Early Childhood ABA: Issues of Early ASD Detection and Access to Intervention

This paper provides an overview of ABA, summarizes findings from studies of early childhood ABA with a focus on intervention dosage, and addresses the influence of demographics and culture on early ASD detection and access to early childhood ABA intervention. Although, this paper is not inclusive of all the ABA studies conducted between 1987-2007 and beyond, it summarizes the findings of some of the historical studies in early childhood ABA. These historical studies were located through two systematic reviews including studies between the years 1987- 2007 and selected if they met the following criteria: (1) intervention was based on behavioral principals (2) participants were five years of age or younger at the onset of intervention (3) intervention was in-home or clinic-based (4) utilized a group research design. A total of seven studies met the inclusion criteria. All seven studies reported increasing intellectual, educational, and behavioral gains for children with ASD. However, three of the studies did not report significant differences across all outcome measures favoring the treatment group. The seven studies reported mixed findings regarding treatment dosage with weekly treatment dosage ranging from 40 to 19.45 hours. Additional findings indicated that demographics and culture should be considered as they influence the early detection of ASD and access to intervention. Based on these findings, future research should further investigate how these variables along with others moderate or mediate early childhood ABA outcomes associated with early ASD detection and access to intervention

Sleep Problems in Children With Autism Spectrum Disorder

The purpose of the current study was to examine the effect of restricted and repetitive behaviors (RRBs) on the relationship between sleep problems and externalizing behaviors in young children with autism spectrum disorder (ASD). Sixty-six participants with ASD and a mean age of 4 years and their parents participated in the study. Parents reported on their child’s sleep, ASD symptoms, and externalizing behavior during a one-time lab visit. Bivariate correlations and a mediation analysis were conducted to assess the associations between sleep problems, externalizing behavior, and RRB. Results suggested that children with higher scores in measures of RRB had higher scores in sleep problems and externalizing behavior. Results also suggested that RRB partially mediated the relationship between sleep problems and externalizing behavior. Implications for the early identification of sleep and behavior problems, as well as ASD symptoms, are discussed

How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet?

The focus of this position paper is Internet use by adolescents and adults with intellectual and developmental disabilities. Drawing on existing literature in the field we will identify problems with and gaps in the current research. Our review is framed by three main questions: What constitutes a ‘normal’ life for adolescents and adults with intellectual and developmental disabilities? What constitutes ‘normal’ use of the Internet for adolescents and adults with intellectual and developmental disabilities? How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? The key focus of this review is the complex relationship between adolescents and adults with intellectual and developmental disabilities and those providing support; how they negotiate access to and use of the Internet and how perceptions regarding risk and normalcy mediate this negotiation. As a result of this review will argue that identified gaps and problems in the research field need to be addressed by expanding both methodological and conceptual approaches. In particular we will propose the need for more in-depth qualitative research that is inclusive in nature. We will also propose that an adapted positive risk-taking framework might be useful in framing the design, implementation and analysis of future research

In Their Own Words: Using Siblings’ Meanings about Daily Family Interaction to Understand the Influence of a Child with a Developmental Disability on the Sibling Experience

This study examined daily experiences of stress and coping among adolescent siblings of children with developmental disabilities. Early studies of this population have assumed that living with a disabled sibling is inherently stressful due to changes in the availability and allocation of familial resources. While recent work suggests that only a minority of nondisabled youth experience considerable stress related to family interactions involving a disabled sibling, few studies offer an understanding of how nondisabled siblings make meaning of their experiences and their attempts to cope with them. As such, we have a poor understanding of why some nondisabled siblings struggle while others do not. To address this gap in the literature, I drew on models of stress and coping to conduct a qualitative exploration of the cognitive appraisals used by nondisabled siblings during stressful family interactions. I conducted in-depth individual interviews with 11 nondisabled siblings (aged 10 to 17 years old) to elicit their descriptions of daily family interactions. The interviews were composed of audio-recorded dinner conversations and emotion maps as well as open-ended questions to elicit candid and detailed accounts of family life. Analyses of participants’ appraisal processes addressed the following questions: which aspects of daily family interactions they experienced as stressful and why they were appraised as stressful, how the participants attempted to manage these stressful interactions and why they chose particular coping behaviors and resources, and how their coordination of these appraisals were associated with their subsequent distress. The findings present three important clinical and research implications, including the importance of considering nondisabled siblings’ appraisals of stressful family interactions in clinical practice and research, the need to expand nondisabled siblings’ coping behaviors and resources for managing daily family-related stress, and the role of parents in nondisabled siblings’ experiences of stress

