam Autism Rating Scale (GARS) to measure the autism severity of four prekindergarten students who were being served in home-based applied behavior analysis programs. Response accuracy was assessed under two experimental conditions for each participant: simplified speech and typical speech, using an alternating treatments design. These results are presented and discussed in relation to improving the effectiveness of early intervention program.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12734
Subject Headings: Autistic children--Behavior modification, Autism in children--Diagnosis
Format: Document (PDF)

Title: The differential effects of simplified speech versus typical speech on response accuracy in discrete trial teaching formats with prekindergarten-age students with autism.
Creator: Clark, Claudia Pia, Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: The examination of effective teaching strategies for young students with autism is necessary to successfully address the wide variety of skills deficits exhibited in students with this pervasive developmental disorder. The wide spectrum of cognitive functioning levels and autism severity levels found in this highly heterogeneous disorder make the development of sound instructional techniques a fundamental issue in best practices teaching with students with autism. The purpose of this study...
Show moreThe examination of effective teaching strategies for young students with autism is necessary to successfully address the wide variety of skills deficits exhibited in students with this pervasive developmental disorder. The wide spectrum of cognitive functioning levels and autism severity levels found in this highly heterogeneous disorder make the development of sound instructional techniques a fundamental issue in best practices teaching with students with autism. The purpose of this study was to determine the differential effects of simplified speech discriminative stimuli and typical speech discriminative stimuli on response accuracy on an acquisition level discrimination skill using a discrete trial teaching format with prekindergarten age students with autism. The participants were four students chosen from a pool of students enrolled at The St. Mary's Preschool for Children with Autism, a charter school located in West Palm Beach, Florida. All students were between 3 and 5 years old and met eligibility criteria for special education in the autism category. The targeted instructional skill was a visual discrimination task that was to be exhibited upon presentation of a verbal stimulus and which required discrimination of the verbal stimulus in order to be performed correctly. Each participant was presented with an array of acquisition level picture vocabulary items under one of two instructional conditions: either a simplified speech discriminative stimulus condition or a typical speech discriminative stimulus condition. Each student received both instructional conditions with different but equivalent picture vocabulary items. The results indicated that there were differences in response accuracy under the two discriminative stimulus conditions. For participants with autism severity levels under 36 as measured by the Childhood Autism Rating Scale (CARS), criterion was met under both conditions, regardless of IQ. For participants with autism severity levels equal to or above 36 as measured by the CARS, response accuracy was higher under the simplified speech condition, regardless of IQ. One implication of this study is that students with more severe levels of autism may learn most effectively under simplified speech discriminative stimulus conditions and that students with less severe levels of autism may be able to learn effectively under either condition.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12630
Subject Headings: Autistic children--Education, Autism in children, Verbal learning
Format: Document (PDF)

Title: Effects of Intervention Using Everyday Routines on the Social Reciprocity of Children with Autism.
Creator: Leach, Debra, Duffy, Mary L., Florida Atlantic University
Abstract/Description: Children with autism often have deficits in social reciprocity, the ability to participate in long chains of back and forth interactions with a social partner. Research has shown that deficits in social communication skills, such as social reciprocity, can have lifelong negative impacts on the lives of individuals with autism. Routines-based intervention for young children with autism is supported by research and educational law. However, there are limited studies showing the effects of...
Show moreChildren with autism often have deficits in social reciprocity, the ability to participate in long chains of back and forth interactions with a social partner. Research has shown that deficits in social communication skills, such as social reciprocity, can have lifelong negative impacts on the lives of individuals with autism. Routines-based intervention for young children with autism is supported by research and educational law. However, there are limited studies showing the effects of routines-based intervention for children with autism. There are no studies that address social reciprocity using routinesbased intervention for children with autism. This preliminary investigation explored if parent training on six strategies to promote social reciprocity within three everyday routines would increase the parents' use of the strategies and also increase the social reciprocity ofthe children. Parent use of the strategies and the social reciprocity of the children were maintained after the intervention was withdrawn.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000675
Subject Headings: Autism in children--Treatment, Interpersonal communication in children, Developmentally disabled children--Rehabilitation
Format: Document (PDF)

Title: Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.
Creator: Finn, Lisa., College of Education, Department of Exceptional Student Education
Abstract/Description: In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these...
Show moreIn this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362336
Subject Headings: Autism spectrum disorders in children, Treatment, Autism spectrum disorders in children, Behavior modification, Behavior disorders in children, Treatment, Communication in education, Cognitive therapy, Methodology
Format: Document (PDF)

