Comparing the Effectiveness of Social Skill Development Interventions with Therapeutic Horseback Riding in Children with Autism: An Alternating Treatment Design PDF Download

Author: Lauren W Harrell
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
This study aims to examine and compare the effects of applied behavior analysis treatments in conjunction with therapeutic horseback riding (THR) and the improvement of social skills in children with autism spectrum disorder (ASD). The research study compared the effectiveness of social behavior approaches during three conditions (THR, THR with token reinforcement, and THR with visual cues) using a single-subject research design to determine the "best treatment" for improving social skills among children with ASD (N=4). During the comparison phase, the researcher determined the frequency rate of receptive social skills and frequency of expressive social skills among each condition to determine the most effective approach in facilitating observed social skills. Results of this study indicated that while all three conditions increased social skills (receptive and expressive), the use of token reinforcement was the most effective in increasing the number of receptive and expressive communications. Practical implications and future research needs are provided for addressing social skill development with children with ASD.

Author: Anne Peterson
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
The present study was conducted to determine if art therapy, when added to therapeutic horseback riding, is a viable tool for improving social behavior with children who have autism. The study was conducted over a ten week period during which participants either rode a horse and created art or rode a horse and participated in horse care activities. The instument used to measure social behavior was the Vineland Adaptive Behavior Scales Classroom Edition Questionnaire Booklet. The VABS was used as a pre-test and post-test measure to determine if social skills improved. A "t" test for independent groups revealed that the art therapy and control groups are not significantly different in social skills when comparing post-test scores for the control group and the experimental group. Art therapy and therapeutic horseback riding have the potential to play a significant role in the development of social skills with children who have autism.

Author: Gupta, Sanjeev Kumar
Publisher: IGI Global
ISBN: 1522570055
Category : Medical
Languages : en
Pages : 394

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Book Description
Neurodevelopmental disorders encompass a group of conditions that can typically manifest during early childhood. These include intellectual disabilities, communication disorders, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning disorder (SLD), and motor disorders. Early identification and assessment can be a valuable tool in determining diagnosis, prognosis, functional abilities, and formulating clinical intervention for both children and adults with neurodevelopmental disorders. Emerging Trends in the Diagnosis and Intervention of Neurodevelopmental Disorders is an essential reference source that discusses and disseminates contributions covering recent trends in diagnosis, assessment, and intervention techniques. Featuring research on topics such as clinical linguistics, neural connectivity, and animal-assisted therapy, this book is ideally designed for speech pathologists, social workers, occupational therapists, psychologists, psychiatrists, neurologists, pediatricians, researchers, clinicians, and academicians seeking coverage on neural and developmental disorder identification and strategies for clinician support and therapies.

Author: Richard M. Foxx
Publisher: Routledge
ISBN: 1317623835
Category : Education
Languages : en
Pages : 589

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Book Description
One of the largest and most complex human services systems in history has evolved to address the needs of people with autism and intellectual disabilities, yet important questions remain for many professionals, administrators, and parents. What approaches to early intervention, education, treatment, therapy, and remediation really help those with autism and other intellectual disabilities improve their functioning and adaptation? Alternatively, what approaches represent wastes of time, effort, and resources? Controversial Therapies for Autism and Intellectual Disabilities, 2nd Edition brings together leading behavioral scientists and practitioners to shed much-needed light on the major controversies surrounding these questions. Expert authors review the origins, perpetuation, and resistance to scrutiny of questionable practices, and offer a clear rationale for appraising the quality of various services. The second edition of Controversial Therapies for Autism and Intellectual Disabilities has been fully revised and updated and includes entirely new chapters on psychology fads, why applied behavioral analysis is not a fad, rapid prompting, relationship therapies, the gluten-free, casein-free diet, evidence based practices, state government regulation of behavioral treatment, teaching ethics, and a parents’ primer for autism treatments.

