Focus on Autism and Other Developmental Disabilities最新文献

英文中文

Parent Coaching in a Multimodal Communication Intervention for Children with Autism 父母指导在自闭症儿童多模式沟通干预中的应用

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-06-07 DOI: 10.1177/10883576221099896

Ching-Yi Liao, J. Ganz, Sanikan Wattanawongwan, April N. Haas, Sarah K. Ura, Kimberly J. Vannest, Kristi L. Morin

Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed.

与自闭症谱系障碍相关的社会沟通缺陷通常会导致其他领域的不良后果，如人际关系、就业和参与社区活动。当提供有效和可行的指导时，父母可能是解决这些缺陷的干预措施的理想实施者。本研究评估了一种基于网络的团体培训和个性化家长辅导的多模式沟通协议，以改善家长对沟通干预成分的实施。结果显示，家长辅导干预与家长实施教学行为之间存在适度的函数关系。讨论了未来研究的意义和建议。

引用次数: 1

Early Interventionists’ Knowledge of Evidence-Based Practices for Autism 早期干预者对自闭症循证实践的认识

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-06-03 DOI: 10.1177/10883576221099895

Cindy Gevarter, Maria Siciliano, Erin Stone

This online survey study examined early intervention providers’ knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers.

这项在线调查研究考察了早期干预提供者对自闭症谱系障碍（ASD）循证实践的知识和培训需求。研究人员分析了美国西南部一个农村州87名早期干预提供者（言语语言病理学家和发育专家）的数据。调查包括定量（即评分和多项选择题）和定性（开放式）两部分。调查部分包括人口统计、对循证实践知识的自我评分/自我报告的培训需求和与ASD儿童合作的障碍，以及直接评估循证实践的知识。研究结果支持了特定的知识差距和培训需求（例如，应对挑战性行为的实践、与沟通能力有限的儿童合作的策略），并表明提供特殊指导服务的发展专家可能比言语病理学家有更大的培训需求。研究结果对早期干预提供者的专业发展和培训计划具有重要意义。

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引用次数: 1

Rhodiola Rosea Extract Counteracts Stress in an Adaptogenic Response Curve Manner via Elimination of ROS and Induction of Neurite Outgrowth. 红景天提取物通过消除 ROS 和诱导神经元生长，以适应性反应曲线的方式对抗压力。

4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-05-13 eCollection Date: 2022-01-01 DOI: 10.1155/2022/5647599

Anastasia Agapouda, Amandine Grimm, Imane Lejri, Anne Eckert

Background: Sustained stress with the overproduction of corticosteroids has been shown to increase reactive oxygen species (ROS) leading to an oxidative stress state. Mitochondria are the main generators of ROS and are directly and detrimentally affected by their overproduction. Neurons depend almost solely on ATP produced by mitochondria in order to satisfy their energy needs and to form synapses, while stress has been proven to alter synaptic plasticity. Emerging evidence underpins that Rhodiola rosea, an adaptogenic plant rich in polyphenols, exerts antioxidant, antistress, and neuroprotective effects.

Methods: In this study, the effect of Rhodiola rosea extract (RRE) WS®1375 on neuronal ROS regulation, bioenergetics, and neurite outgrowth, as well as its potential modulatory effect on the brain derived neurotrophic factor (BDNF) pathway, was evaluated in the human neuroblastoma SH-SY5Y and the murine hippocampal HT22 cell lines. Stress was induced using the corticosteroid dexamethasone.

Results: RRE increased bioenergetics as well as cell viability and scavenged ROS with a similar efficacy in both cells lines and counteracted the respective corticosteroid-induced dysregulation. The effect of RRE, both under dexamethasone-stress and under normal conditions, resulted in biphasic U-shape and inverted U-shape dose response curves, a characteristic feature of adaptogenic plant extracts. Additionally, RRE treatment promoted neurite outgrowth and induced an increase in BDNF levels.

Conclusion: These findings indicate that RRE may constitute a candidate for the prevention of stress-induced pathophysiological processes as well as oxidative stress. Therefore, it could be employed against stress-associated mental disorders potentially leading to the development of a condition-specific supplementation.

背景：研究表明，皮质类固醇的过度分泌会增加活性氧（ROS），从而导致氧化应激状态。线粒体是 ROS 的主要产生者，其过度产生会对线粒体产生直接和有害的影响。神经元几乎完全依赖线粒体产生的 ATP 来满足能量需求和形成突触，而压力已被证明会改变突触的可塑性。新的证据表明，红景天这种富含多酚的适应性植物具有抗氧化、抗应激和保护神经的作用：本研究在人神经母细胞瘤 SH-SY5Y 和小鼠海马 HT22 细胞系中评估了红景天提取物（RRE）WS®1375 对神经元 ROS 调节、生物能和神经元突起生长的影响，以及其对脑源性神经营养因子（BDNF）通路的潜在调节作用。使用皮质类固醇地塞米松诱导应激：结果：RRE提高了两种细胞系的生物能、细胞活力和清除ROS的功效，并抵消了皮质类固醇诱导的相应失调。在地塞米松应激和正常条件下，RRE 的作用均呈双相 U 型和倒 U 型剂量反应曲线，这是适应性植物提取物的一个特征。此外，RRE 还能促进神经元的生长，并诱导 BDNF 水平的增加：这些研究结果表明，RRE 可能是预防应激诱导的病理生理过程和氧化应激的候选物质。因此，可以利用 RRE 预防与压力相关的精神疾病，从而开发出针对特定情况的补充剂。

