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

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

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

OT, SLP, AT & the IEP…Making Sense of the Alphabet Soup

Creating an IEP – or Individualized Educational Program – can be an incredibly confusing and daunting experience. The “alphabet soup” of acronyms and legalese often increases the anxiety and uneasiness for families. There are often many professionals in the room, some just popping in and out during the meeting, and families can feel isolated and not fully part of the process. One way to offset these feelings is to prepare ahead of time. We’ve designed this article to be an at-a-glance format, combining our professional expertise and some handy resources. This information is presented via FAQs (more alphabet soup for frequently asked questions) and IEP insider tips. In addition, we have included voices and insights of families from the NFXF community and their perspectives based on personal, first-hand experiences about the IEP process. We’ve kept the families anonymous and sincerely thank them for their valuable comments and suggestions. All family contributions are italicized so you can quickly find them. Be sure to check out the many handy resources at the end. It is our sincere hope that families can find some helpful information to aid them in confidently participating in your child’s IEP as a key member of the team

A Randomized, Double-Blind, Placebo-Controlled Trial of Low-Dose Sertraline in Young Children With Fragile X Syndrome.

ObjectiveObservational studies and anecdotal reports suggest that sertraline, a selective serotonin reuptake inhibitor, may improve language development in young children with fragile X syndrome (FXS).MethodsThe authors evaluated the efficacy of 6 months of treatment with low-dose sertraline in a randomized, double-blind, placebo-controlled trial in 52 children with FXS aged 2 to 6 years.ResultsEighty-one subjects were screened for eligibility, and 57 were randomized to sertraline (27) or placebo (30). Two subjects from the sertraline arm and 3 from the placebo arm discontinued. Intent-to-treat analysis showed no difference from placebo on the primary outcomes: the Mullen Scales of Early Learning (MSEL) expressive language (EL) age equivalent and Clinical Global Impression Scale-Improvement. However, analyses of secondary measures showed significant improvements, particularly in motor and visual perceptual abilities and social participation. Sertraline was well tolerated, with no difference in side effects between sertraline and placebo groups. No serious adverse events occurred.ConclusionThis randomized controlled trial of 6 months of sertraline treatment showed no primary benefit with respect to early EL development and global clinical improvement. However, in secondary exploratory analyses, there were significant improvements seen on motor and visual perceptual subtests, the cognitive T score sum on the MSEL, and on one measure of social participation on the Sensory Processing Measure-Preschool. Furthermore, post hoc analysis found significant improvement in early EL development as measured by the MSEL among children with autism spectrum disorder on sertraline. Treatment appears safe for this 6-month period in young children with FXS, but the authors do not know the long-term side effects of this treatment. These results warrant further studies of sertraline in young children with FXS using refined outcome measures as well as longer term follow-up studies to address long-term side effects of low-dose sertraline in early childhood

A Randomized, Double-Blind, Placebo-Controlled Trial of Low-Dose Sertraline in Young Children With Fragile X Syndrome

Objective: Observational studies and anecdotal reports suggest that sertraline, a selective serotonin reuptake inhibitor, may improve language development in young children with fragile X syndrome (FXS). Methods: The authors evaluated the efficacy of 6 months of treatment with low-dose sertraline in a randomized, double-blind, placebo-controlled trial in 52 children with FXS aged 2 to 6 years. Results: Eighty-one subjects were screened for eligibility, and 57 were randomized to sertraline (27) or placebo (30). Two subjects from the sertraline arm and 3 from the placebo arm discontinued. Intent-to-treat analysis showed no difference from placebo on the primary outcomes: the Mullen Scales of Early Learning (MSEL) expressive language (EL) age equivalent and Clinical Global Impression Scale-Improvement. However, analyses of secondary measures showed significant improvements, particularly in motor and visual perceptual abilities and social participation. Sertraline was well tolerated, with no difference in side effects between sertraline and placebo groups. No serious adverse events occurred. Conclusion: This randomized controlled trial of 6 months of sertraline treatment showed no primary benefit with respect to early EL development and global clinical improvement. However, in secondary exploratory analyses, there were significant improvements seen on motor and visual perceptual subtests, the cognitive T score sum on the MSEL, and on one measure of social participation on the Sensory Processing Measure-Preschool. Furthermore, post hoc analysis found significant improvement in early EL development as measured by the MSEL among children with autism spectrum disorder on sertraline. Treatment appears safe for this 6-month period in young children with FXS, but the authors do not know the long-term side effects of this treatment. These results warrant further studies of sertraline in young children with FXS using refined outcome measures as well as longer term follow-up studies to address long-term side effects of low-dose sertraline in early childhood