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Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses
... The majority of research using the social-pragmatic models train the parents or main caregiver as the intervention implementer in natural contexts and environments (Ingersoll, Meyer, Bonter, & Jelinek, 2012). The developmental, individualdifferences, and relationship-based model (DIR model;Greenspan & Wieder, 1997) is a popular social-pragmatic intervention for children with ASD. This model focuses on the child's development, individual differences in sensory and motor processing, and relationships with others. ...
... This model focuses on the child's development, individual differences in sensory and motor processing, and relationships with others. The DIR-based interventions are performed in natural environments and follow the child's lead in an activity of interest and establishing engagement with the child (Greenspan & Wieder, 1997). Greenspan, Degangi, and Wieder (2001) have indicated that a child's functional emotion refers to adaptive emotion regulation in a purposeful and meaningful manner and lays a foundation for learning and development. ...
... The investigators in this study are two registered pediatric occupational therapists who have at least five years of early intervention experience and studied DIR model from books (Greenspan & Wieder, 1997; Interdisciplinary Council on Developmental & Learning Disorders (ICDL), 2009) and a DVD lecture of the PLAY (Play and Language for Autistic Youngsters) Project model. In addition, the investigators underwent 25 h of structured, intensive, and supervised training in the DIR model provided by an experienced therapist who certificated from the ICDL. ...
Previous research has shown that parent-training programs derived from the developmental individual-difference relationship-based model (DIR) can improve the communicative development of children with autism spectrum disorder (ASD). However, the empirical evidence is weak. This study aimed to investigate the efficacy of two home-based parent-training programs on children’s developmental abilities, adaptive functioning, and parents’ parenting skills. A rigorous randomized controlled trial (RCT) design with a dose-matched control group was used. Twenty-four preschool children with ASD and their parents were randomly assigned to the intervention group or the control group at the pre-test phase and received a 14-week intervention program. The children’s development levels were assessed using the Functional Emotional Assessment Scale (FEAS) and the Chinese version of Psychoeducational Profile-Third edition (CPEP-3). Adaptive functioning were assessed using the CPEP-3 and the Vineland Adaptive Behavior Scales. Parenting skills were assessed using the FEAS. Children and caregivers in the intervention group showed significantly greater improvements in emotional development and parenting skills than those in the control group after the 14-week period. However, no treatment efficacy emerged for other developmental areas and adaptive functioning on two standardized measures. The results suggest that the home-based parent-training program based on the DIR model may benefit children with ASD for the emotional development and the parents for parenting skills.
... While difficulties with hearing and balance are not diagnostic signs or symptoms, children or adults with a diagnosis of ASD may have difficulty hearing or attending to speech or vocalizations despite being able to hear other environmental sounds and they may have abnormal responses to sounds. Further, large scale studies suggest that most if not all individuals with ASD have some degree of auditory dysfunction (Greenspan and Wieder, 1997) and several studies indicate brainstem and cerebellar pathological changes in ASD (Ornitz, 1969;Bauman and Kemper, 1985;Courchesne et al., 1987Courchesne et al., , 1988Courchesne et al., , 1994aOgawa, 1989;Scott et al., 2009). Herein, we review auditory and vestibular dysfunction in ASD and propose the incorporation of these modalities into screening for ASD. ...
... This can manifest as hypersensitivity or overreactions involving somatic sensations (touch) or special senses (smell, vision, and hearing). Beyond abnormal responses to sound, auditory dysfunction is present in most, if not all individuals with ASD (Greenspan and Wieder, 1997;Tomchek and Dunn, 2007;Bolton et al., 2012). This dysfunction ranges from deafness to hyperacusis and often includes difficulty listening to background noise and understanding speech (Roper et al., 2003;Alcántara et al., 2004;Khalfa et al., 2004;Szelag et al., 2004;Teder-Sälejärvi et al., 2005;Gravel et al., 2006;Tharpe et al., 2006;Russo et al., 2009). ...
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by repetitive behaviors, poor social skills, and difficulties with communication. Beyond these core signs and symptoms, the majority of subjects with ASD have some degree of auditory and vestibular dysfunction. Dysfunction in these sensory modalities is significant as normal cognitive development depends on an accurate representation of our environment. The hearing difficulties in ASD range from deafness to hypersensitivity and subjects with ASD have abnormal sound-evoked brainstem reflexes and brainstem auditory evoked potentials. Vestibular dysfunction in ASD includes postural instability, gait dysfunction, and impaired gaze. Untreated vestibular dysfunction in children can lead to delayed milestones such as sitting and walking and poor motor coordination later in life. Histopathological studies have revealed that subjects with ASD have significantly fewer neurons in the auditory hindbrain and surviving neurons are smaller and dysmorphic. These findings are consistent with auditory dysfunction. Further, the cerebellum was one of the first brain structures implicated in ASD and studies have revealed loss of Purkinje cells and the presence of ectopic neurons. Together, these studies suggest that normal auditory and vestibular function play major roles in the development of language and social abilities, and dysfunction in these systems may contribute to the core symptoms of ASD. Further, auditory and vestibular dysfunction in children may be overlooked or attributed to other neurodevelopmental disorders. Herein we review the literature on auditory and vestibular dysfunction in ASD. Based on these results we developed a brainstem model of central auditory and vestibular dysfunction in ASD and propose that simple, non-invasive but quantitative testing of hearing and vestibular function be added to newborn screening protocols.
... For its report on SB 163, CHBRP identified four studies of treatment modalities based on DIR ® . Two of these studies were pre-post studies of DIR ® /Floortime™ that did not have comparison groups (Greenspan and Wieder, 1997;Reis et al., 2018). Findings from these studies suggest that children with ASD who receive DIR ® /Floortime TM can develop creative thinking, empathy, reciprocate affection, and form healthy relationships with peers (Greenspan and Wieder, 1997) and that DIR ® /Floortime™ improves social communication and sensory processing skills (Reis et al., 2018). ...
... Two of these studies were pre-post studies of DIR ® /Floortime™ that did not have comparison groups (Greenspan and Wieder, 1997;Reis et al., 2018). Findings from these studies suggest that children with ASD who receive DIR ® /Floortime TM can develop creative thinking, empathy, reciprocate affection, and form healthy relationships with peers (Greenspan and Wieder, 1997) and that DIR ® /Floortime™ improves social communication and sensory processing skills (Reis et al., 2018). However, the absence of a comparison group makes it difficult to determine whether the improvements that these children experiences were due to DIR ® /Floortime ™ or other circumstances that may have changed over time. ...
The version of California Senate Bill 562 analyzed by CHBRP would alter the current law that requires coverage of behavioral health treatment (BHT) for autistic spectrum disorder (ASD). SB 562 would expand the definition of BHT to include treatment modalities based on developmental theory, would make technical changes to definitions related to network adequacy, and would prohibit denial of coverage based on either lack of parental/caregiver involvement or treatment setting time, or location. In 2022, of the 21.9 million Californians enrolled in state-regulated health insurance, 13.9 million of them would have insurance subject to SB 562.
... The DIR Model drew upon these theories and integrated them into functional, emotional, and developmental capacities that anchor the symbolic process (Greenspan & Wieder, 1997). Wieder emphasizes the three-dimensionality of experience with movement in space and time, both visually, auditorily, and accompanied by sensations. ...
... Therapies are brought in (OT, PT, Speech and Language, creative arts, psychotherapy, etc.) as needed. The focus is always on the developmentally appropriate experiences needed to build higher emotional and intellectual capacities based on each child's profile (Greenspan & Wieder, 1997Vig, 2019;. ...
Social skills represent a complex area within human behavior. Children and adolescents who have difficulties in social skills and who are poorly accepted by peers are at risk of developing some negative consequences. For people that have Asperger’s syndrome (AS), social skills are the biggest life challenge. It is, therefore, important to detect AS early in order to help them to fit in society more effectively and achieve their full potential. In this paper, we present a clinical case of a teenage girl diagnosed with AS, that also presented some depressive and anxiety symptoms. We will learn more about the traits of AS, the differences expected between boys and girls with AS, the impact of AS in adolescence, but also the relation between these traits and epilepsy, since she was diagnosed with absence seizures. In the therapeutic process the principles of cognitive behavioral, narrative, and family therapy were applied. Therapy was aimed at psych educating about the AS diagnosis; developing social competencies; developing strategies to cope with stress, anxiety, and aggression; improving self-esteem and enhancing autonomy.
