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Barman M, Jena AK. Effect of interactive video-based instruction on learning performance in relation to social skills of children with intellectual disability. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 69:683-696. [PMID: 37547560 PMCID: PMC10402858 DOI: 10.1080/20473869.2021.2004535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 11/04/2021] [Accepted: 11/05/2021] [Indexed: 08/08/2023]
Abstract
Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service.
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Affiliation(s)
- Munmi Barman
- Department of Education, Assam University Silchar, Assam, India
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Zheng S, Kaat A, Farmer C, Kanne S, Georgiades S, Lord C, Esler A, Bishop SL. Extracting Latent Subdimensions of Social Communication: A Cross-Measure Factor Analysis. J Am Acad Child Adolesc Psychiatry 2021; 60:768-782.e6. [PMID: 33027686 PMCID: PMC8019433 DOI: 10.1016/j.jaac.2020.08.444] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Revised: 08/12/2020] [Accepted: 09/28/2020] [Indexed: 12/22/2022]
Abstract
OBJECTIVE Social communication deficits associated with autism spectrum disorder (ASD) are commonly represented as a single behavioral domain. However, increased precision of measurement of social communication is needed to promote more nuanced phenotyping, both within the autism spectrum and across diagnostic boundaries. METHOD A large sample (N = 1,470) of 4- to 10-year-old children was aggregated from across 4 data sources, and then randomly split into testing and validation samples. A total of 57 selected social communication items from 3 widely used autism symptom measures (the Autism Diagnostic Observation Scale [ADOS], Autism Diagnostic Interview-Revised [ADI-R], and Social Responsiveness Scale [SRS]) were analyzed in the multi-trait/multi-method factor analysis framework. The selected model was then confirmed with the validation sample. RESULTS The 4-substantive factor model, with 3 orthogonal method factors, was selected using the testing sample based on fit indices and then confirmed with the validation sample. Two of the factors, "Basic Social Communication Skills" and "Interaction Quality," were similar to those identified in a previous analysis of the ADOS, Module 3. Two additional factors, "Peer Interaction and Modification of Behavior" and "Social Initiation and Affiliation," also emerged. Factor scores showed nominal correlations with age and verbal IQ. CONCLUSION Identification of subdimensions could inform the creation of better conceptual models of social communication impairments, including mapping of how the cascading effects of social communication deficits unfold in ASD versus other disorders. Especially if extended to include both older and younger age cohorts and individuals with more varying developmental levels, these efforts could inform phenotype-based exploration for biological and genetic mechanisms by pinpointing specific mechanisms that contribute to various types of social communication deficits.
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Affiliation(s)
- Shuting Zheng
- UCSF Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA.
| | - Aaron Kaat
- Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Cristan Farmer
- Pediatrics & Developmental Neuroscience Branch, National Institute of Mental Health, Bethesda, Maryland
| | - Stephen Kanne
- Center for Autism and the Developing Brain, Weill Cornell Medicine College, White Plains, New York
| | - Stelios Georgiades
- McMaster University and Offord Centre for Child Studies, Ontario, Canada
| | - Catherine Lord
- UCLA Semel Institute for Neuroscience & Human Behavior, Center for Autism Research and Treatment, David Geffen School of Medicine, University of California, Los Angeles
| | - Amy Esler
- Center for Neurobehavioral Development, Division of Clinical Behavioral Neuroscience, University of Minnesota, Minneapolis
| | - Somer L. Bishop
- UCSF Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA
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Language and Communication in Preschool Children with Autism and Other Developmental Disorders. CHILDREN-BASEL 2021; 8:children8030192. [PMID: 33806289 PMCID: PMC8000958 DOI: 10.3390/children8030192] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 02/26/2021] [Accepted: 02/28/2021] [Indexed: 11/17/2022]
Abstract
In this research, we studied the language and communication skills of preschool children with a diagnosis of autistic syndrome disorder (ASD) (n = 51) compared to children with other developmental disorders (DD) (n = 42), using direct measures and parental reports when assessing the development of language and communication. As a novelty, this research studied a sample of children with low language and communication skills. We found a high correlation between direct measures and parental reports for both populations. Therefore, we propose that combining the information supplied by direct measures together with that supplied by parental reports would be a suitable strategy for language assessment in these populations. In addition, the results show a delay in language comprehension with respect to language production in children with ASD, along with many difficulties with non-verbal communication, compared to children with other developmental disorders (DD). We also found significant differences between both groups with respect to lexical categories. The differences in language and communication profiles of children with ASD compared to children with other DD might have some implications for diagnoses and language intervention in these populations.
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Edirisooriya M, Dykiert D, Auyeung B. IQ and Internalising Symptoms in Adolescents with ASD. J Autism Dev Disord 2020; 51:3887-3907. [PMID: 33381856 PMCID: PMC8510967 DOI: 10.1007/s10803-020-04810-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/17/2020] [Indexed: 12/12/2022]
Abstract
Intelligence quotient (IQ), has been found to relate to the presence of internalising symptoms in autism spectrum disorder (ASD). This meta-analysis sought to clarify the direction of the relationship between IQ and two prevalent internalising symptoms, anxiety and depression, in adolescents with ASD. Secondly, this study aimed to highlight methodological factors contributing to inconsistent findings in existing research. Self-reported anxiety was found to be significantly higher in youth with a lower IQ, while depression was positively associated with IQ. Consequently, parents, schools and clinicians should be cautious of underestimating anxiety in youth with a lower IQ. However, care should also be taken to ensure adolescents with ASD without intellectual disabilities are not overlooked with regards to social and emotional support.
