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Direct linkFiona Brand; Katrina Scior; Alana Loewenberger – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Research into befriending for people with intellectual disabilities is limited. This study aimed to explore the impact, mechanisms of change, and limitations of a befriending scheme for adults with intellectual disabilities and/or autism. Methods: Participants were recruited using convenience sampling. Thirteen individuals with…
Descriptors: Friendship, Intellectual Disability, Autism Spectrum Disorders, Adults
Emily E. Munn; Loriane Favoretto Hill; Danielle M. Lang; Sheri J. Brock; Peter Hastie; Melissa M. Pangelinan – International Journal of Developmental Disabilities, 2024
As the prevalence of autism spectrum disorder (ASD) increases, there is a growing need to develop physical activity interventions that address the behavioral challenges experienced by individuals with ASD. Physical education teachers have employed behavioral supports that add more structure and adapt the environment for individuals with ASD, which…
Descriptors: Children, Youth, Autism Spectrum Disorders, Physical Education
Jiwon Lee; A. J. Schwichtenberg; Donald Bliwise; Syeda Zahra Ali; Matthew J. Hayat; Patricia C. Clark; Regena Spratling – Journal of Developmental and Physical Disabilities, 2024
Mothers of school-aged children ages 3 to 17 years with developmental disabilities (DDs) commonly report sleep problems in their children associated with impaired maternal sleep. However, existing research relies heavily on mothers' self-reported sleep. This study aimed to determine the feasibility of objectively measuring child and mother…
Descriptors: Mothers, Children, Adolescents, Developmental Disabilities
Jessica D. Slaton; Morgan Davis; David A. DePetris; Katherine J. Raftery; Salvatore Daniele; Christina M. Caruso – Journal of Applied Behavior Analysis, 2024
There are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following…
Descriptors: Training, Behavior Problems, Children, Autism Spectrum Disorders
Download full textAidos Bekmurat; Meiramgul Yessengulova; Ulzhan Mirzakhmedova; Almagul Ayaganova; Bakyt Kulbayeva – Eurasian Journal of Applied Linguistics, 2024
Autism Spectrum Disorder (ASD) is believed to impact the language patterns, particularly the lexico-semantic abilities among children which retards their communicative abilities. This study aims to evaluate the lexical-semantic aspects of spoken language in preschool-aged children with ASD. The methodology involved assessing both expressive and…
Descriptors: Autism Spectrum Disorders, Young Children, Semantics, Language Proficiency
Jun Ai; Meiju Zhao; Sarah Behrens; Eva M. Horn – Journal of Behavioral Education, 2024
This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded…
Descriptors: Faculty Development, Preschool Teachers, Inclusion, Teaching Methods
Tim Schnitzler; Christoph Korn; Sabine C. Herpertz; Thomas Fuchs – Autism: The International Journal of Research and Practice, 2024
With the widespread use of masks in the COVID-19 pandemic, it is crucial to understand how emotion recognition is affected by partial face covering. Since individuals with autism spectrum condition often tend to look at the lower half of the face, they are likely to be particularly restricted in emotion recognition by people wearing masks, since…
Descriptors: COVID-19, Pandemics, Autism Spectrum Disorders, Emotional Response
Lisa Marie Elliott – ProQuest LLC, 2024
One of the most important outcomes in a child's education is the ability to read proficiently, which can improve future academic progress and occupational success. Due to the impairments in social and communication areas of development for individuals with autism spectrum disorder (ASD), literacy provides the possibility of improved communication…
Descriptors: Autism Spectrum Disorders, Children, Reading Comprehension, Applied Behavior Analysis
Shemaila Saleem; Syed Hamid Habib – Journal of Autism and Developmental Disorders, 2024
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impaired social interaction, verbal and nonverbal communication, and behaviors or interests. Besides behavioral, psychopharmacological and biomedical interventions there is increasing evidence of non-invasive treatments like neurofeedback (NFB) that can improve brain…
Descriptors: Autism Spectrum Disorders, Children, Adolescents, Biofeedback
Eilidh Cage; Monique Botha; Lynsey McDevitt; Karis N. King; Liz Biscoe; Kirsty Tucker; Amy Pearson – Autism: The International Journal of Research and Practice, 2024
Autistic people diagnosed in adulthood often report that the experience can be life-changing, but there are issues with the diagnostic pathway. Few studies consider the views of people "currently" seeking diagnosis or contextualise the experience of diagnosis around developing an autistic identity. In this qualitative participatory…
Descriptors: Autism Spectrum Disorders, Photography, Adults, Coping
Dilruba Sönmez; Timothy R. Jordan – International Journal of Developmental Disabilities, 2024
Autism spectrum disorder (ASD) is strongly associated with socio-cognitive impairments that may result in vulnerability to other mental health conditions, particularly anxiety disorders. This study examined the relationship between anxiety disorders and two key socio-cognitive impairments (cognitive empathy, affective empathy) in 60 adolescents…
Descriptors: Autism Spectrum Disorders, Empathy, Anxiety, Adolescents
Peter E. Langdon; Magdalena M. Apanasionok; Emma Scripps; Alastair Barrowcliff; Asit Biswas; Karen Bunning; Cheryl Burbidge; Katherine Byron-Daniel; Alex Cookson; Sarah Croom; Malwina Filipczuk; David Gillespie; Richard P. Hastings; Andrew Jahoda; Rachel McNamara; Lawrence Patterson; Dheeraj Rai; Robyn Steward; Kylie M. Gray – Journal of Applied Research in Intellectual Disabilities, 2024
Background: The aim of this feasibility study was to adapt and model a behavioural intervention for anxiety with autistic adults with moderate to severe intellectual disabilities. Method: Twenty-eight autistic adults with moderate or severe intellectual disabilities, 37 carers, and 40 therapists took part in this single-group non-randomised…
Descriptors: Autism Spectrum Disorders, Adults, Severe Intellectual Disability, Moderate Intellectual Disability
Jordan Albright; Jacqueline A. Shinall; Liza Tomczuk; Rebecca E. Stewart; David S. Mandell; Aubyn C. Stahmer; Rinad S. Beidas; Melanie Pellecchia – Grantee Submission, 2024
Caregiver coaching is an evidence-based practice for young autistic children, but it is not widely used in community-based early intervention services. Previous research has explored why caregiver coaching is not widespread in early intervention, but only from the perspective of early intervention providers. Caregivers, providers, and…
Descriptors: Coaching (Performance), Caregivers, Affordances, Barriers
Leanne Tamm; Elizabeth Hamik; Tat Shing Yeung; Allison K. Zoromski; Constance A. Mara; Amie Duncan – Journal of Autism and Developmental Disorders, 2024
Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the…
Descriptors: Personal Autonomy, Mastery Learning, Executive Function, Intervention
Zequn Zheng; Dihui Cai – Journal of Attention Disorders, 2025
Background: While observational studies have established a connection between attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and heightened risk for cardiovascular diseases (CVD), the causal relationships are not well-defined. This study is designed to examine the causality between ASD, ADHD, and CVD risk as well…
Descriptors: Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Heart Disorders, Correlation
