Michelle Gielarowski Thesis Presentation 2010
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Transcript of Michelle Gielarowski Thesis Presentation 2010
THE OVERALL EFFECT ON THE LIVES OF CHILDREN WITH AUTISM
M I C H E L L E G I E L A R O W S K IU N I V E R S I T Y O F P I TT S B U R G H
Speech and Language Development
Contents
Overview of autism Description and Definition Symptoms and Diagnosis Causes Prevalence
Speech and Language Development Typical Development vs. Development in Autism Effect on child Effect on family (parents and siblings)
Implications for Intervention Early Intervention Response to Intervention (RTI) Functional Communication Training (FCT)
Definition Description
Complex developmental disability appearing during the first three years of life affecting the ability to communicate and interact
PDD (Persuasive Developmental Disorder)
Leo Kanner 1943Difficulties with
social interaction and communication, and displaying repetitive behaviors
Overview of Autism
(Autism Society of America, 2008; Landa, 2007)
Overview of Autism
SymptomsReciprocal social interactionVerbal and nonverbal communicationRepetitive/unusual behavior and/or interests
Symptoms
Reciprocal Social InteractionA social deficit that involves withdraws from
social interaction and difficulty with maintaining relationships.
Isolation preferableIgnoring others, unresponsive behavior, showing
no interest in playing with others, and rarely initiating social contact
Difficulty with social sharingBrief eye contact, infrequent facial expressions,
and difficulty with establishing joint attention(Brown & Percy, 2007)
Bono, Daley, & Signman Study
Relations Among Joint Attention, Amount of Intervention, and Language Gain in Autism (2004)
Investigated relationship between amount of intervention and language development
Proposed joint attention skills as characteristics to moderate relationship
Results showed conditional relationship between amount of intervention and language development with dependence on joint attention skills
Symptoms
Verbal and Nonverbal CommunicationA delay in, or complete lack of, the
development of spoken languageDifficulty with semanticsUse of gestures/pointing to communicate
needsDifficulty with pragmaticsExhibits echolalia
(Allman, Eidine, & Helmy, 2008; Brown & Percy, 2007; Koegel, Koegel, & Shirotiva, 2009)
Symptoms
Repetitive and Unusual Behaviors and Interests
Obsessive preoccupationsDifficulty dealing with changeRepetitive behaviors that include motor
movements
(Brown & Percy, 2007)
Diagnosis
Understand the complexity of the disabilityConsider all possible symptomsDo not rule out autism immediately; look at
all aspectsAccurate assessment through observations,
knowledge of history, interviews with family, and various assessment tools provides guidance
(Brown & Percy, 2007)
Overview of Autism
CausesNo known cause of autismPossibility of multiple causes with similar
pattern of behavior
(Fombonne, 2003)
Overview of Autism
PrevalenceChildren diagnosed with autism increased
from 4 to 6 per 1,000 (or 1 in approximately 1,600) live births to 1 in every 150 live births
More prevalent in males vs. females1 in 3 people are nonverbal
(Sansosti, 2010)
Typical Children Children with Autism
Paralinguistic stage: includes body movements and sounds
Linguistic Stage; communicates orally
Forms sensible sentences; first simple then compound
Vocabulary extends
Early sharing of affective expression
Delayed onset of babbling
Delay in use of gestures and responsiveness
Speech and Language Development
(Allen & Marotz, 2003; Landa, 2007)
Effect on the Family
Higher levels of stressSigns of depressionResponsibility is shifted to siblingsDifficult for family to maintain social
interaction and positive relationships
Siblings Mother
Exposed to increased parental expectations, decreased parental involvement, and increased responsibilities
Traditional sibling role changes; the potential responsibility of becoming the primary caregiver is likely
Increased amount of stress
Minimal affective expression
Increased difficulty in managing interpersonal situations
Effect on the Family
McIntyre & Quintero Study
Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child with an Autism Spectrum Disorder (2010)
Differences in social, behavioral, and academic adjustment in siblings of children with and without autism
Results showed siblings in both groups were in the average range for academic competence, social skills, and behavioral functioning
Hastings Study
Brief Report: Behavioral Adjustment of Siblings of Children with Autism (2003)
Data was collected on 22 siblings of children with autism and rated by their mothers as having more behavior problems and fewer pro-social behaviors
Results showed that children with siblings who have autism, and also those younger than their sibling with autism, engaged in fewer pro-social behaviors
Filipek, Goldberg, Jarvis, Laulhere, Osan, Spence, & Straub Study
Brief Report: Early Social Communication Behaviors in the Younger Siblings of Children with Autism (2005)
Data was collected on young children with autism, younger siblings in families with an older child with autism, and young typically developing children
Results showed the social communicative behaviors of the younger siblings differed from typically developing children but not from the behaviors displayed by the autism group
Hodge, Hollman, Looney, Lopez-Wagner, & Sweeny Study
Mothers of Typically Developing Children and Mothers of Children with Autism (2000)
Data using the Parenting Stress Index was collected on stress levels of mothers of children with autism and mothers of typically developing children
Results showed higher stress levels in mothers of a child with autism versus mothers of a typically developing child
Bordin, Duarte, Mooney &Yazigi Study
Factors Associated with Stress in Mothers of Children with Autism (2005)
Investigated possible reasons for stress in mothers of children with autism
Results showed that poor affective expression, little interest in people, being an older mother, and having a younger child contributed to increased stress level
Implications for Intervention
Early InterventionResponse to Intervention (RTI)Functional Communication Training (FCT)
Early Intervention
Improves cognitive level, language, and ability to function in school
Successful early intervention programs include: early start, intensive, structured behavioral teaching principals, comprehensive, individualized, trained staff
Involves parents; supports inclusion
Dr. Ole Ivar Lovaas responsible for developing first early intervention program utilizing applied behavior analysis
Implications for Intervention
Lovaas Study
Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children (1987)
Investigated the effects of behavior modification treatment on children with autism
Results showed that the participants involved functioned successfully by first grade in the mainstream classroom while maintaining success
Response to Intervention
Approach for providing interventions to students at increasing levels of intensity based on progress monitoring and data analysis
Believes all children deserve equal, effective, quality instruction
3 tiers of support: quality teaching/use of
research-based interventions
data-collection procedures educational decision-
makingSchool-wide, small
group and individualized supports combine for success
Implications for Intervention
Functional Communication Training
Addresses communication and behavioral needs
Involves assessing the function of a behavior through analogue assessment methodology; then replacing challenging behavior by teaching a communicative response
Success with verbal/nonverbal children
Restructures aggression, tantrums, oppositional behavior, and hand flapping
3 step process: Assessment of the function of
behavior Identification of a
communicative response Replacement of the challenging
behavior with a communicative response
Implications for Intervention
Alter, Conroy, Mancil, & Nakao Study
Functional Communication Training in the Natural Environment: A Pilot Investigation With a Young Child with Autism Spectrum Disorder (2006)
Investigated FCT in the child’s natural environment
Results showed an increase in communication/decrease in challenging behavior
Conclusions
Language is a fundamental componentIndependence in speech and language
development is difficult to achieve for children with autism
Affects the child and also the family; siblings, parents, mother
Interventions improve overall well-being and development