Performance on the Test of Gross Motor Development (Second Edition; TGMD-2) by children with autism spectrum disorders improves when picture task cards were implemented into the assessment protocol ...Breslin, C.M., & Rudisill, M.E. (2011). The effect of visual supports on performance of the TGMD-2 for children with autism spectrum disorder. Adapted Physical Activity Quarterly, 28, 342-353. This preliminary study sought to examine the effects of picture task cards on TGMD-2 performance by preschool-aged children without a diagnosed autism spectrum disorder. Participants (N = 10) completed the TGMD-2 under two counterbalanced conditions (traditional protocol and picture task card protocol) in random order. Mean gross motor quotient scores for the traditional protocol and picture task card protocols were 88.90 and 85.00, respectively. A paired samples t-test indicated that scores were significantly higher in the traditional protocol (t
(9)
= 2.899; η
2
= 0.48, p = 0.018). Therefore, the use of picture task cards did not result in improved TGMD-2 performance.
This study examined the effects of two types of static overlay design (visual scene display and grid display) on 39 children's use of a speech-generating device during shared storybook reading with ...an adult. This pilot project included two groups: preschool children with typical communication skills (n = 26) and with complex communication needs (n = 13). All participants engaged in shared reading with two books using each visual layout on a speech-generating device (SGD). The children averaged a greater number of activations when presented with a grid display during introductory exploration and free play. There was a large effect of the static overlay design on the number of silent hits, evidencing more silent hits with visual scene displays. On average, the children demonstrated relatively few spontaneous activations of the speech-generating device while the adult was reading, regardless of overlay design. When responding to questions, children with communication needs appeared to perform better when using visual scene displays, but the effect of display condition on the accuracy of responses to wh-questions was not statistically significant. In response to an open ended question, children with communication disorders demonstrated more frequent activations of the SGD using a grid display than a visual scene. Suggestions for future research as well as potential implications for designing AAC systems for shared reading with young children are discussed.
Speech pathology services have not been traditionally provided within school classroom settings. This chapter will describe the service-delivery options for provision of speech pathology services in ...classroom settings. A review of select research related to the efficacy of these services is included as applied examples for educators.
Abstract
This chapter provides evidence-based supports for communication, social skills, and for using restricted patterns of interests and activities educationally for students with autism. Supports ...for receptive language, expressive language, Picture Exchange Communication System (PECS), visual supports, social narratives, and augmentative and alternative communication are included. Discussion on evidence-based social supports include using peer-mediated instruction and intervention, video modeling, and support for inclusive education. Supports for restricted patterns of behavior, interests, and activities cover how to include special interests, rituals, and routines in educational planning and how to recognize when restricted patterns of behavior are detrimental to education. Repetitive behaviors associated with anxiety and self-injury are also discussed. All supports can be combined and address more than one characteristic or need.
Individuals with autism spectrum disorders have deficits in communication, social interactions, and emotional regulation and exhibit repetitive behaviors. These individuals can become very reactive ...to their environment and at times may engage in emotional outbursts. The social deficits seen in autism spectrum disorders are in part caused by the difficulty these individuals have with modulating their own anger and interpreting their own emotions and those of people around them. Individuals with autism spectrum disorders tend to learn and process visual information more effectively than auditory information. Thus, visual supports can help individuals with autism spectrum disorders process information more effectively. This article discusses the use of one particular visual support, an "emotions thermometer," in helping instruct individuals with autism spectrum disorders on recognizing and modulating their own emotions. The article also discusses anger management techniques that can be utilized once individuals have begun to recognize more subtle signs of irritability within themselves.
