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Sparapani N, Reinhardt VP, Hooker JL, Morgan L, Schatschneider C, Wetherby AM. Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism. J Autism Dev Disord 2021; 52:2284-2299. [PMID: 34106392 PMCID: PMC9021085 DOI: 10.1007/s10803-021-05115-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/27/2021] [Indexed: 11/04/2022]
Abstract
This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms—much of which included directives and close-ended questions. Students’ receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.
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Affiliation(s)
- Nicole Sparapani
- School of Education and the MIND Institute, University of California, Davis, One Shields Ave., Davis, CA, 95616, USA. .,Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA.
| | - Vanessa P Reinhardt
- , Ontario, Canada.,Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| | - Jessica L Hooker
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
| | - Lindee Morgan
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA.,Marcus Autism Center, Children's Healthcare of Atlanta, Department of Pediatrics, Emory University, 1920 Briarcliff Road, Atlanta, GA, 30329-4010, USA
| | - Christopher Schatschneider
- Department of Psychology, Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32320, USA
| | - Amy M Wetherby
- Autism Institute, College of Medicine, Florida State University, 2312 Killearn Center Boulevard, Building A, Tallahassee, FL, 32309-3524, USA
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Nordahl CW, Iosif AM, Young GS, Hechtman A, Heath B, Lee JK, Libero L, Reinhardt VP, Winder-Patel B, Amaral DG, Rogers S, Solomon M, Ozonoff S. High Psychopathology Subgroup in Young Children With Autism: Associations With Biological Sex and Amygdala Volume. J Am Acad Child Adolesc Psychiatry 2020; 59:1353-1363.e2. [PMID: 31972262 PMCID: PMC7369216 DOI: 10.1016/j.jaac.2019.11.022] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Revised: 10/21/2019] [Accepted: 11/22/2019] [Indexed: 01/04/2023]
Abstract
OBJECTIVE The aims of this study were to identify a subset of children with autism spectrum disorder (ASD) and co-occurring symptoms of psychopathology, and to evaluate associations between this subgroup and biological sex and amygdala volume. METHOD Participants included 420 children (ASD: 91 girls, 209 boys; typically developing controls: 57 girls, 63 boys). Latent profile analysis was used to identify ASD subgroups based on symptoms of psychopathology, adaptive functioning, cognitive development, and autism severity. Differences in the proportions of girls and boys across subgroups were evaluated. Magnetic resonance imaging scans were acquired (346 children); amygdala volumes were evaluated in relation to subgroups and problem behavior scores. RESULTS Three ASD subgroups were identified. One group was characterized by high levels of psychopathology and moderate impairment on other measures (High Psychopathology Moderate Impairments [HPMI], comprising 27% of the sample). The other two subgroups had lower symptoms of psychopathology but were differentiated by high and low levels of impairment on other measures. A higher proportion of girls were classified into the HPMI subgroup (40% of girls versus 22% of boys). Relative to controls, amygdala volumes were enlarged only in the HPMI subgroup. There was a positive association between right amygdala volume and internalizing behaviors in girls but not in boys with ASD. CONCLUSION A higher proportion of girls with ASD faced greater challenges with psychopathology, suggesting a need for closer evaluation and potentially earlier intervention to help improve outcomes. Amygdala enlargement was associated with co-occurring symptoms of psychopathology, and sex-specific correlations with symptoms were observed.
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Affiliation(s)
- Christine Wu Nordahl
- MIND Institute, Sacramento, CA, and the University of California at Davis School of Medicine, Sacramento, CA.
