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Reis, Helena; Pereira, Ana; Almeida, Leandro – British Journal of Special Education, 2017
Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and…
Descriptors: Parent Attitudes, Autism, Pervasive Developmental Disorders, Early Intervention
Brandwein, Alice B.; Foxe, John J.; Butler, John S.; Frey, Hans-Peter; Bates, Juliana C.; Shulman, Lisa H.; Molholm, Sophie – Journal of Autism and Developmental Disorders, 2015
Atypical processing and integration of sensory inputs are hypothesized to play a role in unusual sensory reactions and social-cognitive deficits in autism spectrum disorder (ASD). Reports on the relationship between objective metrics of sensory processing and clinical symptoms, however, are surprisingly sparse. Here we examined the relationship…
Descriptors: Perceptual Development, Neurology, Physiology, Cognitive Processes
Preece, David; Symeou, Loizos; Stošic, Jasmina; Troshanska, Jasmina; Mavrou, Katerina; Theodorou, Eleni; Frey Škrinjar, Jasmina – European Journal of Special Needs Education, 2017
Parent training has been shown to be an important means of supporting families living with autism--but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three south-eastern European countries. To ensure that the training was…
Descriptors: Parent Attitudes, Altruism, Parent Education, Parent Surveys
Stevenson, Ryan A.; Siemann, Justin K.; Woynaroski, Tiffany G.; Schneider, Brittany C.; Eberly, Haley E.; Camarata, Stephen M.; Wallace, Mark T. – Journal of Autism and Developmental Disorders, 2014
Atypical communicative abilities are a core marker of Autism Spectrum Disorders (ASD). A number of studies have shown that, in addition to auditory comprehension differences, individuals with autism frequently show atypical responses to audiovisual speech, suggesting a multisensory contribution to these communicative differences from their…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Adolescents
Mercer, Jean – Research on Social Work Practice, 2017
Purpose: To review and assess theory and research supporting DIR/Floortime™, a method proposed for treatment of young children with autism spectrum disorders (ASD). Methods: Published materials describing the principles of DIR/Floortime™were evaluated. Published outcome research articles were assessed for the adequacy of their design and…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Comparative Analysis
Stevenson, Ryan A.; Siemann, Justin K.; Woynaroski, Tiffany G.; Schneider, Brittany C.; Eberly, Haley E.; Camarata, Stephen M.; Wallace, Mark T. – Journal of Autism and Developmental Disorders, 2014
Individuals with autism spectrum disorders (ASD) exhibit alterations in sensory processing, including changes in the integration of information across the different sensory modalities. In the current study, we used the sound-induced flash illusion to assess multisensory integration in children with ASD and typically-developing (TD) controls.…
Descriptors: Autism, Pervasive Developmental Disorders, Sensory Integration, Perceptual Impairments
Dammeyer, Jesper – Journal of Autism and Developmental Disorders, 2014
Associations between congenital deafness or blindness and autism have been found. The main consequences of congenital sensory impairment, being barriers for communication, language and social interaction development, may lead to symptoms of autism. To date only few studies have been reported concerning individuals with congenital deafblindness.…
Descriptors: Correlation, Deaf Blind, Sensory Integration, Disabilities
Lang, Russell; O'Reilly, Mark; Healy, Olive; Rispoli, Mandy; Lydon, Helena; Streusand, William; Davis, Tonya; Kang, Soyeon; Sigafoos, Jeff; Lancioni, Giulio; Didden, Robert; Giesbers, Sanne – Research in Autism Spectrum Disorders, 2012
Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention…
Descriptors: Participant Characteristics, Sensory Integration, Intervention, Autism
ElGarhy, Sayed; Liu, Ting – School Psychology Quarterly, 2016
The purpose of this study was to examine the effects of a psychomotor intervention program (PIP) on body awareness and psychomotor concepts for students with autism spectrum disorder (ASD). Twenty-eight students (23 boys and 5 girls) with ASD participated in this study. Fourteen students with ASD were randomly assigned to the experimental group…
Descriptors: Psychomotor Skills, Autism, Pervasive Developmental Disorders, Control Groups
Schaaf, Roseann C.; Benevides, Teal; Mailloux, Zoe; Faller, Patricia; Hunt, Joanne; van Hooydonk, Elke; Freeman, Regina; Leiby, Benjamin; Sendecki, Jocelyn; Kelly, Donna – Journal of Autism and Developmental Disorders, 2014
This study evaluated a manualized intervention for sensory difficulties for children with autism, ages 4-8 years, using a randomized trial design. Diagnosis of autism was confirmed using gold standard measures. Results show that the children in the treatment group (n = 17) who received 30 sessions of the occupational therapy intervention scored…
Descriptors: Intervention, Autism, Sensory Integration, Disabilities
Mazurek, Micah O.; Vasa, Roma A.; Kalb, Luther G.; Kanne, Stephen M.; Rosenberg, Daniel; Keefer, Amy; Murray, Donna S.; Freedman, Brian; Lowery, Lea Ann – Journal of Abnormal Child Psychology, 2013
Children with autism spectrum disorders (ASD) experience high rates of anxiety, sensory processing problems, and gastrointestinal (GI) problems; however, the associations among these symptoms in children with ASD have not been previously examined. The current study examined bivariate and multivariate relations among anxiety, sensory…
Descriptors: Pain, Anxiety, Autism, Pervasive Developmental Disorders
Kelleher, Jacqueline P. – Journal of the American Academy of Special Education Professionals, 2015
When it comes to educating students with autism in the classroom, teachers' perceptions and attitudes toward inclusion are essential. Professional development that enhances perspective taking about autism is powerful if it leads to depth of understanding and action. Instructional media can play a role in raising viewer awareness; unfortunately,…
Descriptors: Films, Teaching Methods, Autism, Feedback (Response)
David, Nicole; Schultz, Johannes; Milne, Elizabeth; Schunke, Odette; Schöttle, Daniel; Münchau, Alexander; Siegel, Markus; Vogeley, Kai; Engel, Andreas K. – Journal of Autism and Developmental Disorders, 2014
Individuals with an autism spectrum disorder (ASD) show hallmark deficits in social perception. These difficulties might also reflect fundamental deficits in integrating visual signals. We contrasted predictions of a social perception and a spatial-temporal integration deficit account. Participants with ASD and matched controls performed two…
Descriptors: Brain Hemisphere Functions, Autism, Pervasive Developmental Disorders, Interpersonal Competence
Ben-Sasson, A.; Soto, T. W.; Martinez-Pedraza, F.; Carter, A. S. – Journal of Child Psychology and Psychiatry, 2013
Background: Sensory over-responsivity (SOR) affects many individuals with autism spectrum disorders (ASD), often leading to stressful encounters during daily routines. Methods: This study describes the associations between early SOR symptoms and the longitudinal course of restrictions in family life activities and parenting stress across three…
Descriptors: Sensory Integration, Toddlers, Autism, Pervasive Developmental Disorders
Deris, Aaron R.; Di Carlo, Cynthia F. – Support for Learning, 2013
Young children with autism benefit from various adaptations made to an early childhood classroom. This article includes modifications for both teacher-directed and child-initiated activities. Adaptations are given for the classroom environment, daily schedule, sensory needs, transitions and general teaching strategies. The techniques described are…
Descriptors: Autism, Inclusion, Young Children, Academic Accommodations (Disabilities)