Title: FACIAL EMOTION RECOGNITION ABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator: Brooks, Katy, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to...
Show moreThe present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to measure observed power and asymmetry using EEG data in order to understand the neural activity that underlies the social aspects of ASD. Participants with ASD showed slower processing speed and decreased emotion sensitivity. On tasks that involved the recognition of expressions on the participants’ mothers’ faces, differences were less apparent. These results suggest that children with ASD are capable of recognizing facial displays of emotion after repeated exposure, this should be explored further in future research.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013463
Subject Headings: Children with autism spectrum disorders, Emotion recognition in children, Facial expression
Format: Document (PDF)

Title: Social-cognitive processing in 6- to 12-year-old children with Asperger's disorder.
Creator: Carothers, Douglas Edward, Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: Students with Asperger's disorder manifest social, behavioral and pragmatic language impairments that result in their lower social acceptance. However, peer rejection in childhood is correlated with both current and future maladjustment, so it is important to investigate the causes of social rejection for children with Asperger's disorder. The first purpose of this study was to determine the relative effectiveness with which students with Asperger's disorder and typically developing students...
Show moreStudents with Asperger's disorder manifest social, behavioral and pragmatic language impairments that result in their lower social acceptance. However, peer rejection in childhood is correlated with both current and future maladjustment, so it is important to investigate the causes of social rejection for children with Asperger's disorder. The first purpose of this study was to determine the relative effectiveness with which students with Asperger's disorder and typically developing students were able to interpret the social intentions of their peers. The second purpose of the study was to determine whether, with a given interpretation of social intention, there were differences in the social interaction strategies chosen by these two groups of students. Twenty students with Asperger's disorder and 20 typically developing elementary school students participated in this study. They viewed videotapes depicting social conflict situations and were interviewed to determine if they perceived the cause of a conflict, how they interpreted an antagonist's actions, and how they would respond in a similar situation. An independent samples t-test indicated that the typically developing group performed significantly better on the encoding of conflicts and benign intention cues. Further, the Asperger's disorder group rejected benign intention cues that they had encoded at a higher rate than their typically developing peers. A mixed ANOVA revealed that there were significant differences between groups for the rating of a peer as "not mean" based on cue type, with the Asperger's disorder group most likely to rate a peer as "not mean" after watching ambiguous vignettes and the typically developing group most likely to give this rating after watching benign vignettes. Additionally, a mixed ANOVA demonstrated that the Asperger's disorder group was significantly more likely to cite the use of aggressive strategies both against peer entry and peer provocation conflict types and when they had attributed a peer to be "mean."
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12000
Subject Headings: Asperger's syndrome, Autistic children--Education--Social aspects, Autism in children
Format: Document (PDF)

Title: The Effects of an Audio Coaching Intervention on Parents' Interactions with Their Children with Autism.
Creator: Oliver, Patricia, Brady, Michael P., Florida Atlantic University
Abstract/Description: Children with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50...
Show moreChildren with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50 years to train psychologists, medical interns, pre-service teachers, and parents of children with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly, 1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan, 2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006). The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored specifically for training parents of children with autism. The present study was designed to examine experimentally the effectiveness of the audio coaching intervention on parents' interactions with their children with autism. Three mothers and their children with autism participated in the study. The mothers received immediate feedback from a coach on prompts designed specifically for their children. Results showed that the audio coaching intervention was an effective medium to teach the mothers how to deliver effective prompts and praise to their children. Results of the intervention also generalized to tasks on which the mothers had never been trained, and maintained well after the coaching was withdrawn. All three children showed an increase in their engagement and completion of independent tasks and routines in their homes after their mothers increased their use of more effective prompts and praise.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000685
Subject Headings: Autism in children, Autistic children--Family relationships, Children with disabilities, Parents of autistic children, Language acquisition--Parent participation
Format: Document (PDF)

Title: Facial Expression Computer Interaction System for Children with Asperger's Syndrome.
Creator: Amador, Francisco Javier, Huang, Shihong, Florida Atlantic University
Abstract/Description: People with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human...
Show morePeople with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human head, an avatar, to interact with the children while displaying various emotions and using games to increase the children's eye contact. The unique properties of the avatar utilized allow for a comprehensive coverage of the children's attention spectrum to maximize their learning potential. Knowing that about 17% of Autism Spectrum Disorders belong to the Asperger's Syndrome subclass, the positive impact of this application on their life would be of great importance for their families and the community.
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Date Issued: 2010
PURL: http://purl.flvc.org/fau/fd/FA00012503
Subject Headings: Autism spectrum disorders--Treatment--Technological innovations, Optical pattern recognition, Interpersonal communication in children, Emotions in children, Exceptional children--Psychology, Social skills in children
Format: Document (PDF)