Author: Benazir Meera
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Introduction: The literature on equine assisted services has identified a significant gap in the generalizability of benefits beyond the horseback riding settings for children with autism spectrum disorder (ASD). A potential strategy for enhancing the generalizability of skills of children with ASD beyond the horseback riding sessions is by integrating parents as co-interventionists. One of the notable ways to include parents as part of intervention delivery is with the use of mobile technology or mobile applications. Technological interventions that are mediated by parents, such as mobile applications, can serve as cost-effective modalities of intervention delivery. Moreover, these interventions have the potential to aid the carry-over of benefits obtained from an adapted horseback riding program for children with ASD. Hence, the purpose of this dissertation study was to develop, refine and test the usability and social validity of a parent-mediated mobile application to be used in conjunction with an adapted horseback riding program for children with ASD.Methods: A three-phase exploratory sequential mixed methods design guided by the Technology Acceptance Model was employed in this study. Using a convenience sampling technique, a total of six participants were recruited from an ongoing adapted horseback riding program at Three Gaits Therapeutic Horsemanship Center (n=3 parents of children with ASD; n=3 certified therapeutic riding instructors). Semi-structured interviews and focus group discussions were conducted with parents and certified therapeutic riding instructors respectively in the qualitative phase. In the interim development phase, a mobile application was developed. In the quantitative phase, a survey questionnaire adopted from the system usability scale and social validity literature was implemented. Results: Three themes were constructed throughout the qualitative phase that captured the needs, perceptions, and experiences of the participants: (a) Everybody's functionality is different, (b) To steer this huge animal is so powerful, and (c) Make a connection to horseback riding. Based on these qualitative findings, a parent-mediated mobile application was developed in the interim development phase. Upon implementing this newly developed parent-mediated mobile application, the participants reported a mean score of 80.5 on the System Usability Scale. Per this score, the usability of the newly developed application was reported as acceptable in the acceptability range and good-excellent adjective rating by the participants. In terms of social validity, all participants reported a favorable response of 'agree' or' strongly agree' to all of the questions about the mobile application's social validity. Question.15 had the highest mean of 3.6, indicating that the majority of participants strongly agreed that they would recommend this mobile application to other families. Discussion: This study's findings report that a parent-mediated mobile application may complement an adapted horseback riding program for children with ASD. This study showed the relevance of including parents and certified therapeutic riding instructors in mobile app co-development. Engaging these key users of the mobile application in the evaluation of its usability and social validity revealed how useful and easy to use it would be for them, thus demonstrating their positive intentions in using this newly developed mobile application with their children. Conclusion: Future studies should focus on examining the efficacy and effectiveness of the mobile application in improving the horsemanship skills and motor outcomes of children gained during adapted horseback riding sessions. Future mobile applications should also contain more individualized learning content and be expanded to include other types of equine assisted services as well as other adapted physical activity programs.

Author: Grace Mathai
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 206

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Book Description
Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD) and a major source of impairment regardless of cognitive or language ability (Carter, Davis, Klin, & Volkmar, 2005). Since these impairments do not naturally remit with age, it is critical to intervene as early as possible to offset potential risk factors (Tantum, 2003). Group training approaches provide children with teaching opportunities with other children and allow for the direct instruction of skills within a structured environment (Bellini, Peters, Benner, & Hopf, 2007). Research in social skills group research has increased, but several questions remain. This study evaluated the outcome of a social skills curriculum for 37 children between the ages of 8 to 14 with a diagnosis of ASD within two different treatment contexts, the camp and clinic model. The camp model simulates a natural setting in which children with ASD spend 5 hours each day for 10 days where social skills are taught through engaging activities and interactions with peers both typical and with ASD. The clinic model, on the other hand, is a one hour a week session spread over 10 to 12 weeks where social skills are taught and practiced while parents observe through a one-way mirror and are trained on the intervention methods. Both clinic and camp model treatments are then compared with a third group who experience both treatments within the clinic and camp setting. Results show that the combined context had the highest treatment effects, followed by the camp model and, finally, the clinic model. Analysis of covariance did not indicate the groups differ from each other significantly in terms of treatment gains. The implications of these results are discussed in terms of translation of research into clinical practice, use of appropriate outcome measures, and generalization of skills through parent training and utilization of training programs within the natural context. While the intervention and results are promising, replication with larger samples and use of a control group are needed.

