Generalization of Skills Acquired in Language for Learning by Young Children with Autism Spectrum Disorder
AbstractLanguage deficits are a characteristic of individuals with autism spectrum disorder (ASD).Language for Learning is a promising curriculum for this population; it directly addresses language skills and contains several effective instructional strategies for learners with ASD. However, research on this curriculum for learners with ASD is limited, and to date research has not examined whether skills acquired inLanguage for Learning generalize to novel stimuli. The purpose of this study was to evaluate the effects ofLanguage for Learning for producing generalization of expressive labeling skills to untrained visual stimuli by two children with ASD using a multiple probe across behaviors design. Results indicate thatLanguage for Learning was effective in producing generalization to untrained stimuli and to a novel person. Further, gains maintained 6 –8 weeks after the intervention was terminated. The implications of these results for future research onLanguage for Learning are discussed.
Conclusions and implicationsAdjustments are needed to the custody process and environment to support interactions between autistic individuals and officers and improve the overall wellbeing of autistic individuals.
(Northwestern University) Scientists have discovered why a specific genetic mutation causes intellectual disability and autism spectrum disorder in children. The mutation results in fewer brain synapses, making it harder for the brain to learn. The discovery offers a new target for treatment.
Publication date: Available online 4 December 2019Source: Genomics, Proteomics &BioinformaticsAuthor(s): Guan Ning Lin, Sijia Guo, Xian Tan, Weidi Wang, Wei Qian, Weichen Song, Jingru Wang, Shunying Yu, Zhen Wang, Donghong Cui, Han WangAbstractDe novo variants (DNVs) are one of the most significant contributors to severe early-onset genetic disorders such as autism spectrum disorder, intellectual disability, and other developmental and neuropsychiatric (DNP) disorders. Presently, a plethora of DNVs have been identified using next-generation sequencing, and many efforts have been made to understand their impact at the g...
ConclusionThe WISC-IV profiles might help distinguishing between the cognitive characteristics of ASD and ADHD boys.
Conclusions and implicationsAutism siblings reported poorer school-related outcomes and increased behavioural difficulties relative to siblings of non-autistic children. There was wide variation in autism siblings’ outcomes, highlighting the importance of taking an individualised and contextualised approach to understanding the varying needs of autism siblings.
In this study, we performed an extensive assessment of the value of CMA for the diagnosis of children with ID/DD in China. Methods: A total of 633 patients diagnosed with DD/ID in West China Second University Hospital, Sichuan University, were recruited from January 2014 to March 2019. The patients were classified into 4 subgroups: isolated DD/ID, DD/ID with multiple congenital anomalies (MCA), isolated autism spectrum disorders (ASDs), and DD/ID with epilepsy. CMA was performed on Affymetrix 750K platform. Results: Among the 633 patients, 127 cases were identified as having pathogenic copy number variations (pCN...
ConclusionAdditional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability.
NHS Digital has published annual figures on mental health, learning disability and autism services.
ConclusionResources should be devoted to establishing a family support system that promotes FQOL and buffers parental stress for families of children with ASD.
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Amanda L. Sullivan, Shanna Sadeh, Alaa K. HouriAbstractNearly 50 years of research show persistent racial disproportionality in the identification of special education disabilities, but the underlying mechanisms for these disparities remain largely unexplored. Because ambiguous regulations defining disabilities may allow subjectivity and unlawful differential treatment (i.e., racial bias or discrimination) in the special education eligibility process, an important target of study is disparate treatment of students by race in evaluation...