Word association type and the temporal stacking of responses

In two studies, data were gathered concerning the originality and latency of word associations obtained under no instructions or under instructions to be as original as possible. Responses were scored as paradigmatic (P) or syntagmatic (S). Earlier analyses had determined that highly original responses tended to be S. The hypothesis that instructions to be original would increase the latency of responding was confirmed. Under no instructions, S responses were of greater latency than P. However, contrary to prediction, under originality instructions the reverse was true, and further analyses revealed that P responses of longer latency were of significantly less originality. The results are interpreted in terms of a response-hierarchy model.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/32776/1/0000149.pd

Verbal labeling, rehearsal, and short-term memory

The effects of verbal labeling in a serial position short-term memory (STM) task were investigated in two studies. In the first, 32 children at each of the grades 4, 6, and 8 were tested. In the second, 40 college students were tested. The stimuli consisted of eight cards with a central and an incidental picture on each. Half of the subjects overtly labeled the central pictures as they were presented; half did not. In Study I there were eight trials; in Study II there were additional trials in which stimuli contained only the central pictures. In Study I labeling did not affect overall performance; in Study II labeling was found to decrease performance significantly. For both studies labeling had differential effects at the primacy and recency portions of the serial-position data. There was no effect of one versus two stimuli per card in Study II. The findings were discussed in terms of issues concerning verbal mediation and rehearsal strategies. A developmental model for the processes involved in serial-position STM was presented.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/32831/1/0000206.pd

The Social Orienting Continuum and Response Scale (SOC-RS): A Dimensional Measure for Preschool-aged Children

Children with autism show deficits in social orienting, joint attention, orienting to their names, and social smiling as early as the first year of life. The present study describes the development of the Social Orienting Continuum and Response Scale (SOC-RS), a quantitative scale that is designed to be used in the context of video-recorded Autism Diagnostic Observation Schedule (ADOS) sessions. The SOC-RS was shown to be reliable and valid, and when applied to a longitudinal sample of children with autism studied at 2 and 4 years of age, was shown to be sensitive to decreased levels of social referencing, joint attention, orientating to name, and social smiling in autism. The implications of these findings and potential applications of the SOC-RS are discussed

Book reviews

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44628/1/10803_2005_Article_BF01537729.pd

Randomized Controlled Trial of Therapeutic Horseback Riding in Children and Adolescents With Autism Spectrum Disorder

This study expands previous equine-assisted intervention research by evaluating the effectiveness of therapeutic horseback riding (THR) on self-regulation, socialization, communication, adaptive, and motor behaviors in children with autism spectrum disorder (ASD)

Long-Term Effect of Therapeutic Horseback Riding in Youth With Autism Spectrum Disorder: A Randomized Trial

This paper presents 6-month follow-up data of 44% (N = 64/116) of participants (ages 6–16 years) with a diagnosis of autism spectrum disorder, who participated in a previously-published randomized controlled trial of therapeutic horseback riding (THR) compared to a no-horse contact active control. The objective of this study was to examine whether significant improvements of irritability, hyperactivity, social, and communication behaviors observed in participants randomized to receive a 10-week manual-based THR intervention were sustained 6 months after the intervention conclusion. Participants' caregivers from both the THR (n = 36) and active control (n = 28) groups completed a measure of irritability and hyperactivity behaviors (primary outcome variables). Additionally, only the THR group participants completed the full battery of study outcomes assessments. Between group comparisons examining the extended interval from baseline (1-month pre-intervention assessment) to 6-months after the intervention revealed that the THR group maintained reductions in irritability behavior at a 0.1 level (effect size = 0.32, p = 0.07). (Effect size = 0.32, p = 0.07), which was 73% of efficacy preserved from the primary post-intervention endpoint (within 1-month post-intervention). Hyperactivity behaviors did not sustain this same trend. Comparisons from baseline and 6-months after the intervention revealed that the THR group sustained significant initial improvements made in social and communication behaviors, along with number of words and different words spoken during a standard language sample. This is the first known study to examine and demonstrate the longer-term effects of THR for individuals with ASD and warrants a more thorough evaluation of whether the effects of THR are maintained for at least 6-months after the intervention compared to a control.Clinical Trial Registration Information: Trial of Therapeutic Horseback Riding in Children and Adolescents with Autism Spectrum Disorder; http://clinicaltrials.gov; NCT02301195

Autism spectrum disorders in adolescence and adulthood: Long-term outcomes and relevant issues for treatment and research

The advances in research and treatment of autism spectrum disorders (ASD) over the past three decades have focused largely on early childhood and school-age years. Although ASD is a lifelong condition, there has been relatively little attention paid to ASD during the adolescent and adulthood periods. As the population of those with ASD continues to rise and age, the need to provide research and treatment for this group has become increasingly evident. This paper reviews the current literature available on symptoms, functioning, and treatment of adolescents and adults with ASD, as well as the unique issues that arise for individuals with ASD after childhood. Adulthood outcomes for ASD are generally poor, even for those with average to above average cognitive ability. Further research and additional clinical resources are needed for this rapidly increasing group

El acceso al currículo por alumnos con Trastornos del Espectro del Autismo : uso del programa TEACCH para favorecer la inclusión

Resumen basado en el de la publicaciónEl programa TEACCH (tratamiento y educación para niños con autismo y otras dificultades comunicativas) se apoya en los puntos fuertes de las personas con Trastornos del Espectro Austista (TEA) para permitirles acceder al currículo y desarrollar al máximo su potencial. Se presentan ejemplos de casos reales de alumnos de diferentes edades y con distintos niveles de desarrollo de capacidades. Se toma como base el currículo de infantil, primaria y secundaria, para explicar los elementos clave de este programa: 'la estructuración física', 'los horarios', 'los sistemas de trabajo individuales' y 'la estructuración e información visual complementaria'. Se considera que todos estos elementos son de gran utilidad en cualquier modalidad de escolarización. La obra se encuentra adaptada al contexto normativo y cultural español.Castilla y LeónBiblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5; 28014 Madrid; Tel. +34917748000; [email protected]

Distraction and originality in word associations

Two types of auditory distraction were employed during a word-association task: A distractor to be ignored (inhibition distractor) and a distractor to be attended to (vigilance distractor). A control group received no distraction. Houston and Jones (1967) presented evidence that the presence of an inhibition distractor improved performance on a task postulated to involve inhibition. If originality in word associations involves the inhibition of more probable common responses, any manipulation (inhibition distractor) which increases inhibition facility should increase originality and/or decrease the latency of original responses. This study found no such effect with respect to the originality of responses. Latency of response yielded a marginal effect in the predicted direction. The results are discussed in terms of the similarity of experimental tasks and measures between this study and the one by Houston and Jones.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/33081/1/0000467.pd