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Affiliation(s)
- Monisha Edirisooriya
- University of Edinburgh, School of Philosophy, Psychology and Language Sciences, University of Edinburgh Medical School, Edinburgh, Scotland, UK. .,Guy's & St Thomas' NHS Foundation Trust, Westminster Bridge Road, SE1 7EH, London, England.
| | - Dominika Dykiert
- University of Edinburgh, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Centre for Cognitive Ageing and Cognitive Epidemiology, Edinburgh, Scotland, UK.,Anna Freud Centre for Children and Families, The Kantor Centre of Excellence, 4-8 Rodney Street, London, N1 9JH, England
| | - Bonnie Auyeung
- University of Edinburgh, School of Philosophy, Psychology and Language Sciences, Room S30, Psychology Building, 7 George Square, Edinburgh, EH8 9JZ, Scotland, UK.,Autism Research Centre, University of Cambridge, Cambridge, England
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Development of a Smart Ball to Evaluate Locomotor Performance: Application in Adolescents with Intellectual Disabilities. SENSORS 2020; 20:s20185444. [PMID: 32971983 PMCID: PMC7571218 DOI: 10.3390/s20185444] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 09/21/2020] [Accepted: 09/21/2020] [Indexed: 11/26/2022]
Abstract
Adolescents with intellectual disabilities display maladaptive behaviors in activities of daily living because of physical abnormalities or neurological disorders. These adolescents typically exhibit poor locomotor performance and low cognitive abilities in moving the body to perform tasks (e.g., throwing an object or catching an object) smoothly, quickly, and gracefully when compared with typically developing adolescents. Measuring movement time and distance alone does not provide a complete picture of the atypical performance. In this study, a smart ball with an inertial sensor embedded inside was proposed to measure the locomotor performance of adolescents with intellectual disabilities. Four ball games were designed for use with this smart ball: two lower limb games (dribbling along a straight line and a zigzag line) and two upper limb games (picking up a ball and throwing-and-catching). The results of 25 adolescents with intellectual disabilities (aged 18.36 ± 2.46 years) were compared with the results of 25 typically developing adolescents (aged 18.36 ± 0.49 years) in the four tests. Adolescents with intellectual disabilities exhibited considerable motor-performance differences from typically developing adolescents in terms of moving speed, hand–eye coordination, and object control in all tests.
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Di Rezze B, Duku E, Szatmari P, Volden J, Georgiades S, Zwaigenbaum L, Smith IM, Vaillancourt T, Bennett TA, Elsabbagh M, Thompson A, Ungar WJ, Waddell C. Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder. J Autism Dev Disord 2020; 49:4390-4399. [PMID: 31372802 DOI: 10.1007/s10803-019-04150-6] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This study examined DLS trajectories and potential covariates for preschoolers with ASD from a multi-site longitudinal study following children from diagnosis to the end of grade 1. Multi-level modeling was conducted with DLS domain scores from the Vineland Adaptive Behavior Scales-2. The results demonstrated a positive trajectory of increasing scores over time, associations of age of diagnosis, developmental level, stereotypy, and language skills with the mean score at T4 or age 6 years, whereas rate of change was only associated with ASD symptom severity, such that an improvement in DLS trajectory was associated with lower and improving ASD symptom severity.
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Affiliation(s)
- B Di Rezze
- School of Rehabilitation Sciences, Faculty of Health Sciences, Institute of Applied Health Sciences, McMaster University, Room 436, 1400 Main St. W., Hamilton, ON, L8S 1C7, Canada.
| | - E Duku
- Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
| | - P Szatmari
- Centre for Addiction and Mental Health, The Hospital for Sick Children, University of Toronto, Toronto, ON, Canada
| | - J Volden
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - S Georgiades
- Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
| | - L Zwaigenbaum
- Department of Pediatrics, University of Alberta, Edmonton, Canada
| | - I M Smith
- IWK Health Centre, Dalhousie University, Halifax, NS, Canada
| | - T Vaillancourt
- Faculty of Education, School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - T A Bennett
- Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
| | - M Elsabbagh
- Department of Psychiatry, McGill University, Montreal, QC, Canada
| | - A Thompson
- Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
| | - W J Ungar
- Program of Child Health Evaluative Sciences, The Hospital for Sick Children Research Institute; Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada
| | - C Waddell
- Children's Health Policy Centre, Faculty of Health Sciences, Simon Fraser University, Vancouver, BC, Canada
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The Need for a Developmentally Based Measure of Social Communication Skills. J Am Acad Child Adolesc Psychiatry 2019; 58:555-560. [PMID: 31130206 PMCID: PMC6599636 DOI: 10.1016/j.jaac.2018.12.010] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2018] [Revised: 12/04/2018] [Accepted: 02/15/2019] [Indexed: 12/14/2022]
Abstract
The ability to demonstrate and quantify changes in social communication skills has been hindered by a lack of existing measures with appropriate standardization and psychometric properties. Such a measure would be helpful for research in many populations but would be particularly crucial for detecting incremental changes in youth with neurodevelopmental disorders who might gain skills but still lag substantially behind same-age peers. Although study designs and statistical methods are under development to try to account for slow and/or nonlinear, but potentially meaningful, improvements,1 there is a dearth of measures designed to capture growth and loss of social communication skills. This opinion piece outlines the argument for such a measure and the primary issues to consider in its development.