“The little dance”: how mother and daughter with a disability negotiate a vision for the daughter's future

In this case study, we explored how an adolescent with social-emotional and cognitive disabilities and her parent came to a shared understanding of transition goals and a vision for the future. We interviewed a 20 year-old woman with autism spectrum disorder (ASD) and anxiety and her mother separately about their hopes and how they discussed the future. Directive content analysis was used to identify themes and subthemes from the interviews. The findings indicated that the mother’s and daughter’s hopes for the future differed slightly, with the daughter’s hopes being more ambitious, narrow and concrete, while the mother had a more fluid and abstract vision. We found that the mother used a person-centered approach in speaking with her daughter about the future by having a good understanding of her daughter’s hopes, following her daughter’s lead, and sharing control over decision-making. They discussed the future in small naturally occurring increments. The mother constantly evaluated when to push her daughter, when to step back, and when to gently make suggestions about the future. She also tried to balance her hopes for her daughter’s future independence with the reality of keeping her daughter safe. Implications include the need for communication between student, parent, and school personnel, and for supporting person-centered transition planning.2017-07-01T00:00:00

Parent involvement in meaningful post-school experiences for young adults with IDD and pervasive support needs

Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in meaningful post-school experiences by eight young adults with IDD and pervasive support needs. Secondary analysis of data from a prior interview study yielded this smaller sample of eight young adults with meaningful post-school experiences. Their parents were actively involved as fierce advocates and creative problem solvers. The active involvement of parents included: a) attitudinal facilitators, b) advocacy efforts and perceptions, and c) strategic actions. Implications for future research and practice are described

Supporting a parent driven video self modeling intervention for a student with autism

The purpose of this study was to evaluate the feasibility and effectiveness of a parent implemented video self modeling intervention for a middle school student with autism. The targeted behaviors included slowing the rate of the student’s eating and reducing the number of times the student touched her food with her hands during a meal. A series of parent interviews and home visits were conducted in order to collect data about the parents’ experience of involvement in the intervention and to help ensure intervention integrity. A parent training manual was provided as a resource. Qualitative data collected through parent interviews was used to assess the utility of the provided parent training manual and to create a best practice document for school practitioners. The intervention was successful in decreasing the number of times the student touched her food with her hands during meals. The length of mealtimes was highly variable; a positive trend was observed during the intervention phase and an increase in the mean amount of time spent eating was documented during the fading phase of the study

The development of behavior problems among disabled and non-disabled children in England

This study identifies the incidence and development of disabled children’s problem behaviors (i.e., conduct, peer, hyperactivity, and emotional problems) during the early years. Using the Millennium Cohort Study, a nationally representative UK study, and a measure of disability anchored in the UK legal definition, we estimate growth curve models tracking behavior problems from ages 3 to 7. We examine whether disabled girls’ and boys’ behavior differs from their non-disabled peers, and whether it converges with or diverges from them over time. We investigate whether parenting and the home environment moderate associations between disability and behavior. We show that disabled children exhibit more behavior problems than non-disabled children at age 3, and their trajectories from ages 3 to 7 do not converge. Rather, disabled children, particularly boys, show increasing gaps in peer problems, hyperactivity, and emotional problems over time. We find little evidence that parenting moderates these associations

Effects of Maternal Views and Support on Childhood Development Through Joint Play

Background: Playful interactions draw a mother and child toward each other in positive ways; therefore, time spent in playful interactions with a responsive mother may be a developmental asset for a child. It is critical to examine how mothers support their children in joint play as well as their views of joint play. Methods: This mixed-methods study consisted of 32 mothers and their typically developing children. The Parent’s/Caregiver Support of Young Children’s Playfulness, the Test of Playfulness, the Environmental Supportiveness Assessment, and seven open-ended interviews were used to assess joint play and maternal perceptions of this experience. Results: Significant correlations were found between maternal support behaviors and a child’s playfulness manifestation. The more frequently the mother supported her child during joint play, the less playful a child was. However, the mothers who supported their children’s engagement in the process and promoted decision-making and creative play had children that were more playful. The theoretical framework explained maternal perceptions of joint play and what mothers thought was important for their children. Conclusions: The mothers perceived joint play as central to their lives and as an opportunity to teach and direct their children’s engagement. It appeared the children were more playful when their mothers supported their self-exploration, decision-making, and creative play