Exercise: An Antecedent Based Intervention to Address Sensory Motor Needs and Learning Readiness

“Exercise (ECE) is a strategy that involves an increase in physical exertion as a means of reducing problem behaviors or increasing appropriate behavior while increasing physical fitness and motor skills” “ECE can be used effectively to address behavior, school-readiness, academic, and motor skills.” NPDC Exercise Fact Sheet, 201

Effects of Sertraline Treatment for Young Children with FXS

Phenotypic manifestations for young children with fragile X syndrome (FXS) include: anxiety, sensory processing challenges, global language and communication deficits and intellectual and developmental disabilities. Many of these symptoms can be treated with medications, including selective serotonin reuptake inhibitors (SSRIs). However to date a clinical trial has not been conducted for children under five years old. This study investigated the following question: Are there group differences on developmental outcome measures for those children treated with sertraline compared to placebo

Assistive Technology Enhancement of Written Expression for Individuals with Neurodevelopmental Disorders

This study involves the use of computer software to assess the use of assistive technology (AT) in individuals with neurodevelopmental disorders. We will present an update of the subjects in the study, including research issues, subject diagnoses and diagnostic trends as assessed through baseline and follow-up testing

Assistive Technology Enhancement of Written Expression for Individuals with Neurodevelopmental Disorders [Poster]

The purpose of this project is to carry out an intensive training program in subjects with a broad range of neurodevelopmental disabilities to assess the efficacy of assistive technology (AT) intervention

Collaborative Practices in Special Education: An Exploratory Study

Professional collaboration in special education is essential for student success (Barnes & Turner, 2000). However, IDEA legislation does not guide how such collaboration should take place (Pub. L. 108–446). The Conceptual Model for Collaboration (CMC) created by Czuleger and colleagues (2016) described professional collaborative practices of a transdisciplinary team at a special education center. The purpose of this study was to examine the CMC in a broader context.https://scholar.dominican.edu/ug-student-posters/1058/thumbnail.jp

Imitation in fragile X syndrome: Implications for Autism

To address the specific impairment of imitation in autism, the imitation abilities of 22 children with fragile X syndrome (FXS) with and without autism were compared. Based on previous research, we predicted that children with FXS and autism would have significantly more difficulty with non-meaningful imitation tasks. After controlling for full-scale IQ and age, the groups did not differ in their overall imitation accuracy scores, but analysis of error patterns revealed that children with FXS and autism made more groping errors and additional movements than the comparison group. These error patterns are consistent with the hypothesis that an action production system deficit plays an important role in the overall imitation deficit in autism, at least in children with FXS

Effects of Sertraline Treatment for Young Children with FXS

Selective serotonin reuptake inhibitors (SSRIs) help treat many of the phenotypic manifestations of fragile X syndrome (FXS) including anxiety, sensory processing challenges, and communication and intellectual deficits. However, the efficacy of SSRIs has not been previously studied in children with FXS under five-years-old. The purpose of this study was to elucidate group differences in behavior and developmental outcome measures for young children with FXS when treated with sertraline compared to placebo

Gross Motor Development, Movement Abnormalities, and Early Identification of Autism

Gross motor development (supine, prone, rolling, sitting, crawling, walking) and movement abnormalities were examined in the home videos of infants later diagnosed with autism (regression and no regression subgroups), developmental delays (DD), or typical development. Group differences in maturity were found for walking, prone, and supine, with the DD and Autism-No Regression groups both showing later developing motor maturity than typical children. The only statistically significant differences in movement abnormalities were in the DD group; the two autism groups did not differ from the typical group in rates of movement abnormalities or lack of protective responses. These findings do not replicate previous investigations suggesting that early motor abnormalities seen on home video can assist in early identification of autism

Using Technology Tools and Strategies to Increase Participation for Individuals with ASD

ASD is a common developmental disability, currently identified in 1 of 59 children in the United States and occurring across all racial, ethnic, and socioeconomic groups. Occupational therapy clinicians must have thorough knowledge of factors related to ASD, human function and performance, occupation across multiple contexts, and the interactions among them to make sound intervention decisions. New to this edition ofAutism Across the Lifespan is broadened discussion of ASD across the ages and stages of life, from early childhood to adulthood and aging. Aligned with current evidence and the OTPF, this text empowers clinicians to meet the diverse and unique needs of clients with ASD. ~publisher\u27s description~https://scholar.dominican.edu/books/1138/thumbnail.jp

Assistive Technology and the IEP

The concept of Assistive Technology (AT) can be overwhelming for many families and Individualized Education Program (IEP) teams. The purpose of this article is to provide parents with useful information about AT and how to go about addressing it as part of their child’s IEP. We also want to demystify AT and remind everyone that it does not mean just a computer or other communication device. AT is in fact very broad, and there should be a systematic process in place to document its consideration and use as part of the IEP