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Pierpont EI, Hudock RL, Foy AM, Semrud-Clikeman M, Pierpont ME, Berry SA, Shanley R, Rubin N, Sommer K, Moertel CL. Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1. J Neurodev Disord 2018; 10:21. [PMID: 29914349 PMCID: PMC6006579 DOI: 10.1186/s11689-018-9239-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2018] [Accepted: 06/04/2018] [Indexed: 12/12/2022] Open
Abstract
Background Gene mutations within the RAS-MAPK signaling cascade result in Noonan syndrome (NS), neurofibromatosis type 1 (NF1), and related disorders. Recent research has documented an increased risk for social difficulties and features of autism spectrum disorder (ASD) among children with these conditions. Despite this emerging evidence, the neuropsychological characteristics associated with social skills deficits are not well understood, particularly for children with NS. Methods Parents of children with NS (n = 39), NF1 (n = 39), and unaffected siblings (n = 32) between the ages of 8 and 16 years were administered well-validated caregiver questionnaires assessing their child’s social skills, language abilities, attention-deficit hyperactivity disorder (ADHD) symptoms and anxiety. Results With respect to overall social skills, average ratings of children in both clinical groups were similar, and indicated weaker social skills compared to unaffected siblings. Although ratings of social skills were outside of normal limits for more than four in ten children within the clinical groups, most of the deficits were mild/moderate. Fifteen percent of the children with NS and 5% of the children with NF1 were rated as having severe social skills impairment (< − 2SD). Independent of diagnosis, having fewer ADHD symptoms or better social-pragmatic language skills was predictive of stronger social skills. Conclusions Amidst efforts to support social skill development among children and adolescents with RASopathies, neuropsychological correlates such as social language competence, attention, and behavioral self-regulation could be important targets of intervention.
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Affiliation(s)
- Elizabeth I Pierpont
- Division of Clinical Behavioral Neuroscience, Department of Pediatrics, University of Minnesota, 420 Delaware Street SE, Mayo Mail Code 486, Minneapolis, MN, 55455, USA.
| | - Rebekah L Hudock
- Division of Clinical Behavioral Neuroscience, Department of Pediatrics, University of Minnesota, 420 Delaware Street SE, Mayo Mail Code 486, Minneapolis, MN, 55455, USA
| | - Allison M Foy
- Division of Clinical Behavioral Neuroscience, Department of Pediatrics, University of Minnesota, 420 Delaware Street SE, Mayo Mail Code 486, Minneapolis, MN, 55455, USA
| | - Margaret Semrud-Clikeman
- Division of Clinical Behavioral Neuroscience, Department of Pediatrics, University of Minnesota, 420 Delaware Street SE, Mayo Mail Code 486, Minneapolis, MN, 55455, USA
| | - Mary Ella Pierpont
- Division of Genetics & Metabolism, Department of Pediatrics and Ophthalmology, University of Minnesota, 2450 Riverside Avenue, Minneapolis, MN, 55455, USA
| | - Susan A Berry
- Division of Genetics & Metabolism, Department of Pediatrics and Ophthalmology, University of Minnesota, 2450 Riverside Avenue, Minneapolis, MN, 55455, USA
| | - Ryan Shanley
- Biostatistics Core, University of Minnesota, 717 Delaware Street SE, Minneapolis, MN, 55414, USA
| | - Nathan Rubin
- Biostatistics Core, University of Minnesota, 717 Delaware Street SE, Minneapolis, MN, 55414, USA
| | - Katherine Sommer
- University of Minnesota Health, 2450 Riverside Avenue, Minneapolis, MN, 55455, USA
| | - Christopher L Moertel
- Division of Pediatric Hematology and Oncology, Department of Pediatrics, University of Minnesota, Mayo Mail Code 484, 420 Delaware Street SE, Mayo Mail Code 486, Minneapolis, MN, 55455, USA
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Reisinger DL, Roberts JE. Differential Relationships of Anxiety and Autism Symptoms on Social Skills in Young Boys With Fragile X Syndrome. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:359-373. [PMID: 28846036 PMCID: PMC7457142 DOI: 10.1352/1944-7558-122.5.359] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Social skills are critical for academic, social, and psychological success of children with both typical and atypical development. Boys with fragile X syndrome (FXS) are at high risk for social skill impairments, given intellectual impairments and secondary conditions. The present study examines the impact of adaptive behavior, autism symptoms, and anxiety symptoms to social skills at the composite and subdomain level in boys with FXS across age. This cross-sectional study included boys with FXS (3-14 years) contrasted to age-matched typical control boys. Results revealed that social skills are generally within developmental expectations, with adaptive behavior as the primary predictor. Anxiety and autism symptoms emerged as additive risk factors, particularly in the areas of responsibility and self-control.