... As children with ASD are in need of intensive intervention, parents who spend most of their time with children will be the perfect main implementer of the intervention. Hence, the DIR/ Floortime V R is typically used as a PII for children with ASD (Greenspan and Wieder, 1997;Liao et al., 2014;Pajareya and Nopmaneejumruslers, 2011;Solomon et al., 2014). PII studies usually adopted the home-based intervention program that included a series of parents' trainings sessions, home-based intervention delivered by parents that are recorded daily in a journal and ongoing coaching during follow-up sessions provided by a therapist. ...
... The intervention program for the current study was based on the DIR/Floortime V R approach developed by Greenspan and Wieder (1997) and the adapted DIR/Floortime V R program version carried out by Liao et al. (2014) and Pajareya and Nopmaneejumruslers (2011) in their studies in Asia-Pacific contexts. The DIR/Floortime V R program consisted of two phases -Phase I and Phase II. ...
Purpose
The developmental, individual-difference and relationship (DIR)/Floortime ® approach is a commonly used parent-implemented intervention with children with autism spectrum disorder (ASD). Currently, no evidence is available about the intervention’s implementation and utility in Malaysia. The aim of this paper is to investigate the applicability and impact of implementing the parent-implemented home-based DIR/Floortime ® intervention program for children with ASD and their parents in a Malaysian context from parents’ perspectives.
Design/methodology/approach
A qualitative study using semi-structured interviews with eight mothers and four fathers of children with ASD was conducted. The interviews were analysed using qualitative content analysis.
Findings
Five themes were developed. Theme 1 described the implementation of DIR/Floortime ® intervention; Theme 2 reported challenges parents faced when implementing the intervention; Theme 3 explored parents’ perspective on play; Theme 4 explained the improvements and changes in children with ASD and parents’ abilities and skills; and Theme 5 reported parents’ comments and suggestions about the intervention program.
Research limitations/implications
Involvement of a limited number of participants and an absence of baseline data limits the interpretation of the impacts of the DIR/Floortime ® program’s implementation by parents with their children with ASD.
Originality/value
Utilization of DIR/Floortime ® intervention is practical and appropriate in the Malaysian context. From the parents’ perspective, the DIR/Floortime ® approach was beneficial for children with ASD and parents’ skill development and well-being. Further refinement to the program and involvement of participants from various cultural backgrounds are recommended. A greater emphasis for parents on child-led interaction style and play with children are also recommended.
... Afin d'identifier des patterns de symptômes dans le Trouble du Spectre de l'Autisme, Greenspan et al (1997) Kientz et Dunn (1997) ont utilisé un questionnaire communément employé pour évaluer les troubles du traitement sensoriel : le profil sensoriel (Sensory Profile (Dunn, 1994) (Tavassoli, Hoekstra, & Baron-Cohen, 2014). ...
... D'autres études mentionnent une prédominance des comportements de hyper et hypo-réactivité (Baranek et al., 2006;O'neill & Jones, 1997). Les comportements d'hyper et hypo-réactivités à des stimulations sensorielles pourraient coexister dans l'Autisme (Greenspan & Wieder, 1997;Hirstein, Iversen, & Ramachandran, 2001;Williams, 1995). La prévalence des particularités sensorielles chez les adultes avec TSA n'est pas aussi bien établie (Leekam et al., 2007;O'neill & Jones, 1997 ...
Ce travail de thèse porte sur la conception et le développement d’interfaces tactiles ludo-éducatives via une approche centrée utilisateur appliquée au Trouble du Spectre de l’Autisme (TSA). Les personnes atteintes de TSA présentent des particularités sensori-motrices hétérogènes. Dans la modalité tactile, certains peuvent avoir un seuil de résistance à la douleur très élevé, d'autres peuvent ne pas supporter une caresse. Des stimulations tactiles adaptées dans un environnement contrôlé peuvent s’avérer bénéfiques à leur bien être. En s’appuyant sur une démarche de conception centrée utilisateur, un dispositif mécatronique a été conçu et réalisé pour accomplir, via la kinesthésie, des tâches adaptées aux besoins des professionnels de santé travaillant avec des patients TSA. Le prototype correspond à un plan de travail effectif de 30 par 42 cm, sollicitant les compétences motrices de l’utilisateur. Dans la démarche centrée utilisateur, deux études d’évaluations du prototype ont pu être menées afin d’identifier des pistes d’applications et d’intégration dans la pratique des professionnels. De plus, une étude sur la perception vibrotactile en condition sociale a été réalisée permettant une meilleure compréhension des mécanismes cognitifs à l’œuvre dans la population humaine générale et guidant ainsi les possibles utilisations d’interfaces tactiles pour l’autisme. Nos résultats confirment la pertinence de la démarche centrée utilisateur dans un processus de conception d’ingénierie, notamment pour des applications de stimulation motrice et sensorielle dans le cadre de l’accompagnement des personnes avec TSA.
... Moving from general concepts of sensory features to more specific sensory terms, for auditory sensory, most of the research reported that the individuals with ASD confront difficulties (Ben-Sasson, Cermak, Orsmond, Tager-Flusberg, Carter, Kadlec & Dunn, 2007;Greenspan, Weider, 1997;Tomchek & Case-Smith, 2009) either auditory hypersensitivity (Bettison, 1994;Gillberg & Coleman, 1996) or underresponsivity (Baranek, 1999;Osterling & Dawson, 1994) and some having reasonable auditory discrimination (Jones, Happé, , Baird, Simonoff, Marsden, Tregay, Phillips, Goswami, Thomson & Charman, 2009). For visual sensory, eye contact of individuals with ASD was early documented. ...
... These results are consistent with previous literature conducted in this arena (Ausderau et al., 2014;Chamak et al., 2008;Dugas et al., 2018;Kientz & Dunn, 1997;Posar & Visconti, 2018;Samson et al., 2014;Schaaf & Lane, 2015;Tomchek & Case-Smith, 2009;Watson et al., 2011) and confirmed the criteria of the sensory characteristics in the DSM-5. However, the features of auditory stimuli came fourth among the four dimensions and this was in contradiction with most of the studies which found that the auditory stimuli difficulties is the most common feature by which children with ASD can be recognized (Baranek, 1999;Bettison, 1994;Gillberg & Coleman, 1996;Greenspan, Weider, 1997;Osterling & Dawson, 1994;Tomchek & Case-Smith, 2009). Features of tactile stimuli scored high among the four dimensions and this result is consistent with some studies (Baranek et al., 1997;Cesaroni & Garber, 1991) but not in such order as most of the research conducted involving three common perceptions and their findings-respectively-were; auditory, visual and tactile impairments (Schaaf & Lane, 2015). ...
... Moving from general concepts of sensory features to more specific sensory terms, for auditory sensory, most of the research reported that the individuals with ASD confront difficulties (Ben-Sasson, Cermak, Orsmond, Tager-Flusberg, Carter, Kadlec & Dunn, 2007;Greenspan, Weider, 1997;Tomchek & Case-Smith, 2009) either auditory hypersensitivity (Bettison, 1994;Gillberg & Coleman, 1996) or underresponsivity (Baranek, 1999;Osterling & Dawson, 1994) and some having reasonable auditory discrimination (Jones, Happé, , Baird, Simonoff, Marsden, Tregay, Phillips, Goswami, Thomson & Charman, 2009). For visual sensory, eye contact of individuals with ASD was early documented. ...
... These results are consistent with previous literature conducted in this arena (Ausderau et al., 2014;Chamak et al., 2008;Dugas et al., 2018;Kientz & Dunn, 1997;Posar & Visconti, 2018;Samson et al., 2014;Schaaf & Lane, 2015;Tomchek & Case-Smith, 2009;Watson et al., 2011) and confirmed the criteria of the sensory characteristics in the DSM-5. However, the features of auditory stimuli came fourth among the four dimensions and this was in contradiction with most of the studies which found that the auditory stimuli difficulties is the most common feature by which children with ASD can be recognized (Baranek, 1999;Bettison, 1994;Gillberg & Coleman, 1996;Greenspan, Weider, 1997;Osterling & Dawson, 1994;Tomchek & Case-Smith, 2009). Features of tactile stimuli scored high among the four dimensions and this result is consistent with some studies (Baranek et al., 1997;Cesaroni & Garber, 1991) but not in such order as most of the research conducted involving three common perceptions and their findings-respectively-were; auditory, visual and tactile impairments (Schaaf & Lane, 2015). ...
