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Plesa Skwerer, Daniela; Brukilacchio, Briana; Chu, Andrea; Eggleston, Brady; Meyer, Steven; Tager-Flusberg, Helen – Autism: The International Journal of Research and Practice, 2019
Attending preferentially to social information in the environment is important in developing socio-communicative skills and language. Research using eye tracking to explore how individuals with autism spectrum disorder deploy visual attention has increased exponentially in the past decade; however, studies have typically not included minimally…
Descriptors: Children, Adolescents, Autism, Pervasive Developmental Disorders
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Wicks, Rachelle; Paynter, Jessica; Westerveld, Marleen F. – Autism: The International Journal of Research and Practice, 2020
Visual attention and active engagement during shared book reading are important for facilitating emergent literacy learning during the preschool years. Children on the autism spectrum often show difficulties in language and literacy development, yet research investigating potential indicators of shared book reading engagement, including visual…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Parent Child Relationship
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Pastor-Cerezuela, Gemma; Fernández-Andrés, M. Inmaculada; Tárraga-Mínguez, Raúl; Navarro-Peña, J. Miguel – Focus on Autism and Other Developmental Disabilities, 2016
The objectives of this study were (a) to evaluate parental stress in parents of children with autism spectrum disorders (ASD group) and compare it with the stress in parents of children with typical development (comparison group); (b) to study the relationship between parental stress, autism severity, and both verbal and performance IQ; and (c) to…
Descriptors: Stress Variables, Parents, Child Rearing, Autism
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Coulter, Gail; Sasnett, Roger – Journal of the American Academy of Special Education Professionals, 2016
Few evidence-based practices are available to guide educators in teaching reading to children with Autism Spectrum Disorder who have complex learning and behavioral needs associated with the symptoms of ASD and common co-occurring conditions, such as Attention Deficit/Hyperactive Disorder and Specific Learning Disability. Some researchers have…
Descriptors: Autism, Pervasive Developmental Disorders, Attention Deficit Hyperactivity Disorder, Comorbidity
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Parry-Cruwys, Diana E.; Neal, Carrie M.; Ahearn, William H.; Wheeler, Emily E.; Premchander, Raseeka; Loeb, Melissa B.; Dube, William V. – Journal of Applied Behavior Analysis, 2011
Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple…
Descriptors: Student Behavior, Responses, Resistance (Psychology), Reinforcement
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Persson, Christina; Niklasson, Lena; Oskarsdottir, Solveig; Johansson, Susanne; Jonsson, Radi; Soderpalm, Ewa – International Journal of Language and Communication Disorders, 2006
Background: Language impairment and delayed language onset have been described, although not investigated in detail, in children with 22q11 deletion syndrome. Aims: To investigate different areas of language: the ability to retell a narrative, phonology, syntax and receptive vocabulary in a group of 5-8-year-old children with 22q11 deletion…
Descriptors: Speech Impairments, Young Children, Language Skills, Pervasive Developmental Disorders