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Rankin JA, Tomeny TS, Barry TD. Multi-informant assessment of siblings of youth with autism spectrum disorder: Parent-child discrepancies in at-risk classification. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 68:78-87. [PMID: 28743046 DOI: 10.1016/j.ridd.2017.07.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2017] [Revised: 06/23/2017] [Accepted: 07/13/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND The behavioral and emotional functioning of typically-developing (TD) siblings of youth with autism spectrum disorder (ASD) has been frequently assessed in the literature; however, these assessments typically include only one informant, rarely considering differences between parent and self-reports of sibling adjustment. AIMS This study examined parent-youth reported informant discrepancies in behavioral and emotional functioning, including whether parent and youth reports yielded the same conclusions regarding TD sibling risk status. METHODS, PROCEDURES, AND RESULTS Among 113 parents and TD siblings of youth with ASD, TD siblings self-reported more overall, conduct, hyperactivity, and peer problems (compared to parent reports). Although few siblings were considered at-risk, those who were identified were not usually identified as at-risk on both informants' reports. Moreover, ASD symptoms, broader autism phenotype symptoms, parent mental health concerns, and social support from parents were all related to differences in at-risk classification between parent- and sibling self-report. CONCLUSIONS AND IMPLICATIONS This paper highlights the necessity of multi-informant reporting when considering TD sibling psychological functioning. WHAT THIS PAPER ADDS This study helps to address gaps in the literature on assessment of emotional and behavioral functioning of TD siblings of youth with ASD. The results highlight the importance of utilizing both parent- and self-report when identifying TD siblings at-risk for maladjustment. Although few siblings were considered at-risk, those who were identified were not usually identified as such on both informants' reports, and a variety of sibling- and parent-factors were associated with differences in at-risk classification. Thus, inclusion and examination of both parent- and self-report of TD sibling psychological functioning is vital for accurately identifying numbers of TD siblings at-risk of maladjustment.
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Affiliation(s)
- James A Rankin
- The University of Alabama, Department of Psychology, Box 870348, Tuscaloosa, AL, 35487, USA.
| | - Theodore S Tomeny
- The University of Alabama, Department of Psychology, Box 870348, Tuscaloosa, AL, 35487, USA.
| | - Tammy D Barry
- Washington State University, Department of Psychology, Pullman, WA, 99164, USA.
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[A longitudinal (3 years) study of the development of four children with autism without mental retardation after 90 sessions of social skills training]. Encephale 2016; 42:529-534. [PMID: 27842974 DOI: 10.1016/j.encep.2016.03.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2014] [Accepted: 03/19/2015] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Few studies on social skills training essentially based on ABA techniques are dedicated to children with autism aged 5 to 10 years whereas autistic disorders can be diagnosed in very early childhood. Generally, the main criticisms about these social skills training are: shortness of programs (around 20 sessions), no manual with precise descriptions of sessions and used techniques, and a lack of generalization of the learned skills in everyday life. OBJECTIVES To describe the evolution (before/after) of symptoms and sociocommunicative skills of 7 children with autism and no mental retardation (mean age=7.08) who participated in 90 sessions (during 3 years) in a learning group of communication and socialization (or LGCS). METHOD To develop these sessions, we referred to intellectual and verbal levels obtained by the children on The Wechsler Intelligence Scales. We proposed activities such as open discussion, telling about events or vacations, learning of and communicative social rules, social games, outdoor exercises at home or in parks/shops/supermarkets/restaurants with known/unknown children/adults/sellers. To target the social and communicative skills, we also referred to their intellectual level and to Assessment of basic language and learning skills (ABBLS). To practice these sessions, we referred to: (1) TEACCH cognitive ergonomics principles (Treatment and education of autistic and related communication handicapped children developed by Schopler); and especially (2) ABA techniques (Applied behavior analysis) which are rarely mentioned as such. In particular, we used techniques such as: (a) concrete reinforcements which were frequently evaluated; (b) precise levels of verbal incentives and (c) error corrections. To measure the changes, we assessed children with psychometric tests before and after 90 sessions (ADOS and VABS). RESULTS The scores show significant improvements in autistic symptoms related to communication (ADOS, P=0.03) and significant improvements in both socialization and communication domains (VABS, P=0.00). From a symptomatic point of view (ADOS), we clinically observe better conversation skills and more social initiatives. About socialization and communication behaviors, parents reported (VABS): better listening, better verbal expression, more social relationships and a start of friendship for most of the children. CONCLUSION This three-year longitudinal follow-up is the first known study about the evolution of children with autistic disorders after a great number of sessions of social skills training. It shows that it is possible to adapt social skills training to young children. In addition, our program and our results (VABS) show clear examples of generalization which is targeted as a weakness in the specialized studies. However, the absence of a control group and of a base line strongly limit our results in terms of effectiveness.
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Adeniyi YC, Omigbodun OO. Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria. Child Adolesc Psychiatry Ment Health 2016; 10:29. [PMID: 27594901 PMCID: PMC5010731 DOI: 10.1186/s13034-016-0118-3] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Accepted: 08/18/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Studies have demonstrated that social skill interventions and classroom supports are effective for pupils with intellectual disability. Such interventions have been demonstrated to reduce the risk of developing mental disorders, majority of which have their onset during the period of youth. Most young people with intellectual disability in low-resource settings do not have access to interventions that would enable or enhance their participation in society. The aim of this study was to investigate the effect of a social skills training for pupils with intellectual disability attending a special school in Southwest Nigeria. METHODS Thirty pupils with mild to moderate intellectual disability participated in the study. Utilising the Explore social skills curriculum, teachers were trained to give lessons to the participants 3-4 times a week for 8 weeks in their classrooms. Social skills level of participants was assessed with the Matson evaluation of social skills for individuals with severe retardation (MESSIER) at baseline and immediately after the intervention. Paired t tests, Wilcoxon signed-rank test, Mann-Whitney U test and the Kruskal-Wallis Test were used to assess for pre and post intervention changes in social skills scores and analysis of changes in social skills across socio-demographic variables at p < 0.05. RESULTS The mean age of the participants was 15.70 ± 1.89 years. At baseline, 18 of the participants (63.3 %) had moderate social skills impairment, 2 (6.7 %) had none or minimal impairments and 10 (30 %) had severe impairments. At the end of the intervention, there was a 20 % reduction in the number of participants in the severe social skills impairment category and 13.3 % increase in the number of participants in the 'none or minimal' social skills category. The mean pre and post- intervention total social skills scores were 126.63 ± 17.91 and 135.97 ± 20.81 respectively with a mean difference of 9.34 (t = 3.71; p = 0.001). CONCLUSION The social skills of pupils with intellectual disability who participated in this study improved significantly during the 8 weeks the Explore social skills curriculum was administered. Advocacy should be made for the development and incorporation of social skills curricula into routine teaching of pupils with developmental disabilities.
