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1.
Am J Speech Lang Pathol ; : 1-17, 2024 Jul 19.
Artigo em Inglês | MEDLINE | ID: mdl-39028571

RESUMO

PURPOSE: Decades of research have shown video modeling to be an effective tool for teaching and supporting a variety of skills in autistic children. More recently, video modeling has emerged as an effective support for autistic adults, with much of the literature focused on vocational success through support of language skills. The purpose of this tutorial is to provide speech-language pathologists, autistic adults, and other team members with evidence-based guidelines for use of video modeling to support success with social communication across settings. METHOD: This evidence-based tutorial draws from the literature on video modeling for autistic adults in the area of social communication, presenting empirically supported guidelines for speech-language pathologists considering video modeling as a tool to support social communication within this population and their interaction partners. This tutorial presents an evidence-based, step-by-step guide to the planning, creation, and use of video models with and by autistic adults, along with important additional considerations based on relevant literature. CONCLUSIONS: Video modeling is a social communication support that is backed by the scientific literature as an efficacious tool for use by autistic adults. This tutorial will guide speech-language pathologists' use of this evidence-based tool as they work alongside autistic adults and others to help meet social communication goals across settings.

2.
J Speech Lang Hear Res ; 62(6): 1959-1978, 2019 06 19.
Artigo em Inglês | MEDLINE | ID: mdl-31091173

RESUMO

Purpose The aims of this systematic review are to (a) synthesize the literature on interventions targeting expressive communication in adults with autism spectrum disorder and (b) evaluate the effectiveness of the interventions. Method The literature search resulted in 7,196 articles. The research team used 2 reviewers and consensus for title/abstract review, full-text review, and quality review. To be included, studies had to (a) include at least 1 adult (18 years of age and above) with an autism spectrum disorder; (b) examine an intervention, treatment, or model of care; (c) provide outcome data related to expressive communication modalities/domains; (d) be experimental or quasi-experimental; and (e) be published in English. Twenty-two studies (14 single-case design and 8 group design), with a total of 256 participants and varied interventions and outcome variables, met criteria for inclusion. Effect sizes are presented for group design studies, and visual analysis results are outlined for single-case design studies. Results Examination of treatment effects in the included studies showed positive effects, overall; however, there was great variability between studies. Single-case design studies showed evidence of functional relations in all but 1 study, with most showing medium to large effects, as well as maintenance and generalization of gains. Group design studies showed a wide range of effects from near-zero to large effects. Differences in intervention strategies and durations, as well as in participant characteristics and outcome measures, presented barriers to aggregation. Conclusions This review highlights the need for increased high-quality research examining interventions targeting expressive communication in adults with autism spectrum disorder and also pinpoints interventions with potential for future study and use in this population.


Assuntos
Afasia de Broca/terapia , Transtorno do Espectro Autista/psicologia , Terapia da Linguagem/métodos , Adulto , Afasia de Broca/psicologia , Feminino , Humanos , Masculino
3.
Bull Menninger Clin ; 83(2): 152-174, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31112411

RESUMO

There is limited research regarding the effectiveness of community-based services for young adults with autism spectrum disorder (ASD) as they transition out of school and enter a more autonomous life stage. This study utilized a two-phase, mixed methods design to determine the feasibility and participant acceptability of a protocol developed to standardize an assessment of program effectiveness for young adults with ASD at a community-based center. Field notes, participant interviews, and clinical observations were combined with descriptive analysis of participant survey responses. This study offers insights into the process of effective outcomes measurement for young adults with ASD participating in community-based programs. Administration of the study's protocol is feasible; however, alternative methods of data collection should continue to be explored. Furthermore, research in the form of a pilot study is needed to further determine the protocol's facility for assessing program outcomes in young adults with ASD.


Assuntos
Transtorno do Espectro Autista/reabilitação , Serviços de Saúde Comunitária , Avaliação de Resultados em Cuidados de Saúde , Psicometria , Comportamento Social , Transição para Assistência do Adulto , Adulto , Protocolos Clínicos , Centros Comunitários de Saúde , Estudos de Viabilidade , Feminino , Humanos , Masculino , Avaliação de Resultados em Cuidados de Saúde/métodos , Avaliação de Resultados em Cuidados de Saúde/normas , Aceitação pelo Paciente de Cuidados de Saúde , Estudo de Prova de Conceito , Psicometria/instrumentação , Psicometria/métodos , Psicometria/normas , Adulto Jovem
4.
Artigo em Inglês | MEDLINE | ID: mdl-28890936