| | - Ana-Maria Iosif
- University of California at Davis School of Medicine, Sacramento, CA
| | - Gregory S. Young
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Alexa Hechtman
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Brianna Heath
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Joshua K. Lee
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Lauren Libero
- University of California at Davis School of Medicine, Sacramento, CA.,California Department of Developmental Services, Sacramento, CA.,MIND Institute, Sacramento, CA,,University of California at Davis School of Medicine, Sacramento, CA
| | - Vanessa P. Reinhardt
- University of California at Davis School of Medicine, Sacramento, CA.,Peel Children’s Center, Ontario, Canada.,MIND Institute, Sacramento CA,,University of California at Davis School of Medicine, Sacramento, CA
| | | | - David G. Amaral
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Sally Rogers
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Marjorie Solomon
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
| | - Sally Ozonoff
- University of California at Davis School of Medicine, Sacramento, CA.,MIND Institute, Sacramento, CA
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Reinhardt VP, Iosif AM, Libero L, Heath B, Rogers SJ, Ferrer E, Nordahl C, Ghetti S, Amaral D, Solomon M. Understanding Hippocampal Development in Young Children With Autism Spectrum Disorder. J Am Acad Child Adolesc Psychiatry 2020; 59:1069-1079. [PMID: 31449875 PMCID: PMC9940822 DOI: 10.1016/j.jaac.2019.08.008] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Revised: 07/23/2019] [Accepted: 08/19/2019] [Indexed: 10/26/2022]
Abstract
OBJECTIVE We examined growth trajectories of hippocampal volume (HV) in early childhood in a longitudinal cohort of male and female participants with autism spectrum disorder (ASD) and typically developing (TD) individuals, and investigated HV in those with large brains. Relations between factors potentially associated with hippocampal size and growth were investigated. METHOD Participants received 1 to 3 structural magnetic resonance imaging scans between ages 25 and 80 months (unique participants: ASD, n =200; TD, n =110; total longitudinal scans, n = 593). HV growth during this period was examined using mixed-effects linear models. Associations between early HV and growth rates, and IQ and adaptive functioning, were evaluated. RESULTS After accounting for cerebral hemisphere volume, male participants exhibited larger left and right HV than female participants. Hippocampal growth rates did not differ by sex. In children with larger hemisphere volumes, male and female participants with ASD had relatively larger HV than TD participants of similar hemisphere volume. This effect was present in a broader group than only those with disproportionate megalencephaly (male participants with large cerebral volumes relative to body size). Right hippocampi were larger than left hippocampi in both groups and sexes. Right versus left volume differences were greater for ASD. After adjusting for hemisphere volume, male participants with ASD showed a significant positive association between right hippocampal growth and adaptive behavior. CONCLUSION HV was relatively greater in ASD in analyses adjusting for hemisphere volume, whereas only subtle differences were observed in HV and growth between participants with ASD and TD participants in unadjusted analyses, suggesting that ASD involves atypical coupling between HV and brain size.
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Affiliation(s)
| | | | | | | | | | | | | | | | - David Amaral
- University of California, Davis; MIND Institute, Davis, California
| | - Marjorie Solomon
- University of California, Davis; MIND Institute, Davis, California; UC Davis Imaging Research Center, Davis, California.
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Morgan L, Hooker JL, Sparapani N, Reinhardt VP, Schatschneider C, Wetherby AM. Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder. J Consult Clin Psychol 2019; 86:631-644. [PMID: 29939056 DOI: 10.1037/ccp0000314] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVE This cluster randomized trial (CRT) evaluated the efficacy of the Classroom Social, Communication, Emotional Regulation, and Transactional Support (SCERTS) Intervention (CSI) compared with usual school-based education with autism training modules (ATM). METHOD Sixty schools with 197 students with autism spectrum disorder (ASD) in 129 classrooms were randomly assigned to CSI or ATM. Mean student age was 6.79 years (SD 1.05) and 81.2% were male. CSI teachers were trained on the model and provided coaching throughout the school year to assist with implementation. A CRT, with students nested within general and special education classrooms nested within schools, was used to evaluate student outcomes. RESULTS The CSI group showed significantly better outcomes than the ATM group on observed measures of classroom active engagement with respect to social interaction. The CSI group also had significantly better outcomes on measures of adaptive communication, social skills, and executive functioning with Cohen's d effect sizes ranging from 0.31 to 0.45. CONCLUSION These findings support the preliminary efficacy of CSI, a classroom-based, teacher-implemented intervention for improving active engagement, adaptive communication, social skills, executive functioning, and problem behavior within a heterogeneous sample of students with ASD. This makes a significant contribution to the literature by demonstrating efficacy of a classroom-based teacher-implemented intervention with a heterogeneous group of students with ASD using both observed and reported measures. (PsycINFO Database Record
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Affiliation(s)
- Lindee Morgan
- Department of Clinical Sciences, Autism Institute, College of Medicine, Florida State University
| | - Jessica L Hooker
- School of Communication Science and Disorders, Florida State University
| | - Nicole Sparapani
- School of Communication Science and Disorders, Florida State University
| | | | - Chris Schatschneider
- Department of Psychology, Florida Center for Reading Research, Florida State University
| | - Amy M Wetherby
- Department of Clinical Sciences, Autism Institute, College of Medicine, Florida State University
