Autism spectrum disorder (ASD) as a neurodevelopmental condition refers to a group of disorders distinctly characterized by core symptoms of deficits in social communication and interaction and restrictive, repetitive behaviors ( American Psychiatric Association, 2013 ). As a developmental disorder
Christiane Lange-Küttner and Ridhi Kochhar
-Mashadi, Sudirman, Khalid, & Lange-Küttner, 2015 ). The Current Study We investigated whether the CRT may be a good screening instrument for children with autistic spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD). Both ASD and ADHD are neurodevelopmental disorders that are
Layne Case and Joonkoo Yun
The most recent prevalence rates suggest that one in 59 children are diagnosed with autism spectrum disorder (ASD; Baio, 2018 ), a neurodevelopmental disability with common diagnostic features, such as the presence of restrictive and repetitive patterns of behavior, interests, or activities, and
Megan MacDonald, Bridget Hatfield, and Erica Twardzik
The hallmark characteristics of a diagnosis of autism spectrum disorder (ASD) are deficits in social communicative skills and the use of repetitive and/or stereotyped behaviors. In addition, children with ASD experience known motor-skill delays. The purpose of this study was to examine salient child behaviors of young children with and without ASD in 2 distinctly different play settings: a traditional social-play-based setting and a motor-behavior-based play setting. Child behavior (engagement toward parent, negativity, and attention) and dyad characteristics (connectedness) were examined in 2 distinctly different play settings. Results indicated that children with ASD performed more like their peers without ASD in a social-play-based setting and less like their peers in a motor-behavior-based play setting. Aspects of our results shed light on the critical need to develop creative methods of early intervention that combine efforts in all aspects of child development, including motor-skill development.
Shannon Titus Dieringer, David L. Porretta, and Diane Sainato
The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.
Leanne K. Elliott, Jonathan A. Weiss, and Meghann Lloyd
Children with autism spectrum disorder (ASD) often experience delayed and poor-quality motor skills; in fact, poor motor skills are now considered to be a cardinal feature of ASD by many ( Colombo-Dougovito & Block, 2019 ; Dziuk et al., 2007 ; Fournier et al., 2010 ; LeBarton & Landa, 2019
Laura A. Prieto, Benazir Meera, Heather Katz, and Luis Columna
instruction ( Allen et al., 2017 ; Ulrich, 2016 ). In interventional studies focused on the improvement of FMS, the TGMD-3 has served as an appropriate tool to measure differences from pre- to postintervention in children with autism spectrum disorder (ASD) ( Colombo-Dougovito & Block, 2019 ). The COVID-19
Teri Todd, Greg Reid, and Lynn Butler-Kisber
Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included self-monitoring, goal setting, and self-reinforcement. Of particular interest was the development of self-efficacy during the physical activity as a mediator of goal setting. A multiple baseline changing criterion design established the effectiveness of the intervention. The results suggest that self-regulation interventions can promote sustained participation in physical activity for adolescents with severe autism.
Teri A. Todd, Keely Ahrold, Danielle N. Jarvis, and Melissa A. Mache
According to the Autism and Developmental Disabilities Monitoring Network, one in 59 children aged 8 years is diagnosed with autism spectrum disorder (ASD) in the United States ( Baio et al., 2018 ). Furthermore, it is estimated that 1–2% of the population in North America is living with ASD
John P. Rech, J. Megan Irwin, Adam B. Rosen, Jessica Baldwin, and Michaela Schenkelberg
about 20% of children meet the PA guidelines ( Case et al., 2020 ; Guthold et al., 2020 ). Among those with disabilities, the prevalence of children meeting PA guidelines varies considerably by diagnosis, and approximately 14% of children with autism spectrum disorder (ASD) meet the guidelines ( Case