Author: Jewoong Moon
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0

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Book Description
My dissertation examined the effect of adaptive prompts in virtual reality (VR) based social skills training on social skills of children with autism spectrum disorder (ASD). In my dissertation, adaptive prompts refer to an instructional technique to enhance social skill performance of children with ASD considering their emotional states. Despite the existing effects of prompts in social skills training, such prompts have been used largely by trainers' clinical decisions. Also, ASD children's emotional sensitivity and highly complex visual stimuli in VR may overwhelm them in VR-based training. Given these concerns, a timely and tailored support to draw attention and keep ASD children engaged in training is essential. However, little research has explored the design and implementation of adaptive prompts in VR-based training. Particularly, there is a lack of research examining the effect of adaptive prompts in VR-based social skills training. Using speech data mining and the macro-adaptivity design, I built and implemented adaptive prompts to enhance social skill performance of children with ASD. I used alternating treatments design (ATD), a type of single-case experimental design, to evaluate and compare the effects of adaptive and non-adaptive prompt conditions in VR-based social skills training. Endorsing this research design, I sampled a total of four children with ASD (12-13 years). I conducted multiple data analyses (id est, paired t-tests, independent-group t-tests, visual analyses, video observations, and effect size computation) to examine the effects of adaptive prompts on social skills performance. The findings of this study showed that adaptive prompts were effective in promoting the positive performance of social skills. Specifically, multiple independent-group t-test results demonstrated that there was statistically significant improvement of positive performance of both social interaction initiation and interpersonal negotiation. The visual analyses and effect size computation results also corroborated that using adaptive prompts yielded small improvement of social skills performance.

Author: Nikko Symonne Da Paz
Publisher:
ISBN:
Category : Autism
Languages : en
Pages : 33

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Book Description
Because children with Autism Spectrum Disorders (ASD) have difficulty with social interactions, they may not regularly engage in play activities with their siblings. Using an alternating treatment design, this study examined the efficacy of video-modeling (VM) and video self-modeling (VSM) to improve social initiations and duration of play between three children diagnosed with ASD, ages 6-7 years old, and their siblings. Dependent variables were (a) latency to initiate interaction; and (b) duration of time engaged together in play. In-home sessions of video instruction taught children to approach their sibling and say, “Lets play.” Preference assessments identified toys used during intervention. Generalization exposed participants to novel toys without viewing a video model. Baseline results indicated two children did not initiate play at baseline nor did they engage in play with their sibling. One child initiated play in three baseline sessions but did not remain engaged throughout the entire session. After exposure to the intervention, all children more quickly initiated social play across VM, VSM, and Generalization. Upon acquiring this pivotal social skill, children diagnosed with ASD maintained social engagement with siblings across a variety of play activities. This research demonstrated that VM and VSM were equally effective in training the target skills. Keywords: autism, video modeling, play engagement, sibling.

Author: Jeanne Marie Ambrose
Publisher:
ISBN:
Category :
Languages : en
Pages : 120

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Book Description
Video Modeling (VM) and Video Self-Modeling (VSM) were used to boost unprompted positive social engagements in two dyads of children with Autism Spectrum Disorder (ASD). A multiple baseline design within dyads compared the effectiveness of VM and VSM interventions in increasing each child's frequency of unprompted positive social engagements in a naturalistic after-school sports program. The present study adds to the current literature by comparing the effectiveness of two popular social skills interventions in a naturalistic setting. Results indicated that VM only successful for one participant while VSM was successful for three participants. VSM also showed to have a greater effect on generalization. The present study adds to the current literature by using VM or VSM as sole interventions (without prompting or reinforcement), offering treatment fidelity and social validity measures, and providing a strong case for using VSM, especially for generalization effects.

Author: Robin L. Gabriels
Publisher: Jessica Kingsley Publishers
ISBN: 9781843107019
Category : Family & Relationships
Languages : en
Pages : 292

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Book Description
Despite an increase in the awareness of autism, families and professionals continue to struggle to find treatments that will fulfil the individual needs of their child. From Research to Individualized Practice bridges the gap between the latest research findings and clinical practice. The authors have brought together information from both fields in order to offer the reader best practice principles and hands-on techniques. These are all exemplified by clinical case examples and vivid illustrations.