The study aimed to identify the sensory characteristics of children with autism spectrum disorder (ASD) as estimated by their teachers. Descriptive surveying approach was used to suit the nature of the study. The researchers selected a simple random sample consisting of (40) teachers from (6) centres for autistic children in Amman, Jordan. The tool used in this study was a checklist consisted of 38 items. The collected data were analysed and then expressed through means and standard deviations. In addition, t-test was used to determine significance of the differences. The results revealed that the sensory characteristics of children with ASD were often evident in the study sample. The characteristics of children with ASD in the sensory domain were ranked as follows: First; tactile stimuli, second; olfactory and tasting stimulants, third; visual stimuli, and finally the auditory stimuli. The results showed that there were no statistically significant differences in the study sample attributed to age except the tactile stimuli and the differences were in the favour of age (3-6). Implications and recommendations are presented.
... There is limited evidence from one observational study with a comparison group that enrolled 30 children that Project ImPACT improves communication skills among children with ASD relative to usual care. (Greenspan and Wieder, 1997) and that DIR ® /Floortime™ improves social communication and sensory processing skills (Reis, Pereria, and Almeida, 2018). However, the absence of a comparison group makes it difficult to determine whether the improvements that these children experiences were due to DIR ® /Floortime ™ or other circumstances that may have changed over time. ...
... Treatment modalities based on the developmental theoryDevelopmental, Individual Differences, Relationship-based Model (DIR ® ) CHBRP identified four studies of treatment modalities based on DIR ® . Two of these studies were pre-post studies of DIR ® /Floortime™ that did not have comparison groups(Greenspan and Wieder, 1997;Reis et al., 2018). Findings from these studies suggest that children with ASD who receive DIR ® /Floortime TM can develop creative thinking, empathy, reciprocate affection, and form healthy relationships with peers ...
Non-partisan limited/fiscal impact analysis of the medical effectiveness, cost and utilization, and public health impacts of insurance coverage for California Senate Bill 163 Autism
... Patients with posterior parietal cortex (PPC) lesions display difficulties in the permanence of action sequences, as well as in the performance of hand and eye movement when grasping [188]. Some of these behaviors in ASD connote an atypical symmetry of the posterior and ante-rior mid-body which may well be associated with the motor inefficiencies so often noted in ASD [189], impairments in fine motor skills [190], motor planning and sequencing deficits [191], agency [5], and difficulties in responding to spoken language [192]. As a region of the posterior parietal cortex is involved in fields of aversion and eye movement planning, attention and eye contact in autism may be associated with this brain region as well. ...
Confirmation from structural, functional, and behavioral studies agree and suggest a configuration of atypical lateralization in individuals with autistic spectrum disorders (ASD). It is suggested that patterns of cortical and behavioral atypicality are evident in individuals with ASDs with atypical lateralization being common in individuals with ASDs. The paper endeavors to better understand the relationship between alterations in typical cortical asymmetries and functional lateralization in ASD in evolutionary terms. We have proposed that both early genetic and/or environmental influences can alter the developmental process of cortical lateralization. There invariably is a “chicken or egg” issue that arises whether atypical cortical anatomy is associated with abnormal function or alternatively whether functional atypicality generates abnormal structure.
... There is a view that social intelligence can be presented by three components: social sensitivity reflecting the conclusions of social roles and social contacts, social insight including the understanding of social and psychological conditions and moral assessment of events, and social communication (Greenspan & Wieder, 1997). The Structure of Intellect Theory proposed by J. P. Guilford included divergent and convergent thinking and found its application in M. Sullivan's techniques. ...
... Recently, our lab reported on the efficacy of a remote pretend play intervention administered directly to school-aged children with PWS, and findings demonstrated that not only did children increase in their cognitive and affective play skills following the intervention, but these improvements generalized to their divergent thinking skills as well . In addition, while direct intervention on play has been used across children with neurodevelopmental disabilities in structured clinician-led sessions, parent training is often used as a mode of intervention or for ensuring reinforcement of learning outside of the intervention session (Kasari et al., 2015;Greenspan and Wieder, 1997;Mercer, 2017;Solomon et al., 2014). Incorporating parents in these pursuits has several advantages. ...
Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed.
... Abnormalities in the processing and integration of sensory information can disrupt development intellectually and socially, for example, children with altered sensory processing show delays in development of fine and gross motor skills, lack of coordination and poor balance (DeGangi, 1989). Disruption in auditory processing are of the more commonly reported sensory impairments in ASD, Greenspan et al found 100% of their participants (200 individuals) exhibited difficulties in responding to auditory stimuli (Greenspan, 1997). ...
Introduction: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by deficits in social communication and restricted behaviours, and associated with sensory alterations, gastrointestinal dysfunction and disruptions in the circadian rhythm. This study utilised two animal models of ASD, the BTBR T+tf/J and the prenatal exposure to VPA mouse models of ASD, compared to the control C57 BL/6J strain. The aim of this study was to investigate changes in circadian rhythm and peripheral sensation in the two mouse models of ASD, and identify potential pathways involved.
Methods: Home-cage testing was conducted using LABORAS platforms, to record the animals’ behaviour over 24 hours (C57 n = 8; BTBR = 9, VPA = 4). Cutaneous sensory thresholds were determined using the dynamic hot (DHP) and cold plate (DCP) tests (C57 n = 6; BTBR n = 6; VPA n = 4), and sensory function of the gastrointestinal tract was outlined using ex-vivo jejunum preparations, by recording the afferent nerve responses to mechanical and chemical stimuli. Values are mean +/- SEM analysed with two-way ANOVA using GraphPad Prism.
Results: the VPA mice exhibited altered circadian rhythm in the dark (active) phase compared to the BTBR and C57 mice (P=<0.05). In the DHP, the BTBR mice (n = 6) responded at a higher temperature (C57 - 38C; BTBR - 40C), responded significantly less to heat (P<0.0005), while VPA mice (n = 4) showed similar responses to the C57 mice. In the DCP, VPA mice start to respond at a lower temperature (C57 - 16C; VPA - 2C), responded slightly less to cold (P=0.055), while the BTBR mice showed similar responses to C57 mice.
In the afferent nerve recordings of the jejunum, the BTBR tissue exhibited significantly decreased responses to mechanical distension at a filling rate of 600 μl/min (P<0.0006; BTBR n = 9; C57 n = 10). Peak firing rate at 50 mmHg was 92.68 (+/- 12.80) imp/s-1 in recordings from C57 (n = 10) tissue and 76.49 (+/- 15.44) imp/s-1 in BTBR tissue (n = 9). BTBR afferents also showed an altered response profile to TRPV1 activation (P=<0.0001, BTBR n = 5; C57 n = 5), whereby nerve firing took significantly longer to desensitize compared to control afferents, suggesting altered function of TRPV1. Preparations from BTBR mice also exhibited significantly increased response to intraluminal application of an inflammatory soup (P<0.05), BTBR n = 5; C57 n = 5).
Conclusion: the VPA model of ASD showed marked alterations in circadian rhythm and reduced response to cold stimuli, and the BTBR mouse model of ASD exhibited significantly decreased response to heat and significantly altered afferent nerve activity from the jejunum in response to various stimuli. Future studies should investigate whether these changes correlate with CNS dysfunction or whether altered peripheral sensation could drive some of the central deficits observed in ASD.
... In fact, Kanner-type autism and Asperger's disorder are collectively often referred to as autism-spectrum disorders (ASDs), a designation that underscores the difficulty in separating Kannertype autism from Asperger's disorder. Regardless of whether they are separate disorders or exist along a continuum, ASDs are quite heterogeneous and affect each individual differently in terms of learning ability, learning style, socialization, and communication (Greenspan & Weider, 1997;Gutstein, Burgess, & Montfort, 2007;Solomon, Necheles, Ferch, & Bruckman, 2007). Consequently, the need for highly specific individualized education plans exists for students with autism spectrum disorders in school settings. ...
... As far as we know, only a few studies have been developed by Astington and her collaborators. In one of them Bruner & Haste, 2010;Greenspan & Wieder 1997), three to five-year-old children were given a traditional referential communication game (see the above paragraph). Children's communicative competence was assessed by taking account of how informative they were and how much prompting they needed to complete the task. ...
