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A Systematic Review of Derived Relational Responding beyond Coordination in Individuals with Autism and Intellectual and Developmental Disabilities
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Ashley R. Gibbs; Christopher A. Tullis; Daniel E. Conine; Andrew A. Fulton – Journal of Developmental and Physical Disabilities, 2024
As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding for individuals with autism, as well as other intellectual and developmental disabilities. However, much of the literature has focused on the relation of sameness, and less is…
Descriptors: Autism Spectrum Disorders, Intellectual Disability, Developmental Disabilities, Literature Reviews
Brief Report: A Pilot Investigation of Safety Concerns among Direct Service Providers for Adults with Intellectual and Developmental Disabilities
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Natalie M. Driscoll; Allison W. Rothschild; James K. Luiselli; Sharon Goldberg; Jillian Crawley; David Fofanah; Joshua Wangaga – Journal of Developmental and Physical Disabilities, 2023
We designed and distributed a survey that assessed safety concerns experienced by direct service providers (DSPs) (N = 59) of adults with intellectual and developmental disabilities (IDD) in community-based group homes at a single human services organization. Results indicated relatively few safety concerns among the respondents from a list of 25…
Descriptors: Autism Spectrum Disorders, Intellectual Disability, Safety, Safety Education
Promoting Visual Perspective-Taking Skills in an Adolescent with Autism and Intellectual Disabilities Using Multi-View Videos: A Pilot Case Study
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Masashi Tsukamoto; Yaqiang Wei; Takasuke Nagai; Itaru Kitahara; Koji Takeuchi; Junichi Yamamoto – Journal of Developmental and Physical Disabilities, 2024
Taking the visual perspective of another individual is an important skill in social communication, and is termed visual perspective-taking (VPT). Individuals with autism spectrum disorder who have deficits in social interaction show relatively lower performance on VPT tasks than individuals who achieve age-appropriate developmental milestones.…
Descriptors: Visual Perception, Perspective Taking, Adolescents, Autism Spectrum Disorders
Sex Differences in Childhood Stuttering and Coexisting Developmental Disorders
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Patrick M. Briley; Sandra Merlo; Charles Ellis – Journal of Developmental and Physical Disabilities, 2022
Stuttering and other developmental disorders are known to affect more male than female children. The present study compared: (1) stuttering prevalence in males and females at discrete ages and (2) prevalence of coexisting developmental disorders in male and female children who stutter (CWS). Data were obtained from the National Health Interview…
Descriptors: Children, Adolescents, Stuttering, Comorbidity
Training Change Agents How to Implement Formal Preference Assessments: A Review of the Literature
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Justin B. Leaf; Christine Milne; Wafa A. Aljohani; Julia L. Ferguson; Joseph H. Cihon; Misty L. Oppenheim-Leaf; John McEachin; Ronald Leaf – Journal of Developmental and Physical Disabilities, 2020
Formal preference assessments are commonly implemented as a way to evaluate potential reinforcers for individuals diagnosed with autism spectrum disorder, developmental disabilities, and intellectual disabilities. Today there are numerous formal preference assessments that can be used clinically, and which have been evaluated empirically.…
Descriptors: Change Agents, Literature Reviews, Evaluation, Preferences
The Challenge of Studying Interaction in Children with Autism Spectrum Disorder during Play Activity with a Robotic Platform
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Paolo Meucci; Laura Zampini; Ambra Mara Giovannetti; Alice Quadraroli; Amanda Viola D'Arrigo; Daria Riva; Chiara Vago; Sara Bulgheroni; Francesca Cecchi; Irene Mannari; Francesco Paolo Falotico; Andrea Pratesi; Giovanni Passetti; Cecilia Laschi; Paolo Dario; Carlo Riva; Elisa Rossoni; Milda Cerniauskaite; Matilde Leonardi – Journal of Developmental and Physical Disabilities, 2020
The present study aimed to assess the validity of using a robotic platform (RODDI) to increase and enhance communicative exchanges between educators and children with Autism Spectrum Disorder (ASD) and intellectual disability. Nine children with ASD and intellectual disability and their educators took part in the study. Their communicative…
Descriptors: Robotics, Children, Autism Spectrum Disorders, Intellectual Disability