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Affiliation(s)
- Yetunde C. Adeniyi
- Centre for Child and Adolescent Mental Health (CCAMH), University of Ibadan, Ibadan, Nigeria
- Department of Child & Adolescent Psychiatry, University College Hospital, Ibadan, Nigeria
| | - Olayinka O. Omigbodun
- Centre for Child and Adolescent Mental Health (CCAMH), University of Ibadan, Ibadan, Nigeria
- Department of Child & Adolescent Psychiatry, University College Hospital, Ibadan, Nigeria
- Department of Psychiatry, College of Medicine, University of Ibadan, Ibadan, Nigeria
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Lyons GL, Huber HB, Carter EW, Chen R, Asmus JM. Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2016; 121:327-345. [PMID: 27351700 DOI: 10.1352/1944-7558-121.4.327] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research.
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Affiliation(s)
- Gregory L Lyons
- Gregory L. Lyons, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; Heartley B. Huber, Department of Special Education, Vanderbilt University; Erik W. Carter, Department of Special Education, Vanderbilt University; Rui Chen, Department of Special Education, Vanderbilt University; and Jennifer M. Asmus, Department of Educational Psychology and the Waisman Center, University of Wisconsin-Madison
| | - Heartley B Huber
- Gregory L. Lyons, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; Heartley B. Huber, Department of Special Education, Vanderbilt University; Erik W. Carter, Department of Special Education, Vanderbilt University; Rui Chen, Department of Special Education, Vanderbilt University; and Jennifer M. Asmus, Department of Educational Psychology and the Waisman Center, University of Wisconsin-Madison
| | - Erik W Carter
- Gregory L. Lyons, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; Heartley B. Huber, Department of Special Education, Vanderbilt University; Erik W. Carter, Department of Special Education, Vanderbilt University; Rui Chen, Department of Special Education, Vanderbilt University; and Jennifer M. Asmus, Department of Educational Psychology and the Waisman Center, University of Wisconsin-Madison
| | - Rui Chen
- Gregory L. Lyons, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; Heartley B. Huber, Department of Special Education, Vanderbilt University; Erik W. Carter, Department of Special Education, Vanderbilt University; Rui Chen, Department of Special Education, Vanderbilt University; and Jennifer M. Asmus, Department of Educational Psychology and the Waisman Center, University of Wisconsin-Madison
| | - Jennifer M Asmus
- Gregory L. Lyons, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; Heartley B. Huber, Department of Special Education, Vanderbilt University; Erik W. Carter, Department of Special Education, Vanderbilt University; Rui Chen, Department of Special Education, Vanderbilt University; and Jennifer M. Asmus, Department of Educational Psychology and the Waisman Center, University of Wisconsin-Madison
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14
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Tomeny TS. Parenting stress as an indirect pathway to mental health concerns among mothers of children with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 21:907-911. [PMID: 27368349 DOI: 10.1177/1362361316655322] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The link between autism spectrum disorder symptoms and maternal stress has been well established, yet many mothers remain resilient to more severe psychopathology. For the current online study, 111 mothers of a child with autism spectrum disorder completed questionnaires about their child's symptoms, their own stress related to parenting, and any psychopathology symptoms they were experiencing. Autism spectrum disorder symptom severity was positively related to both parenting stress and maternal psychopathology symptoms. Furthermore, parenting stress mediated the relation between autism spectrum disorder symptom severity and maternal psychopathology symptoms. These results provide evidence for a pathway through which psychopathology may develop among mothers of children with autism spectrum disorder and a potential point of intervention for clinicians serving this population.
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15
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Liratni M, Blanchet C, Pry R. Évolution symptomatologique et adaptative de 7 enfants avec troubles autistiques sans retard mental après 30 séances de groupe d’entraînement aux habiletés sociales. PRAT PSYCHOL 2016. [DOI: 10.1016/j.prps.2015.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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16
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Integrating autism-related symptoms into the dimensional internalizing and externalizing model of psychopathology. The TRAILS Study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2016; 43:577-87. [PMID: 25099360 DOI: 10.1007/s10802-014-9923-4] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Problems associated with Autism Spectrum Disorder (ASD) occur frequently in the general population and often co-occur with problems in other domains of psychopathology. In the research presented here these co-occurrence patterns were investigated by integrating a dimensional approach to ASDs into the more general dimensional framework of internalizing and externalizing psychopathology. Factor Analysis was used to develop hierarchical and bi-factor models covering multiple domains of psychopathology in three measurement waves of a longitudinal general population sample (N = 2,230, ages 10-17, 50.8% female). In all adequately fitting models, autism related problems were part of a specific domain of psychopathology that could be distinguished from the internalizing and externalizing domains. Optimal model fit was found for a bi-factor model with one non-specific factor and four specific factors related to internalizing, externalizing, autism spectrum problems and problems related to attention and orientation. Autism-related problems constitute a specific domain of psychopathology that can be distinguished from the internalizing and externalizing domains. In addition, the co-occurrence patterns in the data indicate the presence of a strong general factor.