We here described on the ability of children before their old five years old. They have a special power in learning their life to able to do something. Of course, they have a difficult thing regarding how to communicate each other. To make a communication, an action should be done, therefore, the cognition is a very important thing that must be sharpened. As it is discussed, linguistics is a study can be entered to all subcategory aspects. The linguistics has significant value on its contribution based on the effort of the children to obtain the communication action. Many phenomena can be described in the present study. The result showed all normal children can do communication with their mother in a unique way.
... Auditory processing deficits are common in subjects with autism spectrum disorders (ASD) and in animal models of ASD (Greenspan and Wieder, 1997;Tomchek and Dunn, 2007;Gomes et al., 2008;Bolton et al., 2012;Danesh and Kaf, 2012;O'Connor, 2012). In fact, human subjects with ASD have auditory brainstem responses (ABR) and stapedial reflexes with longer latency, decreased amplitude, and right-left asymmetry (Skoff et al., 1980;Rumsey et al., 1984;McClelland et al., 1992;Klin, 1993;Kwon et al., 2007;Roth et al., 2012;Lukose et al., 2013). ...
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by repetitive behaviors, poor social skills, and difficulties with communication and hearing. The hearing deficits in ASD range from deafness to extreme sensitivity to routine environmental sounds. Previous research from our lab has shown drastic hypoplasia in the superior olivary complex (SOC) in both human cases of ASD and in an animal model of autism. However, in our study of the human SOC, we failed to find any changes in the total number of neurons in the ventral nucleus of the trapezoid body (VNTB) or any changes in cell body size or shape. Similarly, in animals prenatally exposed to the antiepileptic valproic acid (VPA), we failed to find any changes in the total number, size or shape of VNTB neurons. Based on these findings, we hypothesized that the neurotransmitter profiles, ascending and descending axonal projections of the VNTB are also preserved in these neurodevelopmental conditions. We investigated this hypothesis using a combination of immunohistochemistry and retrograde tract tracing. We found no difference between control and VPA-exposed animals in the number of VNTB neurons immunoreactive for choline acetyltransferase (ChAT). Additionally, we investigated the ascending projections from the VNTB to both the central nucleus of the inferior colliculus (CNIC) and medial geniculate (MG) and descending projections to the cochlea. Our results indicate no significant differences in the ascending and descending projections from the VNTB between control and VPA-exposed animals despite drastic changes in these projections from surrounding nuclei. These findings provide evidence that certain neuronal populations and circuits may be protected against the effects of neurodevelopmental disorders.
... En 1997, Greenspan et Weider (1997) examinent les dossiers d'enfants ayant reçu un diagnostic d'autisme. L'évaluation de leur comportement adaptatif au moyen de la CARS (1980) met en évidence un continuum allant de l'absence de dysfonctionnement majeur jusqu'au manque total d'autonomie. ...
Notre objectif est de préciser l'existence d'un « continuum autistique », c'est-à-dire d'un socle de fonctionnement commun à toutes les personnes autistes. Si un tel continuum existe, alors il autorise à prendre en compte les témoignages des personnes autistes pour expliquer ou pour mieux comprendre le comportement des personnes les plus touchées, qui sont généralement dépourvues de langage. C'est ce que nous cherchons à montrer en présentant puis en réinterprétant les données qui ont permis de retracer les trajectoires développementales de certains signes autistiques faisant partie de la symptomatologie classique de l'autisme. A partir de trois études, sélectionnées parce que datant de moins de dix ans et basées sur plusieurs dizaines d'individus, nous avons construit les trajectoires développementales de certains registres d'aptitudes classiquement déficitaires dans l'autisme (communication, socialisation, interactions sociales, etc.). Des comparaisons sont proposées entre des profils autistiques différenciés, du syndrome autistique sévère avec déficience associée à l'autisme dit « de haut niveau ». Ces trajectoires développementales diffèrent en effet selon le registre considéré et la sévérité du syndrome. Le plus souvent, elles mettent en évidence deux à trois groupes d'individus qui se distinguent par leur vitesse de développement, quel que soit le signe ou le critère autistique pris en compte. La question posée ici est de savoir si ces groupes sont disjoints ou s'il existe un continuum de fonctionnement permettant de passer de l'un à l'autre de manière continue. C'est ce dernier point que nous avons mis en évidence entre des groupes de sujets évoluant à des vitesses différentes, ce qui confirme l'existence d'une sémiologie clinique commune à l'ensemble du spectre autistique et dont les modalités d'expression s'intensifieraient avec la sévérité du syndrome. Ces résultats nous amènent à nous interroger sur l'origine des différences de rythme reflétées dans les trajectoires développementales car les enfants présentant un syndrome grave associé à une déficience intellectuelle sévère restent confinés aux premiers niveaux de développement. Bien que des programmes de prise en charge adaptés permettent d'améliorer au quotidien leur fonctionnement adaptatif, leurs capacités cognitives semblent s'être cristallisées sur un mode déficitaire, difficilement modifiable. En outre, l'accès au langage semble avoir une influence déterminante sur les trajectoires développementales. Ainsi, celles des groupes d'enfants déficitaires et non déficitaires peuvent commencer presque au même stade, se suivre jusqu'à environ huit ans, puis différer de plus en plus au fil du temps, notamment en raison de la présence d'enfants qui connaissent une accélération de leur développement à partir d'un accès tardif au langage. Ces résultats permettent également de mieux comprendre le concept de TSA adopté dans le DSM-5.
... Research focused on the application of virtual reality (VR), augmented reality (AR), and mixed reality (MR) for use by individuals with ND is increasing exponentially globally. This is a reasonable method because visual assistance is effective for children and individuals with ND who are reported to be visually dominant (Greenspan & Wieder, 1997;Quill, 1995;Tissot & Evans, 2003). This is also pointed out in Kientz, Hayes, Goodwin, Gelsomini, and Abowd (2020) as one of the several myriad putative affordances associated with VR technologies for autism. ...
This paper presents an algorithm to provide floor projection feedback according to the local distance and density of individuals. It is realized by a large-space floor projection system with a feedback function based on human tracking with laser ranging image sensors. The purpose is to support the cognition of spatial–temporal structures of groups of adolescents with neurodevelopmental disorders (NDs) that are conducting organized physical activity (PA). Observation and evaluation of behavioral changes in adolescents with NDs, when they were active with or without the floor projection based on the proposed algorithm, were conducted to validate its effectiveness. We observed that the proposed algorithm can be implemented in different organized PAs. It had the effect to help individuals in a behavior to keep a close distance to each other as a group rather than to keep the same distance apart from each other while walking
... The Developmental Individual-differences Relationshipbased (DIR)/Floortime® model 14 focuses on the child's developmental capacity for relating and communicating, taking in, regulating, responding, understanding sensations and information, and planning actions. It is a developmental intervention involving meeting a child at his or her current developmental level, in which the parent or therapist Original Article SMJ follows the child's lead, with playful positive attention while tuning into the child's interests. ...
... Sensory Integration was defined as "the neurological process that organizes sensation from one's own body and from the environment and makes it possible to use the body effectively within the environment" Ayres (1972a, p. 11). Sensory over and under reactivity is also referred to as sensory modulation, where patterns of sensory integration dysfunction include over, under or fluctuating responses to sensory stimuli (Boyd et al., 2010;Fisher et al., 1991;Greenspan & Wieder, 1997). Poor sensory modulation is thought to present as both behavioural and emotional regulation difficulties, including distractibility, impulsivity, increased activity level, disorganisation, anxiety, poor emotional and self-regulation control and can lead to difficulties engaging in the activities of daily living (Ayres, 1972a(Ayres, , 1972bCohn et al. 1999;Bundy et al., 2002). ...
Research has found 96% of autistic individuals experience sensory processing difficulties, and being a parent presents many sensory demands that may be especially challenging for autistic mothers. Despite the high prevalence, no research exists exploring the sensory experiences of autistic mothers, highlighting the gap in current knowledge. Semi-structured interviews were conducted with 7 autistic mothers, data were analysed using thematic analysis identifying 5 major themes: antenatal experiences, sensory experiences in motherhood, the impact of sensory processing difficulties, strategies and needs, diagnosis. This research provides greater insight and understanding into the sensory experiences of autistic mothers which can influence earlier diagnosis and inform appropriate support and adaptations for autistic mothers in a variety of different sectors and highlights a possible emerging role for Occupational Therapists.