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引用次数: 0

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder 辅助专业人员在支持自闭症谱系障碍学生中的感知技能和需求

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-03-08 DOI: 10.1177/10883576211073699

C. Coogle, V. Walker, Jennifer R. Ottley, Darcey M Allan, Daniel Irwin

There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals’ perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals’ responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals’ perceptions align with their practice.

在特殊教育中识别和使用循证实践方面存在研究与实践的差距。更好地理解研究与实践之间持续存在的差距并为专业发展努力提供信息的一种方法是了解教师和准专业人士的看法。我们进行了一项调查研究，以确定辅助专业人员在实践类别方面的感知技能和需求，并与自闭症谱系障碍学生的循证实践保持一致。共有768名准专业人员完成了这项调查。我们使用描述性统计、单因素方差分析（ANOVA）、事后分析和卡方检验来分析准专业人员的反应。辅助专业人员报告了一系列的回应，其中一些回应与他们的经历和他们支持的学生群体有很大差异。研究结果表明，有必要根据课堂和准专业培训需求，对专业发展进行个性化。未来需要进行研究，以确定准专业人士的看法如何与他们的实践相一致。

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引用次数: 3

Preferences for Edible and Electronic Leisure Items: A Systematic Replication 食用和电子休闲物品的偏好:一个系统的复制

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-03-08 DOI: 10.1177/10883576221081084

Mindy C. Scheithauer, Clarissa P. Martin, Summer Bottini

Early studies evaluating the relative preference for leisure compared with edible items suggested that, for most participants (>80%), edible items are more preferred than leisure items. Recent studies suggest more variability in the percentage of participants with this preference. The rationale for this variability could be sampling, setting, availability of items outside of the study, or the items included. As a systematic replication, we conducted preference assessments of leisure, edible, and leisure/edible items combined of 13 children with developmental disabilities. As an inclusion criterion, all participants had an electronic item as the top-preferred leisure item. An edible item ranked first in the combined assessment for 46.2% of participants. This replicates recent findings while accounting for access to edibles outside of the study. These outcomes are important to guide use of preference assessments across reinforcer classes in clinical and school settings.

早期评估休闲与可食用物品相对偏好的研究表明，对于大多数参与者（>80%）来说，可食用物品比休闲物品更受欢迎。最近的研究表明，有这种偏好的参与者的百分比变化更大。这种可变性的基本原理可能是采样、设置、研究之外项目的可用性或包括的项目。作为一项系统的复制，我们对13名发育障碍儿童的休闲、可食用和休闲/可食用物品进行了偏好评估。作为入选标准，所有参与者都将电子物品列为首选休闲物品。46.2%的参与者在综合评估中，一种可食用的食物排名第一。这重复了最近的发现，同时考虑了研究之外的食物获取情况。这些结果对于指导临床和学校环境中加强班使用偏好评估很重要。

引用次数: 2

Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis 训练个体忠实地执行离散试验：Meta分析

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-03-08 DOI: 10.1177/10883576221081076

Joelle Fingerhut, Mariola Moeyaert

Discrete trial training is a popular teaching method for individuals with autism, but it is not easily implemented with fidelity due to its complexity. This is the first meta-analysis of single-case experimental design studies to quantify the impact of behavioral skills training on individuals’ ability to implement discrete trials with fidelity. Furthermore, this meta-analysis examines the four training methods that make up behavioral skills training—feedback, instruction, modeling, and rehearsal—to determine the “active ingredients” of behavioral skills training. A total of 46 single-case experimental design studies are included in this meta-analysis. Hierarchical linear modeling, which has the ability to analyze clustered data, is the meta-analytic technique used to estimate the effectiveness of behavioral skills training across studies. Results show that behavioral skills training has a statistically significant positive effect on discrete trial training implementation fidelity; therefore, behavior skills training is recommended for discrete trial training implementation instruction.