RESUMO

BACKGROUND AND AIMS: Early play behaviors may provide important information regarding later-diagnosed developmental delays. Play behaviors of young children with autism spectrum disorder (ASD) are restricted in diversity, frequency, and complexity. Most ASD research focuses on play in children over 18 months of age. This study examined three groups of infants (later diagnosed with ASD, later diagnosed with other developmental disorders, and typically developing) with the aims of: (1) describing the play behaviors of the three groups of infants at two time points (9-12 months and 15-18 months); (2) examining group differences in four hierarchical levels of play at both time points; (3) comparing groups with respect to the highest level of play achieved; and (4) determining if the highest level of play achieved by infants with developmental delays, including ASD, correlated with later developmental outcomes. METHODS: The current study used longitudinal retrospective video analysis to examine object play behaviors of the three groups of infants (total n=92) at two time points (time 1: 9-12 months of age, and time 2: 15-18 months of age). Coding of play behaviors was based on existing literature and distribution of data from the current study. Developmental outcomes examined were measured using the Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, and a non-verbal developmental quotient calculated using visual reception scores from the Mullen Scales for Early Learning. RESULTS: Results indicate group differences in play, with infants later diagnosed with ASD showing significantly less sophisticated play than those with typical development. In addition, modest but significant correlations were found between highest level of play achieved at time 2 (15-18 months) and later outcomes for those with developmental disorders, including ASD. CONCLUSIONS AND IMPLICATIONS: Results suggest that examination of infant play behaviors is important for early screening and intervention planning to potentially mitigate effects on later developmental outcomes.

5.
Am J Speech Lang Pathol ; 22(1): 25-39, 2013 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-22846878

RESUMO

PURPOSE: The authors aimed to compare gesture use in infants with autism with gesture use in infants with other developmental disabilities (DD) or typical development (TD). METHOD: Children with autism (n = 43), DD (n = 30), and TD (n = 36) were recruited at ages 2 to 7 years. Parents provided home videotapes of children in infancy. Staff compiled video samples for 2 age intervals (9-12 and 15-18 months) and coded samples for frequency of social interaction (SI), behavior regulation (BR), and joint attention (JA) gestures. RESULTS: At 9-12 months, infants with autism were less likely to use JA gestures than infants with DD or TD, and less likely to use BR gestures than infants with TD. At 15-18 months, infants with autism were less likely than infants with DD to use SI or JA gestures, and less likely than infants with TD to use BR, SI, or JA gestures. Among infants able to use gestures, infants with autism used fewer BR gestures than those with TD at 9-12 months, and fewer JA gestures than infants with DD or TD at 15-18 months. CONCLUSION: Differences in gesture use in infancy have implications for early autism screening, assessment, and intervention.


Assuntos
Transtorno Autístico/psicologia , Linguagem Infantil , Transtornos da Comunicação/psicologia , Gestos , Comunicação não Verbal/psicologia , Transtorno Autístico/diagnóstico , Criança , Pré-Escolar , Comunicação , Transtornos da Comunicação/diagnóstico , Feminino , Humanos , Lactente , Desenvolvimento da Linguagem , Masculino , Estudos Retrospectivos , Comportamento Social , Gravação de Videoteipe
6.
Lang Speech Hear Serv Sch ; 44(1): 105-17, 2013 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-23087158

RESUMO

PURPOSE: Video modeling is an intervention strategy that has been shown to be effective in improving the social and communication skills of students with autism spectrum disorders, or ASDs. The purpose of this tutorial is to outline empirically supported, step-by-step instructions for the use of video modeling by school-based speech-language pathologists (SLPs) serving students with ASDs. METHOD: This tutorial draws from the many reviews and meta-analyses of the video modeling literature that have been conducted over the past decade, presenting empirically supported considerations for school-based SLPs who are planning to incorporate video modeling into their service delivery for students with ASD. The 5 overarching procedural phases presented in this tutorial are (a) preparation, (b) recording of the video model, (c) implementation of the video modeling intervention, (d) monitoring of the student's response to the intervention, and (e) planning of the next steps. CONCLUSION: Video modeling is not only a promising intervention strategy for students with ASD, but it is also a practical and efficient tool that is well-suited to the school setting. This tutorial will facilitate school-based SLPs' incorporation of this empirically supported intervention into their existing strategies for intervention for students with ASD.


Assuntos
Transtornos Globais do Desenvolvimento Infantil/reabilitação , Serviços de Saúde Escolar , Gravação de Videoteipe/métodos , Criança , Humanos , Patologia da Fala e Linguagem
7.
J Autism Dev Disord ; 43(8): 1819-31, 2013 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-23224593

RESUMO

Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants' learning preferences and processes, as well as educators' perceptions of the acceptability of each intervention's procedures in the classroom setting.


Assuntos
Transtornos Globais do Desenvolvimento Infantil/terapia , Terapia Cognitivo-Comportamental/métodos , Comunicação , Aprendizagem/fisiologia , Modelos Psicológicos , Ensino/métodos , Atenção/fisiologia , Pré-Escolar , Terapia Cognitivo-Comportamental/instrumentação , Feminino , Humanos , Masculino , Instituições Acadêmicas/organização & administração , Percepção Social , Ensino/normas , Resultado do Tratamento , Gravação em Vídeo , Percepção Visual/fisiologia
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