... Müdahale grubundaki çocukların ortak dikkat ve dikkati paylaşma becerilerinde gelişme olmuş, çocukların sosyo-duygusal gelişimlerinde anlamlı farklılıklar olduğu ortaya çıkmıştır. Greenspan ve Wieder (1997) 8 yıl boyunca DIR/Floortime ile müdahale yapılan yaşları 22 ay-4 yaş olan 200 çocuğun klinik bilgilerini incelemiştir. Bu çocuklar en az 2 en çok 8 yıl DIR/Floortime müdahale programı almıştır. ...
... Müdahale grubundaki çocukların ortak dikkat ve dikkati paylaşma becerilerinde gelişme olmuş, çocukların sosyo-duygusal gelişimlerinde anlamlı farklılıklar olduğu ortaya çıkmıştır. Greenspan ve Wieder (1997) 8 yıl boyunca DIR/Floortime ile müdahale yapılan yaşları 22 ay-4 yaş olan 200 çocuğun klinik bilgilerini incelemiştir. Bu çocuklar en az 2 en çok 8 yıl DIR/Floortime müdahale programı almıştır. ...
... Beyond numerous behavioral features, the majority of subjects with ASD demonstrate some degree of auditory dysfunction. This ranges from diminished hearing to hyperacusis and is frequently complicated by tinnitus (Greenspan and Wieder 1997;Tomchek and Dunn 2007;Gomes et al. 2008;Bolton et al. 2012;O'Connor 2012;Danesh et al. 2015). Consistent with these hearing impairments, we have demonstrated significant and consistent auditory brainstem hypoplasia in subjects with ASD (Kulesza and Mangunay 2008;Kulesza et al. 2011;Lukose et al. 2015). ...
Auditory dysfunction, including hypersensitivity and tinnitus, is a common symptom of autism spectrum disorder (ASD). Prenatal exposure to the antiseizure medication valproic acid (VPA) significantly increases the risk of ASD in humans and similar exposure is utilized as an animal model of ASD in rodents. Animals exposed to VPA in utero have abnormal activity in their auditory cortex in response to sounds, fewer neurons, abnormal neuronal morphology, reduced expression of calcium-binding proteins, and reduced ascending projections to the central nucleus of the inferior colliculus. Unfortunately, these previous studies of central auditory circuits neglect the medial geniculate (MG), which serves as an important auditory relay from the midbrain to the auditory cortex. Here, we examine the structure and connectivity of the medial geniculate (MG) in rats prenatally exposed to VPA. Our results indicate that VPA exposure results in significantly smaller and fewer neurons in the ventral and medial nuclei of the MG. Furthermore, injections of the retrograde tract tracer fluorogold (FG) in the MG result in significantly fewer FG+ neurons in the inferior colliculus, superior olivary complex, and ventral cochlear nucleus. Together, we interpret these findings to indicate that VPA exposure results in hypoplasia throughout the auditory circuits and that VPA has a differential impact on some long-range axonal projections from brainstem centers to the thalamus. Together, our findings support the widespread impact of VPA on neurons and sensory circuits in the developing brain.
... En nuestra búsqueda hemos encontrado seis estudios que pueden clasificarse como de caso único, aunque con diferencias entre ellos. El estudio más significativo es el desarrollado por Greenspan y Wieder (1997b), que examinaron los registros clínicos de la consulta clínica privada de más de 200 niños durante un periodo de 8 años. Todos los niños accedieron a la consulta por problemas de comunicación y relación y fueron diagnosticados con Trastornos Generalizados del Desarrollo No Específico o Autismo según criterios del DSM IV (APA, 1994). ...
The techniques of DIR/Floortime™ have taken a certain momentum in
our country. The aim of this article is to analyze the evidence on the efficacy of these techniques for which four databases have been searched (PsychArticles, ERIC, PubMed and Medline). After refining the documents found by applying the inclusion/exclusion criteria, only 18 empirical studies were detected (7 single case studies, 3 quasi-experimental studies and 6 randomized clinical trials). Two of the studies are re-analyses of previous studies or follow-up studies. Once the different studies have been evaluated, it is concluded that more research is needed on the techniques of DIR/Floortime™.
Although the evidence points to the efficacy of parental involvement and soil play techniques, the studies are very heterogeneous and do not allow any meta-analysis of results to show their efficacy
... 2019). There is an extensive literature that supports auditory dysfunction in the majority of subjects with ASD (Greenspan and Wieder, 1997;Tomchek and Dunn, 2007;Gomes et al., 2008;Demopoulos and Lewine, 2016;Miron et al., 2018;Talge et al., 2018). The auditory dysfunction in ASD ranges from hypersensitivity to decreased acuity but often includes difficulty filtering out background noise. ...
Auditory dysfunction is a common symptom of autism spectrum disorder (ASD) and ranges from decreased acuity to hypersensitivity where routine sounds may result in panic or anxiety. Irrespective of altered sensitivity, there is often additional difficulty of listening in background noise. Previous studies of post-mortem brain specimens from subjects with ASD have revealed consistent dysmorphology in the superior olivary complex (SOC). The medial superior olive (MSO) is the largest and most prominent nucleus in the human SOC. Our morphological studies have shown that in subjects with ASD, there are significantly fewer neurons in the MSO and surviving neurons are smaller, more round and have abnormal dendritic orientations. Based on these findings, we hypothesize that the SOC in subjects with ASD not only includes fewer neurons but that these nuclei occupy significantly less brain volume and demonstrate abnormal nuclear contours. We investigated this hypothesis by making 3D volume renderings of the SOC nuclei using Amira software. Subjects in this study include three neurotypical and seven age-matched (ages 2–11 years of age) children with ASD. Our 3D reconstructions and volume measurements of the SOC nuclei emphasize the drastic alterations in the size, volume and organization of the human SOC in ASD.
... Research has debunked the popular idea that people are either sensory seekers or avoiders, as hypo-and hyperresponsiveness to sensory input can coexist within the same individual. This can be true even within a single modality (Baranek, David, Poe, Stone, & Watson, 2006;Greenspan & Wieder, 1997), as when a child is hypersensitive to one type of sound and hyposensitive to another (Lane, Young, Baker, & Angley, 2010). It would be surprising if, given media devices' utility as tools for sensory modification, child users did not discover that devices can be used to make environments more tolerable by capturing some kinds of input and curbing others. ...
Media sensory curation theory conceptualizes sensory regulation within the built environment as a gratification of electronic media use and predictor of parent-child conflict over children’s media use. This paper replicates an initial survey of caregivers of children ages 3 to 14 with an independent replication survey of N = 754. As in the original study, media sensory curation was higher among children with sensory diagnoses (e.g., autism, ADHD) than without and was a moderate to strong predictor of problematic child media use and adult-child media conflict for all children. The 48-item Adult and Child Media Sensory Curation Inventories (MediaSCIs) were subject to scale-reduction analyses using the pooled samples (N = 1543) to create short-form scales. The resulting Adult MediaSCI-SF and Child MediaSCI-SF (12 items each) showed good reliability. The Child MediaSCI-SF predicted problematic child media use and media conflict as robustly as the 48-item Child MediaSCI. The MediaSCI-SF scales are parsimonious options for measuring media sensory curation.
... An early detection of these difficulties is decisive to guarantee a good quality of life for children, as their future development will be strongly influenced by how these problems are issued and treated [8]. Moreover, the early development has an enormous influence in the future health of the children, in terms of postural control, verbal communication or social interactions, among many other aspects [9,10]. For that reason, the early detection and treatment of any delay encountered is crucial. ...