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Solomon M, Iosif AM, Reinhardt VP, Libero LE, Nordahl CW, Ozonoff S, Rogers SJ, Amaral DG. What will my child's future hold? phenotypes of intellectual development in 2-8-year-olds with autism spectrum disorder. Autism Res 2017; 11:121-132. [PMID: 29076255 DOI: 10.1002/aur.1884] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Revised: 09/21/2017] [Accepted: 10/03/2017] [Indexed: 11/11/2022]
Abstract
We examined phenotypes of autism spectrum disorder (ASD) based on trajectories of intellectual development from early (ages 2-3 ½) to middle (ages 5-8) childhood in a recent clinically ascertained cohort. Participants included 102 children (82 males) initially diagnosed with ASD from the Autism Phenome Project longitudinal sample. Latent class growth analysis was used to identify distinct IQ trajectories. Baseline and developmental course differences among groups were assessed using univariate techniques and repeated measures regression models, respectively. A four class model best represented the data. Using the highest posterior probability, participants were assigned to High Challenges (25.5%), Stable Low (17.6%), Changers (35.3%), and Lesser Challenges (21.6%) groups. The High Challenges and Stable Low groups exhibited persistently low IQ, although, the High Challenges group experienced declines while the Stable Low group's scores remained more constant. Changers showed IQ improvement of > 2 standard deviations. The Lesser Challenges group had IQs in the average range at both times that were about 1 standard deviation higher at T2. In summation, 75% of the participants experienced some relative improvements in intellectual and/or other areas of functioning between ages 2 and 8 years. The Changers group demonstrated the most significant IQ change that was accompanied by adaptive communication improvement and declining externalizing symptoms. Only the Lesser Challenges group showed a significant reduction in ASD symptom severity, such that by age 8, 14% of them no longer met ADOS-2 criteria for ASD. All groups showed reductions in internalizing symptoms. Intervention history was not associated with group status. Autism Res 2018, 11: 121-132. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY We examined how the IQs of children with autism spectrum disorder change between ages 2 and 8, and identified four patterns. Two groups exhibited persistently lower IQs. One group showed IQ increases of greater than 30 points with improved communicate abilities and declining disruptive behaviors. The final group had IQs in the average or better range at both time points, and 14% of them lost their diagnoses. Over half of the children experienced improved intellectual functioning between ages 2 and 8, whereas about 25% showed declines. Findings were not associated with intervention history.
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Affiliation(s)
- Marjorie Solomon
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA.,MIND Institute, University of California-Davis, Davis, CA.,Imaging Research Center, University of California-Davis, Davis, CA
| | - Ana-Maria Iosif
- Department of Public Health Sciences, University of California-Davis, Davis, CA
| | - Vanessa P Reinhardt
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA.,MIND Institute, University of California-Davis, Davis, CA
| | - Lauren E Libero
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA.,MIND Institute, University of California-Davis, Davis, CA
| | - Christine W Nordahl
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA
| | - Sally Ozonoff
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA.,MIND Institute, University of California-Davis, Davis, CA
| | - Sally J Rogers
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA.,MIND Institute, University of California-Davis, Davis, CA
| | - David G Amaral
- Department of Psychiatry & Behavioral Sciences, University of California-Davis, Sacramento, CA.,MIND Institute, University of California-Davis, Davis, CA.,Center for Neuroscience, University of California-Davis, Davis, CA
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Sparapani N, Morgan L, Reinhardt VP, Schatschneider C, Wetherby AM. Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder. J Autism Dev Disord 2016; 46:782-96. [PMID: 26433878 DOI: 10.1007/s10803-015-2615-2] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD.
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Affiliation(s)
- Nicole Sparapani
- Florida State University Autism Institute, College of Medicine, Florida State University, 1940 North Monroe Street, Suite 72, Tallahassee, FL, 32303, USA.
- The Institute of the Science of Teaching and Learning, Arizona State University, P.O. Box 872111, Tempe, AZ, 85287-2111, USA.
| | - Lindee Morgan
- Florida State University Autism Institute, College of Medicine, Florida State University, 1940 North Monroe Street, Suite 72, Tallahassee, FL, 32303, USA.
| | - Vanessa P Reinhardt
- Florida State University Autism Institute, College of Medicine, Florida State University, 1940 North Monroe Street, Suite 72, Tallahassee, FL, 32303, USA.
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
| | - Christopher Schatschneider
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
- Department of Psychology, Florida Center for Reading Research, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
| | - Amy M Wetherby
- Florida State University Autism Institute, College of Medicine, Florida State University, 1940 North Monroe Street, Suite 72, Tallahassee, FL, 32303, USA.
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Reinhardt VP, Wetherby AM, Schatschneider C, Lord C. Examination of sex differences in a large sample of young children with autism spectrum disorder and typical development. J Autism Dev Disord 2015; 45:697-706. [PMID: 25189824 PMCID: PMC4342305 DOI: 10.1007/s10803-014-2223-6] [Citation(s) in RCA: 58] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with typical development. Sex differences in adaptive behavior and autism symptoms were also examined in children with ASD. Participants (n = 511) were recruited from the Florida State University FIRST WORDS® Project and University of Michigan Autism and Communication Disorders Center. Analyses did not reveal significant effects of sex or a diagnostic group by sex interaction, suggesting a similar phenotype in males and females early in development. Further research is needed to examine sex differences across development.
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Affiliation(s)
- Vanessa P Reinhardt
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA,
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