Title: Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad.
Creator: Cruz-Torres, Elisa M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills...
Show moreAutism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004358, http://purl.flvc.org/fau/fd/FA00004358
Subject Headings: Autism in adolescence, Autism spectrum disorders -- Patients -- Life skills guides, Autism spectrum disorders -- Patients -- Rehabilitation, Parents of autistic children, Social skills in adolescence, Visual programming (Computer science), Youth with autism spectrum disorders -- Behavior modification
Format: Document (PDF)

Title: VIRTUAL PROCEDURAL FACILITATOR TRAINING WITH VIDEO MODELING: IMPACT ON THE OPINION WRITING OF ELEMENTARY SCHOOL- AGED CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Launder, Susanna M., Miller, Katie, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Autism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges...
Show moreAutism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges in written expression. Writing, across content areas, is a primary means in which student learning is measured and evaluated. The COVID-19 pandemic forced educators to explore the use of technology, through the application of synchronous and asynchronous instructional models, to meet the needs of all students while also providing access to Evidence Based Practices (EBPs) and rigorous content (Cox et al., 2021). This study examined the effects of an intervention package consisting of video modeling and virtual coaching on the use of a procedural facilitator (PF) as a planning tool on the overall written quality of the opinion writing with elementary school-aged children with ASD. Writing quality was measured by the presence of planned paragraph elements, Correct Word Sequences (CWS), and Total Words Written (TWW). The significance, acceptability, and effectiveness of the intervention package was also explored. Results indicate a functional relationship between the intervention package and the presence of planned paragraph elements. The intervention package did not directly impact CWS or TWW. Participant perceptions of the intervention package were generally positive. Caregiver perceptions of the intervention package were generally positive. Implications of the present study are discussed along with limitations and recommendations for future research.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014058
Subject Headings: Autism spectrum disorders in children, Education, Elementary, Writing skills, Teaching with technology
Format: Document (PDF)

Title: The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
Creator: Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
Subject Headings: Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
Format: Document (PDF)

Title: An interactive system to enhance social and verbal communication skills of children withautism spectrum disorders.
Creator: Minan, Maria Jose, Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can...
Show moreAffecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can lead to the development of an effective tool to complement traditional treatment of those with ASD. This thesis documents the re-engineering, extension, and evolu- tion of Ying, an existing web application designed to aid in the learning of autistic children. The original methodology of Ying combines expertise from other research areas including developmental psychology, semantic learning, and computer science. In this work, Ying is modifed to incorporate aspects of traditional treatment, such as Applied Behavior Analysis. Using cutting-edge software technology in areas like voice recognition and mobile device applications, this project aspires to use software engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while detecting and storing learning patterns for later study.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004306, http://purl.flvc.org/fau/fd/FA00004306
Subject Headings: Autism spectrum disorders in children -- Treatment -- Technological innovations, Children with autism spectrum disorders -- Education -- Technological innovations, Communication disorders in children -- Treatment -- Technological innovations, Computers and people with disabilities, Learning, Psychology of, Optical pattern recognition
Format: Document (PDF)

Title: Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
Creator: Leichner, Jared., Harriet L. Wilkes Honors College
Abstract/Description: The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In...
Show moreThe education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/3335109
Subject Headings: Autism in adolescents, Therapy, Children with disabilities, Development, Autistic children, Behavior modification, Social skills in children, Behavior therapy for children, Children with disabilities, Education, Language arts, Relaxation (Methodology), Behaviorism (Psychology)
Format: Document (PDF)

Title: Increasing Language Use in Parents of Children With Autism Spectrum Disorder.
Creator: Honsberger, Christine, Ramasamy, Rangasamy, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Research has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The...
Show moreResearch has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The current study used a nonconcurrent multiple-baseline design to evaluate the effectiveness of behavior skills training (BST) and on-going graphical and verbal feedback on increasing parent language use and child words and utterances. Results of this study demonstrated that BST with on-going feedback was effective in increasing parent language use and child words and utterances above baseline levels for all four parent-child dyads. The dissertation concludes with recommendations for future research.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004892, http://purl.flvc.org/fau/fd/FA00004892
Subject Headings: Asperger's syndrome--Patients--Language., Language acquisition--Parent participation., Parents of autistic children., Autistic children--Language., Autism spectrum disorders--Treatment., Language disorders in children., Food industry and trade--Safety measures., Food supply--Globalization.
Format: Document (PDF)

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Autism in children (3)	+ -
Autism spectrum disorders in children (2)	+ -
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Children with disabilities (2)	+ -
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