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17
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Stratis EA, Lecavalier L. Informant agreement for youth with autism spectrum disorder or intellectual disability: a meta-analysis. J Autism Dev Disord 2015; 45:1026-41. [PMID: 25253177 DOI: 10.1007/s10803-014-2258-8] [Citation(s) in RCA: 81] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This study investigated informant agreement on emotional and behavior problems and social skills in youth with autism spectrum disorder or intellectual disability using meta-analytic methods. Forty-nine studies were included, consisting of 107 effect sizes. The mean weighted effect size across all raters and all behaviors was .36, reflecting moderate agreement. Consistent with meta-analyses in typically developing youth, pairs of similar informants (e.g., parent-parent) demonstrated higher agreement compared to pairs of different raters (e.g., parent-teacher). With all rater pairs combined, agreement was significantly higher for externalizing problems (r = .42) than either internalizing problems (r = .35) or social skills (r = .30). Several factors appear to moderate the level of agreement among informants, including the youth's diagnosis, age, and IQ.
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Affiliation(s)
- Elizabeth A Stratis
- Department of Psychology, Nisonger Center, Ohio State University, 371D McCampbell Hall, 1581 Dodd Drive, Columbus, OH, 43210, USA
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18
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Empirically based phenotypic profiles of children with pervasive developmental disorders: interpretation in the light of the DSM-5. J Autism Dev Disord 2014; 43:1784-97. [PMID: 23224513 DOI: 10.1007/s10803-012-1724-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study aimed to contribute to the Diagnostic and Statistical Manual (DSM) debates on the conceptualization of autism by investigating (1) whether empirically based distinct phenotypic profiles could be distinguished within a sample of mainly cognitively able children with pervasive developmental disorder (PDD), and (2) how profiles related to diagnoses and co-occurring behavioral and emotional problems. Six classes with distinct profiles were discerned. Three classes showed profiles not completely in line with the proposed DSM-5 conceptualization of autism. These classes included relatively many cognitively able individuals with PDD-not otherwise specified. However, profiles seemed to suit other diagnostic categories, such as social communication disorder. These alternative diagnoses could retain eligibility for services, and might adequately fit more specifically targeted interventions.
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Liratni M, Blanchet C, Pry R. Intérêt des groupes d’entraînement aux habiletés sociales dans la prise en charge de l’autisme avec retard mental modéré. Arch Pediatr 2014; 21:20-6. [DOI: 10.1016/j.arcped.2013.10.021] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2012] [Revised: 10/03/2013] [Accepted: 10/28/2013] [Indexed: 11/29/2022]
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20
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Van Gameren-Oosterom HBM, Fekkes M, Reijneveld SA, Oudesluys-Murphy AM, Verkerk PH, Van Wouwe JP, Buitendijk SE. Practical and social skills of 16-19-year-olds with Down syndrome: independence still far away. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:4599-4607. [PMID: 24157404 DOI: 10.1016/j.ridd.2013.09.041] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2013] [Revised: 09/23/2013] [Accepted: 09/24/2013] [Indexed: 06/02/2023]
Abstract
Survival of children with Down syndrome (DS) has improved considerably, but insight into their level of daily functioning upon entering adulthood is lacking. We collected cross-sectional data from a Dutch nationwide cohort of 322 DS adolescents aged 16-19 (response 62.8%) to assess the degree to which they master various practical and social skills, using the Dutch Social competence rating scale and the Children's Social Behavior Questionnaire. Up to 60% mastered some of the skills required for independent functioning, such as maintaining adequate standards of personal hygiene and preparing breakfast. Less than 10% had achieved basic skills such as basic cooking and paying in a shop. It is difficult for DS people to master all the skills necessary to live independently. Ninety percent of adolescents with DS experience significant problems in social functioning.
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Affiliation(s)
- Helma B M Van Gameren-Oosterom
- Department of Child Health, Netherlands Organization for Applied Scientific Research (TNO), Post Office Box 2215, 2301 CE Leiden, The Netherlands.
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21
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Sappok T, Budczies J, Bölte S, Dziobek I, Dosen A, Diefenbacher A. Emotional development in adults with autism and intellectual disabilities: a retrospective, clinical analysis. PLoS One 2013; 8:e74036. [PMID: 24066092 PMCID: PMC3774757 DOI: 10.1371/journal.pone.0074036] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2013] [Accepted: 07/26/2013] [Indexed: 12/28/2022] Open
Abstract
Individuals with intellectual disability (ID) are at risk for additional autism spectrum disorders (ASD). A large amount of research reveals deficits in emotion-related processes that are relevant to social cognition in ASD. However, studies on the structure and level of emotional development (ED) assessing emotional maturity according to the normative trajectory in typically developing children are scares. The level of ED can be evaluated by the 'Scheme of Appraisal of Emotional Development' (SAED), a semi-structured interview with a close caregiver. The SAED assesses the level of emotional developmental based on a five stage system in 10 domains, for example, 'interaction with peers' or 'object permanence', which are conducive to the overall emotional developmental level. This study examined the ED as measured by the SAED in 289 adults (mean age: 36 years) with ID with and without additional ASD. A lower level in ED was observed in ASD/ID combined that corresponded to the ED of typically developing children aged 1.5-3 years versus an ED with a corresponding age of 3-7 years in ID individuals without ASD. Moreover, distinct strengths in 'object permanence', and weaknesses in 'interaction', 'verbal communication', 'experience of self', 'affect differentiation', 'anxiety', and 'handling of material objects' led to a characteristic pattern of ED in ASD. SAED domains with highest discriminative power between ID individuals with and without ASD (5/10) were used to predict ASD group membership. The classification using a selection of SAED domains revealed a sensitivity of 77.5% and a specificity of 76.4%. ASD risk increased 2.7-fold with every SAED level. The recognition of delayed and uneven pattern of ED contributes to our understanding of the emotion-related impairments in adults with ID and ASD these individuals. Assessment of intra-individual ED could add value to the standard diagnostic procedures in ID, a population at risk for underdiagnosed ASD.
