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Mu Desynchronisation in Autistic Individuals: What We Know and What We Need to Know
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Amelia K. Lockhart; Christopher F. Sharpley; Vicki Bitsika – Review Journal of Autism and Developmental Disorders, 2024
Autism spectrum disorder (ASD) is a neurodevelopmental condition that includes social-communication deficits and repetitive and stereotypical behaviours (APA 2022). Neurobiological methods of studying ASD are a promising methodology for identifying ASD biomarkers. Mu rhythms (Mu) have the potential to shed light on the socialisation deficits that…
Descriptors: Autism Spectrum Disorders, Brain, Communication Problems, Communication Disorders
Evaluating the Role of Matrix Training in Advancing Intraverbal Responding among Children with ASD
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Amber N. Vega – ProQuest LLC, 2024
Children with Autism Spectrum Disorder (ASD) often exhibit persistent deficits in social communication and interaction, along with restrictive and repetitive patterns of behavior. These characteristics can significantly hinder their ability to navigate social interactions and succeed in academic settings. This study explored the need for…
Descriptors: Preadolescents, Children, Autism Spectrum Disorders, Communication Disorders
Addressing Disruptive Behaviors within Naturalistic Developmental Behavioral Interventions: Clinical Decision-Making, Intervention Outcomes, and Implications for Practice
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Elizabeth H. Kushner; Nicole Hendrix; Nailah Islam; Katherine Pickard – Autism: The International Journal of Research and Practice, 2024
Naturalistic developmental behavioral interventions are an empirically supported intervention approach for young autistic children. Despite the prevalence of disruptive behaviors among autistic children, most manualized caregiver-mediated naturalistic developmental behavioral interventions include limited formal guidance on when and how to manage…
Descriptors: Behavior Problems, Intervention, Behavior Modification, Autism Spectrum Disorders
Collaborative Working between Speech and Language Therapists and Teaching Staff in Mainstream UK Primary Schools: A Scoping Review
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Alys Mathers; Nicola Botting; Rebecca Moss; Helen Spicer-Cain – Child Language Teaching and Therapy, 2024
Support for school-age children with speech, language and communication needs (SLCN) usually takes place within the school setting. Successful outcomes for children with SLCN rely on effective collaborative working between speech and language therapists (SLTs), school staff and families. We need to understand the current evidence regarding the…
Descriptors: Foreign Countries, Allied Health Personnel, Speech Language Pathology, Elementary Schools
?It's All Communication': Family Members' Perspectives on the Communication Needs for Themselves and Their Relatives with Primary Progressive Aphasia
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Katharine Davies; Tami Howe; Jeff Small; Ging-Yuek Robin Hsiung – International Journal of Language & Communication Disorders, 2024
Background: Communication disabilities, such as primary progressive aphasia (PPA), impact family members as well as the individuals with the condition. To provide adequate communication care to people with PPA (PwPPA) and their family members, it is crucial to understand the communication needs from the family members' perspectives. To date,…
Descriptors: Family Relationship, Communication Disorders, Aphasia, Clinical Diagnosis
Pandemic Impacts on Communication and Social Well-Being: Considerations for Individuals Who Are D/HH
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Carla Wood; Kristen Guynes; Victor Lugo; Lindsey Baker; Selena Snowden – Communication Disorders Quarterly, 2024
The purpose of the current study was to investigate the impact of COVID-19 pandemic restrictions (e.g., face mask wearing and social distancing) on individuals who are Deaf or Hard of Hearing (D/HH). The study aimed to describe perceptions of challenges and valued resources to inform efforts to mitigate negative consequences of the pandemic. A…
Descriptors: Deafness, Hearing Impairments, COVID-19, Pandemics