The development of novel Internet services and sensor technologies has allowed the appearance of new opportunities for the development of tools for the acquisition and analysis of data in various fields. The possibility of integrating smaller and with lower energy consumption sensors make possible to use these sensor-based systems in scenarios where it was formerly not possible. One of these scenarios is the healthcare related systems, where important gains in terms of users' quality of live can be obtained. As a drawback, these systems raise new challenges related with the security and privacy of the data managed in them. The assessment of children development through games or other similar playing activities is a well-studied field. Through time, experts in this type of evaluation (psychologists, physiotherapists, pedagogues, etc.) have created and improved regulated scales which allow them to detect, under certain circumstances, possible development difficulties in children from early ages. The early detection of these difficulties is crucial for its monitoring and possible treatment to be as effective as possible. Nowadays, the activities used for development assessment require the manual and in-person data compilation in the course of the game, which makes more difficult the analysis and obtaining conclusions from experts. The research carried out during the development of this Thesis has been focused on the study of possibilities for offering technological solutions to improve the playing activities used in the early detection of children development difficulties. To achieve this goal, we have addressed both general issues such as the creation of a specific Smart Toys platform, and more specific issues such as the development of methodologies for the autonomous and automatic analysis of each movement composing an activity. The platform has been developed following the Internet of Things (IoT) paradigm, aiming to integrate in it every actor involved in the assessment (from the design of sensor-embedded toys to the definition of the communications between devices, and the appropriate security and privacy mechanisms). The use of these technologies and methods can provide a significative improvement in terms of development assessment metrics measurement accuracy and can also open the possibility of obtaining new measurement parameters which could not be obtained manually. Three specific objectives have been defined in this Thesis: The first one is the design of the platform based on an IoT architecture, and the Smart Toys composing it. To achieve this objective, we have studied the distinctive features of Smart Toys and we have proposed specific solutions for the challenges raised by their integration in an IoT environment. The second objective is the design and development of custom security and privacy mechanisms which offer the necessary protection during the sensible data exchange in the platform. Finally, the third objective is focused on the creation and development of methodologies for the detection and classification of movements performed with the Smart Toys, in order to obtain valuable information to be used by the children development experts.
... Approximately 1 in 59 children are diagnosed with ASD by age 8 years and ASD impacts 1 in 37 boys and 1 in 151 girls (CDC.gov). While auditory dysfunction is not a cardinal feature of ASD, the vast majority of individuals have some degree of auditory dysfunction, and this ranges from deafness to hyperacusis and often includes difficulty listening amongst background noise (Greenspan and Wieder 1997;Tomchek and Dunn 2007;Gomes et al. 2008;Bolton et al. 2012;O'Connor 2012;reviewed in Smith et al. 2019). In human subjects with ASD, we have identified significantly slower stapedial reflexes (Lukose et al. 2013) and significant and consistent auditory brainstem hypoplasia (Kulesza and Mangunay 2008;Kulesza et al. 2011;Lukose et al. 2015). ...
Prenatal exposure to the antiepileptic valproic acid (VPA) is associated with an increased risk of autism spectrum disorder (ASD) in humans. Accordingly, in utero exposure to VPA is a validated and biologically relevant animal model of ASD. The majority of individuals with ASD exhibit some degree of auditory dysfunction, ranging from deafness to hypersensitivity. Animals exposed to VPA in utero have abnormal tonotopic maps and responses in the cerebral cortex and hyperactivation, hypoplasia, abnormal neuronal morphology and reduced calcium binding protein expression throughout the auditory brainstem nuclei. Further, our previous work suggests that GABAergic neuronal populations may be more severely impacted by in utero VPA exposure. However, the axonal projection patterns of brainstem nuclei to the inferior colliculus (IC) have not been investigated in VPA-exposed animals. Herein, we use stereotaxic injections of the retrograde tracer Fast Blue into the central nucleus of the IC (CNIC) and examine the proportions of retrogradely labeled neurons in the nuclei of the lateral lemniscus, superior olivary complex and cochlear nuclei. Our results indicate that not only are there fewer neurons in the auditory brainstem after VPA exposure, but also that fewer neurons are retrogradely labeled from the CNIC. Together, our results indicate that in utero VPA exposure may result in altered patterns of input to the auditory midbrain.
... Religious intervention (Fithri, 2011) Religious practices and ritual that are deemed helpful to pupils with autism, and in improving their educational lives. Floortime [Developmental, Individual-Difference, Relationship-Based (DIR)/Floortime] (Greenspan & Wieder, 1997;Pajareya & Nopmaneejumruslers, 2011) An approach that focuses on facilitating meaningful interpersonal relationships, through spontaneous social interactions ...
There is a large number of children with autism who need to be taught within the Indonesian education system. A significant influence on how their needs are perceived are the epistemological and cultural beliefs of teachers. This research is the first to examine these issues in the context of the Indonesian government’s intention to develop an inclusive education system. An analysis of 136 questionnaire responses from teachers and educational therapists indicated that although only a minority was aware of, or had been trained in, established autism interventions, children with autism are being taught within Indonesian schools. This included being taught within regular schools. The data suggest that having access to information about autism in the Bahasa Indonesia language plays a role in educators’ beliefs about the stigmatization of teachers and parents of autistic children. Teachers’ epistemological beliefs were found to be linked to their beliefs in inclusive education. This research suggests that is essential for educational research to acknowledge the influence of the cultural milieu within which inclusive education is being developed. The implications of this research for how the development of inclusive education can be supported within Indonesia are discussed.
... The Developmental Individual-differences Relationshipbased (DIR)/Floortime® model 14 focuses on the child's developmental capacity for relating and communicating, taking in, regulating, responding, understanding sensations and information, and planning actions. It is a developmental intervention involving meeting a child at his or her current developmental level, in which the parent or therapist Original Article SMJ follows the child's lead, with playful positive attention while tuning into the child's interests. ...
Objective: To determine whether adding a parent training program utilizing the Developmental Individual-difference Relationship-based (DIR/Floortime®) approach for children with developmental disabilities can improve their capacities for attention and initiation.
Methods: Forty-eight pairs of parents and their preschool children with developmental disabilities were randomly assigned to three 1-hour one on one DIR/Floortime® parent training sessions during a 4-month period or to a control group.
Results: Between-group comparison demonstrated a significant difference in favor of the intervention group for attention (F(1, 46) = 34.52, p = .031, ph2 = .099) and initiation composite scores (F(1, 46) = 6.55, p = .014, ph2 = .127). Effect sizes were medium to large for the attention composite score (Cohen’s d = .526) and initiation composite score (Cohen’s d = .653) respectively.
Conclusion: Adding a modest home-based DIR/Floortime® parent training approach may yield clinically meaningful improvements in attention and initiation for children with a range of developmental challenges.
Music therapists practice from different clinical approaches; however, these approaches have not been compared in a research study. The purpose of this descriptive case study was to examine differences in behaviors for one participant on the autism spectrum and their therapist practicing from two different clinical approaches. We examined five videos where treatment was delivered in a neuroscience-informed approach and five videos in a DIRFloortime®-informed approach. We used observational behavioral coding for three nonmusical social skill behaviors, three musical social skill behaviors, and four therapist behaviors. We also examined the presence of critical elements of each approach within the videos. Results indicated that the therapist overall showed the critical elements for each approach within the examined videos. Targeted participant social behaviors were present in each of the approaches; however, the manner in which they were facilitated was different. Descriptive statistics and visual analysis were used to show similarities and differences between the approaches. Further studies are needed to explore different approaches in music therapy clinical practice.
Background: There has been an increased emergence of the use of telerehabilitation by speech-language therapists (SLTs) in South Africa since the COVID-19 pandemic in 2020.
Objectives: To explore the criteria that SLTs use when recommending telerehabilitation for children with autism spectrum disorder (ASD), the technical skills required, strategies used by SLTs, the restrictions encountered when conducting telerehabilitation and the views of SLTs on telerehabilitation in comparison to face-to-face therapy for children with ASD.
Method: A descriptive, phenomenological, qualitative study design was utilised. Purposive and snowball sampling techniques were employed. Six SLTs from the private sector, who had experience providing telerehabilitation to children with ASD, were recruited from three provinces in South Africa. Data were gathered via semistructured online interviews and analysed using thematic analysis.
Results: Two out of five themes that emerged from this study are presented in this paper, i.e. approaches to telerehabilitation and the benefits of telerehabilitation. Results revealed that telerehabilitation was used to provide assessment and therapy during the COVID-19 pandemic lockdowns as an alternative method of service delivery. Assessment and treatment strategies included synchronous and asynchronous methods, family collaboration, social stories, frequent breaks and interactive sessions. Telerehabilitation reduced the client’s and SLT’s travel costs and increased caregiver and clinician satisfaction. Client progress and increased awareness of SLT were viewed as further benefits.
Conclusion: Telerehabilitation was found to be beneficial to most children with ASD, and in most cases, the benefits far outweighed the challenges encountered. Clinical implications included the need for caregiver support in facilitating effective carryover, an increase in SLTs’ knowledge and the opportunity to provide services to a broader geographical range. Limitations of the study are included.