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Affiliation(s)
- Tanja Sappok
- Evangelisches Krankenhaus Königin-Elisabeth-Herzberge, Department of Psychiatry, Berlin, Germany
| | - Jan Budczies
- Charité, Institute of Pathology, Berlin, Germany
| | - Sven Bölte
- Department of Women’s and Children’s Health, Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Stockholm, Sweden
| | - Isabel Dziobek
- Cluster of Excellence Languages of Emotion, Freie Universität Berlin, Berlin, Germany
| | - Anton Dosen
- Department of Psychiatry, University Hospital, Radboud University, Nijmegen, The Netherlands
| | - Albert Diefenbacher
- Evangelisches Krankenhaus Königin-Elisabeth-Herzberge, Department of Psychiatry, Berlin, Germany
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22
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Pileggi LA, Malcolm-Smith S, Hoogenhout M, Thomas KGF, Solms M. Cradling bias is absent in children with autism spectrum disorders. J Child Adolesc Ment Health 2013; 25:55-60. [DOI: 10.2989/17280583.2013.767262] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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23
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Klubnik C, Murphy L, Campbell JM, Reed CB, Warner-Metzger CM. Assessing Understanding of Social Awareness Concepts in Children With Intellectual Disability and Autism Spectrum Disorder Using the Bracken Basic Concept Scale—Third Edition. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2013. [DOI: 10.1177/0734282913490115] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Authors contrasted Bracken Basic Concept Scale: Receptive, Third Edition (BBCS: R-3) test performance between 57 children with intellectual disability (ID) and 76 children with autism spectrum disorder (ASD) and ID. BBCS: R-3 School Readiness Composite (SRC) and Self-/Social Awareness subtests were analyzed. Multivariate analysis of covariance revealed no differences between groups on SRC performance; however, children with ID demonstrated better mastery of self-/social awareness concepts when compared to children with ASD. Within the group of children with ASD, mastery of school-based concepts exceeded mastery of self-/social awareness concepts. Findings suggest relatively greater delays in mastery of self-/social awareness concepts for young children with ASDs when compared to mastery of other concepts.
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Affiliation(s)
| | - Laura Murphy
- Department of Psychiatry and Boling Center for Developmental Disabilities, University of Tennessee Health Science Center, Memphis, TN, USA
| | | | - Colby B. Reed
- Boling Center for Developmental Disabilities, University of Tennessee Health Science Center, Memphis, TN, USA
| | - Christina M. Warner-Metzger
- Boling Center for Developmental Disabilities, University of Tennessee Health Science Center, Memphis, TN, USA
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24
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Cook F, Oliver C. A review of defining and measuring sociability in children with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:11-24. [PMID: 21036013 DOI: 10.1016/j.ridd.2010.09.021] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2010] [Revised: 09/13/2010] [Accepted: 09/21/2010] [Indexed: 05/30/2023]
Abstract
There is a substantial body of research indicating that compromised social functioning for individuals with intellectual disabilities has far reaching implications for quality of life, community participation and wellbeing. However, an inherent difficulty for research into social functioning is the lack of agreed definition of key concepts in the area. The current paper reviews definitions for four concepts related to the central concept of sociability (social cognition, social competence, social skills and social behaviour). By reviewing the definitions available in the wider social and cognitive psychology literature and comparing these to definitions provided in research with individuals with intellectual disabilities it is clear that concepts are poorly defined. The current article proposes working definitions which may be used give impetus to future debate in the area. The clinical implications of having implicitly understood concepts rather than definable and measurable traits are considered. The review calls for researchers to provide definitions for the concepts under investigation and their relationship to measures employed in research.
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Affiliation(s)
- Fay Cook
- Cerebra Centre for Neurodevelopmental Disorders, School of Psychology, University of Birmingham, Edgbaston, Birmingham, England B15 2TT, United Kingdom.
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25
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Josman N, Goffer A, Rosenblum S. Development and Standardization of a “Do–Eat” Activity of Daily Living Performance Test for Children. Am J Occup Ther 2010; 64:47-58. [DOI: 10.5014/ajot.64.1.47] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Abstract
BACKGROUND. The Do–Eat was developed to evaluate daily task performance abilities among children with developmental coordination disorder (DCD). This study investigated the tool’s reliability and validity.
METHOD. Participants were 59 children ages 5 to 6.5 years; 30 children diagnosed with DCD according to the DSM–IV–TR; and a control group of 29 children, who were matched for age, gender, and sociodemographic background.