离散试验训练是自闭症患者的一种流行的教学方法，但由于其复杂性，它不容易忠实地实施。这是第一次对单案例实验设计研究进行荟萃分析，以量化行为技能训练对个体忠实实施离散试验能力的影响。此外，这项荟萃分析考察了构成行为技能训练的四种训练方法——反馈、指导、建模和排练——以确定行为技能训练中的“有效成分”。本荟萃分析共纳入46项单例实验设计研究。分层线性建模能够分析聚类数据，是一种元分析技术，用于评估跨研究的行为技能训练的有效性。结果表明，行为技能训练对离散试验训练实施保真度有统计学显著的正向影响；因此，建议将行为技能训练作为离散试验训练实施指导。

引用次数: 2

Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions 与ASD患者的对话：关系、接触规律和年龄对伴侣感知的影响

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-02-04 DOI: 10.1177/10883576211073689

Cheong Ying Sng, M. Carter, J. Stephenson, Naomi Sweller

People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication.

自闭症谱系障碍（ASD）患者在谈话中的语用行为可能会遇到困难，如停留在话题上、站在他人的角度和修复误解。许多社会技能干预措施教授谈话技能，以帮助友谊的发展和避免社交孤立，但很少有研究调查谈话伴侣是否发现所报告的语用行为有问题。我们研究了ASD患者的关系类型、接触规律和年龄对谈话伙伴感知的影响。对于问题得分，多元回归表明关系类型有影响，因此朋友的问题得分往往低于兄弟姐妹/其他亲属、父母或生活伴侣。据报道，朋友更难理解幽默，而生活伴侣则是无法保持对话和不恰当的终止。需要进一步的研究来证实和扩展这些结果，以便更好地为社会沟通干预提供信息。

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引用次数: 0

An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices 教育专业人员对自闭症病因的信念及其实践感知

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-02-04 DOI: 10.1177/10883576211073685

Veronica P. Fleury, Talya Kemper

The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire–Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices.

在过去的几十年里，专注于自闭症谱系障碍（ASD）的研究数量和质量都在增长。确保教育专业人员能够获得和理解研究结果，对于改善ASD患者的结果至关重要。在这项研究中，我们评估了教育专业人员对ASD的了解，特别是（a）对ASD病因的信念，（b）他们对循证实践（EBP）和非EBP的熟悉程度，（c）与非EBP相比使用或推荐EBP的可能性，以及（d）来源可信度在多大程度上影响使用或推荐不同类型实践的可能性。教育专业人员（N=62）完成了一项论文调查。对修订版疾病感知问卷（Moss-Morris et al.，2002）的回答用于评估参与者对ASD因果属性的信念。教育工作者还被要求阅读描述四个EBP和四个非EBP的文本。文本呈现基于2×2的受试者内部析因设计，以实践状态（EBP或非EBP）和来源可信度（可信或不可信）为自变量。在阅读每一篇文章后，参与者报告他们是否（a）熟悉这种做法，以及（b）他们将在多大程度上使用或推荐这种做法。结果表明，学校工作人员高度相信神经生物学因素是ASD的一个原因。此外，与非EBP相比，受访者更熟悉EBP，也更有可能推荐或使用EBP。来源可信度并没有显著影响参与者使用或推荐实践的可能性。

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引用次数: 0

Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion 自闭症谱系障碍儿童的学习机会:教师实践的感知效能的影响和包容的驱动因素

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-01-28 DOI: 10.1177/10883576211073692

Cecilia Latorre-Cosculluela, Marta Liesa-Orús, P. Rivera‐Torres

One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers’ attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children.

成功纳入自闭症谱系障碍（ASD）儿童的因素之一是，教学专业人员的态度与教育实践的感知效果有关。本研究的目的是探索一系列专门针对自闭症谱系障碍儿童的实践的感知效果与感知的驱动因素和对他们完全融入的态度之间的关系。我们估计了一个结构方程模型，其中包括454名参与研究的教师的社会职业变量。研究结果表明，对自闭症谱系障碍儿童实施的实践效果更高，会使他们在包容性环境中对这些儿童的教育持更积极的态度。同样，包容的驱动因素也改善了教师对这些孩子的态度。研究结果表明，有必要改善教师培训，并为教师提供必要的资源，使他们的做法适应所有儿童。

引用次数: 0

Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology 加快步伐:使用支持的自我管理和Fitbit技术增加患有自闭症谱系障碍和智力残疾的成年人的身体活动

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-01-25 DOI: 10.1177/10883576211073700

Melissa N. Savage, Brianne T. Tomaszewski, K. Hume

Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.

患有自闭症谱系障碍和智力残疾的成年人通常不从事健康水平的体育活动，尽管它有很多好处。我们进行了一项随机对照试验，以评估Step It Up计划的有效性和可行性，该计划使用支持的自我管理策略，对患有自闭症谱系障碍和智力残疾的成年人进行每日步数，健康措施和感知生活质量。40名年龄在18岁到57岁之间的参与者被随机分配到对照组和干预组。男性占参与者性别的70.6%。两组都接受了Fitbit和Fitbit培训，并参加了前后评估。干预组参加了Step It Up项目。干预组的参与者步数明显增加，体重减轻更多。可行性和可接受性也很高。本研究提供了有价值的数据，用于支持自我管理的锻炼计划，以及洞察其在家庭环境中的可行性。

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引用次数: 7

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