هیجانات و حواس نقش مهمی را در زبان آموزی ایفا می کنند و مدرسان می تواننـد بـا ایجـاد
هیجان مطلوب و تأثیرگذاری بر حواس، توان یادگیری زبان آموزان را افزایش دهنـد . مفهـوم
»هَیجامَد« ملهم از دو واژه -هیجان + بسامد- است که بـه تـأثیر هیجانـات ناشـی از اسـتفاده
حواس در یادگیری مفاهیم گوناگون اشاره می کند و متشکل از سه مرحلة هیچ آگاهی -تهی-،
برون آگاهی -شنیداری، دیداری، لمسـی -حرکتـی - و درون آگـاهی -درونـی و جـامع - اسـت .
نوشتة حاضر می کوشد تا به منظور کیفیت بخشی روش تدریس زبان فارسی بـه غیرفارسـی -
زبانان، با درنظرگرفتن این مفهوم نوظهور و مؤلفه های سه گانة آن -هیجان، حواس و بسـامد -
و با توجه به تأثیر هیجان های آموزشی بر یادگیری و پیشرفت زبان آمـوز، الگـوی هَیجامَـد را
معرفی کند و در این راستا، شیوه های افزایش آن از جمله شیوه های سخنرانی محور، واقعیتافزوده، آموزش مبتنی بر شئ، اجتمـاع یـادگیری و آمـوزش پـروژه محـور در تـدریس زبـان
فارسی به غیرفارسی زبانان را پیشنهاد دهد.
هیجانات و حواس، نقش بسیار مهمی در یادگیری و آموزش دارند و مدرسان می¬توانند از طریق تحریک هیجانات و استفاده از حواس گوناگون به هنگام آموزش زبان دوم برای زبان¬آموزان موفق¬تر عمل کنند.لذا ایجاد ارتباطات هیجانی مطلوبو تأثیرگذاری برحواس به منظور افزایش توان یادگیری، حائز اهمیت زیادی است. «هَیجامَد» ترکیبی از دو واژۀ «هیجان» و «بسامد» است که به هیجانات ناشی از حواسی که تحت تأثیر بسامد واژگان قرار دارند، اشاره می¬کند. در این مقاله برآنیم تا چگونگی تغییر نگرش در یادگیری زبانآموزان غیرفارسیزبان را به هنگام استفاده از الگوی «هَیجامَد» بسنجیم. بدین منظور با استفاده از الگوی هَیجامَد، به 60 زبانآموز غیرفارسیزبان از 16 کشور، در 6 جلسه موضوعات فرهنگی تدریس شد و سپس از آن¬هامصاحبه گرفته شد و نتایج به¬صورت کیفی ارزیابی شد. نتایج بهدست آمده از تحلیل مصاحبهها حاکی از این است که استفاده از الگوی «هَیجامَد» بر نگرش زبانآموزان غیرفارسیزبان،مؤثر است و هرچه هَیجامَد فارسی¬آموز نسبت به موضوع تدریسشده بیشتر باشد، عملکرد او بهتر خواهد بود. در نتیجه از آن¬جاییکه این الگو، کیفیت یادگیری زبان فارسی را از طریق ایجاد ارتباط بین فرهنگی، هیجانات زبان¬آموزان و فعال¬سازی سطوح مختلف هَیجامَد ارتقا میدهد، الگوی مناسبی را برای تدریس زبان فارسی به عنوان زبان دوم محسوب می¬شود.
Special education teachers employ a variety of strategies to support the needs of students in their classrooms. This research focused on the beliefs that special education teachers have on the incorporation of dance to support academic, behavioral, physical, sensory, medical, social-emotional, and communication needs. Included in this study was an exploration of the role that mindsets, skill sets, and knowledge play in the belief systems and subsequent actions of special education teachers around the incorporation of dance into their practice. This study employed a mixed-methods approach with a sequential explanatory design. As such, this study used qualitative data gleaned from interviews to explain and interpret the quantitative results of a survey. This research provides educational leaders with insight into the beliefs that special education teachers hold around the incorporation of dance to support student needs and the factors that influence those beliefs.
Background
Worldwide, children are increasingly being diagnosed with autism spectrum disorder (ASD). The case of South Korea is not exceptional. One of the core symptoms of children with ASD is sensory reactivity issues, such as an unusual interest in the sensory aspects of the environment. One promising development in sensory enrichment for individuals with ASD is a multisensory environment (MSE).
Objectives
This study investigated the influence of MSE on the target behaviors of children with ASD with different sensory characteristics in the case of South Korea.
Methods
A multiple treatment design {A-B-C-D (B + C) phases} was implemented to observe the six target behaviors of three children with ASD. The sensory environmental intervention focusing on visual and auditory stimuli was manipulated as a stimulating MSE or a relaxing MSE depending on the sensory profile of each participant. The analysis was undertaken using visual inspection with data patterns and graph slopes, which is a customary method of analyzing the single-subject design data. In addition, the means and standard deviations of the two target behaviors of each participant were analyzed together.
Results
The findings reveal that MSE interventions positively affected the target behaviors of children with ASD with diverse sensory characteristics. The stimulating MSE created by the integration of visual and auditory stimuli was the most effective intervention for the participants with hypo-visual and hypo-auditory sensitivities in this study.
Conclusions
The MSE could be meaningful as a nonpharmaceutical therapy that could influence the daily behaviors of children with ASD.
Objective
Today, early interventions to treat autistic children through parent training interventions is of outmost importance. Interventions are focused on developmental or behavioral approaches and are mostly individual or group ones. In the present study, both proposed approaches in the form of structured individual and group parent training sessions among Iranian families are investigated.
Method
This study was a randomized clinical trial which was performed in 2019-2020 in Tehran. Forty four 3-5 year-old children with autism participated in the study and were assigned to experimental (n = 22) and control (n = 22) groups through block randomization method. To evaluate the effectiveness of therapy on autism symptoms, Gilliam Autism Rating and Functional Emotional Assessment Scales were used. Also, Parenting Stress Index and Quality of Life Questionnaire were implemented to investigate the secondary effects of the therapy. After 12 therapy sessions, both groups took the posttest and 3 months later, follow up evaluations were performed.
Results
The treatment group manifested significant improvement regarding autism symptoms in both the posttest and follow up (ŋ2 = .77, P < .05) as well as Functional Emotional Development (ŋ2 = .62, P < .05). Comparing the means indicates that the experimental group mean score is significantly higher in quality of life and lower in parenting stress than the control group’s.
Conclusion
Parent training is effective on autism symptoms and functional emotional development. Regarding the fact that the follow-up phase coincided with Covid-19 pandemic and quarantine, it can be concluded that the therapy has been successful in maintaining the attained capabilities.
The Neuro-Geometric approach, based on the Developmental, Individual Difference, and Relationship-based Model (DIR), maps development, interaction, and experiences in geometrical terminology, including points, lines, and polygons, to simplify one’s understanding of the multifaceted phenomenon of symbolism and play. The approach proposes that children construct an internal three-dimension representational map that parallels their outside world experience, which may help support and advance symbolic formation. Three milestones of internal representations are defined to simplify the vast sequence of symbolic development: (1) basic symbols, (2) episodic symbols, (3) multifaceted symbols, and abstract thinking. As a foundation for this approach, existing psychoanalytic, intersubjectivity, and developmental theories are discussed in the light of updated neurobiological research. Since the chapter’s scope is the real and mental space, the concept “Potential Space,” which Winnicott (1971) coined, is widely discussed. The implementation of this approach is presented in clinical material and unique intradisciplinary methods that are detailed, including (1) affective container, (2) affective agent, (3) visual–spatial play, and (4) dynamic drawing.
Although educational models for Autism Spectrum Disorders (ASD) aim to prepare children for life, the spectrum is so wide and individuals so unique that parents, educators, therapists, and people with autism face the daunting challenge of finding effective approaches at each transitional life juncture through the school years and beyond. Educational models have considered developmental capacities but given little attention to emotional development and the importance of relationships, both of which are at the heart of human experience. All relationships play a vital role through their interactions and the ongoing opportunities to facilitate development. This chapter will focus on the emotional basis of learning relevant to all educational models, based on process rather than content, and highlights the importance of experiential learning and symbolic process. It will consider individual differences in self-regulation, reactivity in sensory and motor processing and organization, the neurological pathways through which experience is understood. The Developmental, Individual Difference, Relationship-based (DIR) model and its derivative Foundational Capacities for Development (FCD) offer a unifying theory and integrated model that promotes the fundamental processes of development in whatever educational approach is used to achieve meaningful outcomes.