RESULTS. Both the Do–Eat and the accompanying Parent Questionnaire yielded high internal consistency (αs = .89–.93). Construct validity was demonstrated by significant between-group differences on the Do-Eat (t[57] = 14.09, p < .001) and the Parent Questionnaire (t[57] = 3.64, p < .001). Significant correlations between children’s scores on the sensory–motor component of the Do–Eat and the Movement Assessment Battery for Children final score confirmed concurrent validity (r = −.86, p < .001).
CONCLUSIONS. Results suggest that the Do–Eat is a reliable, valid tool for identifying children at risk for DCD.
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Affiliation(s)
- Naomi Josman
- Naomi Josman, PhD, is Associate Professor, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa 31905 Israel;
| | - Ayelet Goffer
- Ayelet Goffer, MSc, is Adjunct Lecturer, Department of Special Education, Faculty of Education, Oranim Academic College of Education, Kiryat Tivon. At the time of the study, she was master’s-degree student, Department of Occupational Therapy, University of Haifa, Mount Carmel, Haifa, Israel
| | - Sara Rosenblum
- Sara Rosenblum, PhD, is Chair and Senior Lecturer, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel
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26
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Assessment of Social Skills and Social Competence in Learners with Autism Spectrum Disorders. ABCT CLINICAL ASSESSMENT SERIES 2010. [DOI: 10.1007/978-1-4419-0609-0_13] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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27
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La Malfa G, Lassi S, Bertelli M, Albertini G, Dosen A. Emotional development and adaptive abilities in adults with intellectual disability. A correlation study between the Scheme of Appraisal of Emotional Development (SAED) and Vineland Adaptive Behavior Scale (VABS). RESEARCH IN DEVELOPMENTAL DISABILITIES 2009; 30:1406-1412. [PMID: 19640678 DOI: 10.1016/j.ridd.2009.06.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2009] [Accepted: 06/19/2009] [Indexed: 05/28/2023]
Abstract
The importance of emotional aspects in developing cognitive and social abilities has already been underlined by many authors even if there is no unanimous agreement on the factors constituting adaptive abilities, nor is there any on the way to measure them or on the relation between adaptive ability and cognitive level. The purposes of this study was to test the psychometric characteristics of a specific tool for the assessment of the emotional development and correlating such test with the Vineland Adaptive Behavior Scale, one of the most widely used tools to assess adaptive abilities in order to verify possible correlations between emotional development and adaptive abilities. Thirty-three adults living in residential centres for people with Intellectual Disability without psychiatric/behavioral disorders of clinical significance, were evaluated by administering the Scheme of Appraisal of Emotional Development (SAED) and the Vineland Adaptive Behavior Scale (VABS) and a statistical analysis was been conducted to verify possible correlations. The SAED proved to be a reliable psychometric tool and a strong positive correlation has indeed emerged between VABS' and SAED's general scores, therefore as the emotional development age increases so does at the same time adaptive age. The need to complete the assessment of adaptive abilities with that of emotional development seems therefore confirmed. Such tools provide the opportunity to gather extremely important information on the emotional needs of particular person regardless of the presence or absence of Intellectual Disability.
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28
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Validity of the Children's Social Behavior Questionnaire (CSBQ) in children with intellectual disability: comparing the CSBQ with ADI-R, ADOS, and clinical DSM-IV-TR classification. J Autism Dev Disord 2009; 39:1464-70. [PMID: 19495951 PMCID: PMC2745622 DOI: 10.1007/s10803-009-0764-x] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2008] [Accepted: 05/14/2009] [Indexed: 11/25/2022]
Abstract
The Children’s Social Behavior Questionnaire (CSBQ) was compared with the Autism Diagnostic Interview-Revised (ADI-R), Autism Diagnostic Observation Schedule (ADOS), and clinical classification in children with mild and moderate intellectual disability (ID), to investigate its criterion related validity. The contribution of the CSBQ to a classification of Autism Spectrum Disorder (ASD) was most specific for the subscales ‘contact’ and ‘stereotyped’, with high coherence with all three classification methods. The CSBQ may be used as a signaling, screening, or describing instrument for children with ASD and ID, as it complements other methods by adding unique information about the clinical presentation.
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29
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Soenen S, Van Berckelaer-Onnes I, Scholte E. Patterns of intellectual, adaptive and behavioral functioning in individuals with mild mental retardation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2009; 30:433-444. [PMID: 18515043 DOI: 10.1016/j.ridd.2008.04.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2008] [Revised: 03/30/2008] [Accepted: 04/03/2008] [Indexed: 05/26/2023]
Abstract
Many researchers have studied the population of individuals with mild mental retardation (MIMR) as if it is a clear entity. Few researchers have investigated potential subtypes within the MIMR population. The purpose of the present study was to investigate which subtypes can be identified on the basis of intellectual, adaptive and behavioral functioning. Seventy-three individuals with MIMR were assessed on measures of intellectual, adaptive and behavioral functioning. An agglomerative hierarchical cluster-analytic technique was used to define potential subgroups with characteristic behavioral patterns. Four subtypes were identified. The behavioral patterns are described and implications for assessment are discussed.
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Affiliation(s)
- Sarah Soenen
- University of Leiden, Faculty of Social and Behavioural Sciences, Clinical Child and Adolescent Studies, P.O. Box 9555, 2300 RB Leiden, The Netherlands.
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30
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Vertue FM, Haig BD. An abductive perspective on clinical reasoning and case formulation. J Clin Psychol 2008; 64:1046-68. [DOI: 10.1002/jclp.20504] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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31
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