This chapter focuses on the training needs of teachers teaching children with autism in special schools in South Africa. It outlines the type of training, competencies, and perceptions of teachers teaching children with autism in special schools. A qualitative phenomenology multiple case study methodology was used. In-depth semi-structured interviews, observations, and field notes were conducted with eight teachers from four different schools in Gauteng Province. The study showed that the training received by teachers assisted them with a general overview of autism and how to use various strategies to teach children with autism. Evidence showed that there was a lack of additional training and monitoring of the training provided in some instances. It highlighted teachers' preferences on the sources of training with private providers being preferred over the training received by The Gauteng Department of Education due to reasons that include perceptions of expertise and training procedures.
Autism spectrum disorders are developmental disorders that start in childhood and are characterized by detriment in social communication and
social interactions in addition to limited, repetitive behavior or interest models. The absence of effective medical treatment for core symptoms
highlights the importance of early and continuing education in autism. The fact that educational models involving early intervention are
mostly supported by scientifically weak evidence is one of the difficulties in this field. In this study, models with at least one experimental
research article on its effectiveness were examined and discussed in the light of the evidence.
eaching Persian language to non-Persian speakers has various purposes such as making them familiar with the Iranian culture and customs, establishing more interpersonal interactions, enhancing business and professional communication, and finally increasing mutual understanding between two cultures. Persian language classes and instructors play a fundamental role in satisfying the mentioned goals through modifying the learners’ attitudes. Attitude, as a set of beliefs, emotions, and behavioral intentions toward an object, a person, or an event, significantly influences the language learners’ overall success or failure. One of the factors influencing students’ attitudes is involving their senses and emotions. A pertinent concept which juxtaposes senses and their resultant emotions is emotioncy. Drawing upon the emotioncy model, in this study, the researchers made an attempt to teach Persian language cultural issues and, thereafter investigate the effect of this model on the attitudes of the Persian learners and their learning outcome.
The concept of emotioncy was first introduced by Pishghadam, Tabatabaeyan, and Navari (2013). This model is based on the psychological findings of the developmental individual- differences relationship-based (DIR) model, and it assumes that emotions are the foundation of evolution and learning (Greenspan & Weider, 1997). According to the emotioncy model of Pishghadam (2015), when a language learner has never heard of a subject, s/he has no emotion for it (null emotioncy). When s/he hears about the subject, the degree of emotioncy of that word moves from the null to the auditory level, and if he sees or even touches that item, then the emotioncy can be raised from the auditory level to the visual and kinesthetic levels, respectively. If his experiences of this subject increase, in the next steps, the inner emotioncy of the word is created, and the learner can achieve an arch emotioncy by doing research. At this stage, an accurate understanding of the subject will be formed which will lead to profound learning.
2. Methodology
In the present study, the results of interviews with 60 non-Persian language learners from 16 countries (including India, Pakistan, Malaysia, Turkey, Egypt, Madagascar, Burundi, Afghanistan, Azerbaijan, Libya, Tajikistan, Lebanon, Iraq, Guinea-Bissau, Syria, and Indonesia) who were studying at Al-Mostafa International University were analyzed. To get the most information and a deep understanding of the participants' attitude, the learners were not selected randomly, but they were all purposefully selected from a group with similar relative knowledge of Persian. All participants in the study were non-Persian and female. They were between 17 and 30 years old (M= 23.5). The level of fluency in the Persian language was the same for all of them (Book Seven). All were studying at Al-Mostafa International University, and on average, one year had passed from their presence in Iran. Semi-structured interviews were used as for the qualitative phase. Based on the cultural topic taught in each class, with "Why" and "How" questions (Dornyei, 2007) students were asked to express their feelings about the topic and then to provide more explanations about their answers in two minutes. Therefore, according to the purpose of the study, their positive or negative attitudes toward the subject taught in the class were determined, and the change in their attitudes toward learning was evaluated. Four different cultural issues which were selected are as follows: "Yazd badgir" (Yazd windproof), "Ajil-e-moshgelgosha" (problem-solving nuts), "Mirzaqasemi" (a kind of Iranian food), "Zal and Simorgh's Story". Learners did not have any information about these subjects being completely related to the Iranian's culture and customs. The subjects were taught in four classes (each class included 15 learners), by the same lecturer according to the different levels of the emotioncy model (Pishghadam, 2015) and in 6 sessions (each session lasted 50 minutes including 20 minutes of teaching and 30 minutes of interviewing ( two minutes per participant)). Subsequent to teaching each subject, an interview was conducted to determine the participants' attitudes and emotions towards learning based on the emotioncy model.
3. Discussion
The results of the answers related to the auditory session showed that the learners did not have an effective relationship with the subject during this session and did not have a very positive attitude toward the subjects taught. According to the received responses, the observed results at the visual stage improved. The change in the attitude of the learners from negative to positive was also evident in the kinesthetic sessions. At this stage, since there was a more active engagement of the language learner with the subject, we also monitored a deeper attitude toward the subject, and the language learners gave convincing reasons for their responses and emotional experiences. In the fifth session (inner), having brought the necessary and relevant subjects into the class, the instructor asked the learners to simulate the subject taught. In the final session (Arch), the learners were asked to explore the resources available (cyberspace, library, etc.) about the topics taught during the fifth session (inner session).
4. Conclusion
In the emotioncy model proposed by Pishghadam (2015), levels of avolvement, exvolvement (auditory, visual, and kinesthetic), and involvement (inner and arch) are considered separately based on the subjects’ emotional experiences. That is, to teach a subject and gradually increase the level of emotion of an individual, six sessions are required to allow the learner to reach the desired level. However, according to the model proposed in this study, due to the time constraints, the small number of teaching sessions for each book, and the skills mentioned therein, it was not necessary to hold separate sessions at the exvolvement stage in teaching Persian to non-Persian speakers. Because the results of the study showed that learners can reach the desired level leading to positive attitudes by participating in involvement (inner and arch) sessions. Therefore, auditory, visual, and kinesthetic sessions could be integrated into the inner session simultaneously, and during the inner session, the tools used for all auditory, visual, and kinesthetic sessions were also used. According to the mentioned model, a teacher can engage students' emotions when teaching different subjects of the Persian language, especially cultural subjects. The teacher can integrate all aforementioned sessions while stimulating visual, auditory, olfactory, tactile, etc. senses. so that learners learn more effectively. In addition, recommended strategies can be useful for Persian language instructors, textbook authors, and holders of Persian language workshops to provide them with appropriate materials for teaching
Developmental approaches characterized interventions based on the typical sequences of the child's development, paying particular attention to the linguistic, motor and socio-emotional aspects, within a relational perspective. The purpose of this paper was to identify developmental interventions for children with Autism Spectrum Disorders (ASD) aged between 0 and 12 years old. A literature review was carried out searching on MEDLINE, PsycINFO, and PsycARTICLES and manually on key journals and reference lists of key articles [...] This review highlights the need for improved research on intervention programs and the important service needs for families and children with Autism Spectrum Disorders.
Background and Aim: Children with autistic spectrum disorders (ASD) represent some difficulties in their socio-communicative and play skills, and also have restricted interests and stereotyped patterns of behaviors that effect on their daily living. Floor-time technique is a play–based intensive intervention that deals with communication, emotion, play, and imagination. The aim of this study is to determine the effectiveness of Floor-time technique in emotional functions of children with ASD. Materials and Methods: A quasi-experimental study was conducted on children with ASD (2.5-4 years-old) who were selected by non-randomized sampling. Ten children, as case group, received
Floor-time and 10 subjects were matched with them as control group. Pretest and posttest were conducted using Functional Emotional Assessment Scale (FEAS) to measure emotional functions with an interval of six months. The data were analyzed by paired and independent samples T-test. Results: Statistical analysis indicated a significant difference between pre and posttest of FEAS in the case group (P=0.017). But the difference between pre and post test in the control group was not significant. In addition, the differences of pre and posttest scores between two groups were showed significant difference (p=0.041).
Conclusion: This study provided preliminary evidences for the use of Floor-time technique for increasing communicative, emotional, imaginative, and play skills in the children with ASD.
Key words: Autistic spectrum disorders, Floor-time, Play.
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