Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

02-01-2021 | Original Paper

Enhancing Social Initiations Using Naturalistic Behavioral Intervention: Outcomes from a Randomized Controlled Trial for Children with Autism

Auteurs: Grace W. Gengoux, PhD, Jessica M. Schwartzman, M. Estefania Millan, Rachel K. Schuck, Andrés A. Ruiz, Yingjie Weng, Jin Long, Antonio Y. Hardan

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2021

Abstract

Deficits in social skills are common in children with Autism Spectrum Disorder (ASD), and there is an urgent need for effective social skills interventions, especially for improving interactions with typically developing peers. This study examined the effects of a naturalistic behavioral social skills intervention in improving social initiations to peers through a randomized controlled trial. Analyses of multimethod, multi-informant measures indicated that children in the active group (SIMI) demonstrated greater improvement in the types of initiations which were systematically prompted and reinforced during treatment (i.e., behavior regulation). Generalization to joint attention and social interaction initiation types, as well as collateral gains in broader social functioning on clinician- and parent-rated standardized measures were also observed.

vorige artikel Predicting Parent Reactions at Diagnostic Disclosure Sessions for Autism

volgende artikel Comparison of Serum VEGF, IGF-1, and HIF-1α Levels in Children with Autism Spectrum Disorder and Healthy Controls

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Washington, DC: American Psychiatric Publishing.CrossRef

Bauminger-Zviely, N., Karin, E., Kimhi, Y., & Agam-Ben-Artzi, G. (2014). Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development. Journal of Child Psychology and Psychiatry, 55(4), 363–373.PubMedCrossRef

Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162.CrossRef

Bruinsma, Y. E. M. (2005). Increases in the joint attention behavior of eye gaze alternation to share enjoyment as a collateral effect of Pivotal Response Treatment for three children with autism. Dissertation Abstracts International: Section B: The Sciences and Engineering, 65(9-B), 4811.

Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with Asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70–78.CrossRef

Chang, Y. C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27(3), 1–10.PubMedPubMedCentralCrossRef

Constantino, J. N., & Gruber, C. P. (2012). Social responsiveness scale: SRS-2 software kit. Torrance: Western Psychological Services.

Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Developmental Psychopathololgy, 20(3), 775–803.CrossRef

de Boer, A., & Pijl, S. J. (2016). The acceptance and rejection of peers with ADHD and ASD in general secondary education. The Journal of Educational Research, 109(3), 325–332.CrossRef

DeMayo, M. M., Young, L. J., Hickie, I. B., Song, Y. J. C., & Guastella, A. J. (2019). Circuits for social learning: A unified model and application to autism spectrum disorder. Neuroscience and Biobehavioral Reviews, 107, 388–398.PubMedPubMedCentralCrossRef

Fredeen, R. (2005). Increasing initiations towards peers in children with autism using pivotal response training and collateral gains in quality of initiations. Santa Barbara: University of California.

Gengoux, G. W. (2015). Priming for social activities: Effects on interactions between children with autism and typically developing peers. Journal of Positive Behavior Interventions, 17, 181–192.CrossRef

Gengoux, G. W., & Vismara, L. A. (2019). Expanding friendship opportunities for children with autism spectrum disorder. In R. L. Koegel & L. K. Koegel (Eds.), Pivotal response treatment for autism spectrum disorders (2nd ed., pp. 81–104). Baltimore: Paul H. Brookes.

Gengoux, G. W., Abrams, D. A., Schuck, R., Millan, M. E., Libove, R., Ardel, C. M., et al. (2019). A Pivotal Response Treatment package for children with autism spectrum disorder: An RCT. Pediatrics, 144(3), 23–34.CrossRef

Gillies, R. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3). https://doi.org/10.14221/ajte.2016v41n3.3.

Guy, W. (1976). ECDEU assessment manual for psychopharmacology. Rockville: U.S. Department of Health, Education, and Welfare.

Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., et al. (2015). A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry, 56(8), 884–892.PubMedCrossRef

Harris, P. A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N., & Conde, J. G. (2009). Research electronic data capture (REDCap)—A metadata-driven methodology and workflow process for providing translational research informatics support. Journal of Biomedical Informatics, 42(2), 377–381.PubMedCrossRef

Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, J., et al. (2002). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68(1), 173–187.CrossRef

Ke, F., Whalon, K., & Yun, J. (2018). Social skill interventions for youth and adults with autism spectrum disorder: A systematic review. Review of Educational Research, 88(1), 3–42. https://doi.org/10.3102/0034654317740334.CrossRef

Koegel, L. K. (2012). Improving socialization in individuals with autism. Santa Barbara: University of California.

Koegel, R. L., & Koegel, L. K. (2019). Pivotal response treatment for autism spectrum disorders (2nd ed.). Baltimore: Paul H. Brookes.

Koegel, L. K., Stiebel, D., & Koegel, R. L. (1998). Reducing aggression in children with autism toward infant or toddler siblings. Journal of the Association for Persons with Severe Handicaps, 23(2), 111–118.CrossRef

Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24(3), 186–198.CrossRef

Koegel, R. L., Werner, G. A., Vismara, L. A., & Koegel, L. K. (2005). The effectiveness of contextually supported play date interactions between children with autism and typically developing peers. Research and Practice for Persons with Severe Disabilities, 30(2), 93–102.CrossRef

Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240–1251.PubMedPubMedCentralCrossRef

Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220–227.PubMedPubMedCentralCrossRef

Koegel, L. K., Park, M. N., & Koegel, R. L. (2014a). Using self-management to improve the reciprocal social conversation of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1055–1063.PubMedPubMedCentralCrossRef

Koegel, R. L., Bradshaw, J. L., Ashbaugh, K., & Koegel, L. K. (2014b). Improving question-asking initation in young children with autism using pivotal response treatment. Journal of Autism and Developmental Disorders, 44, 816–827.PubMedPubMedCentralCrossRef

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, second edition (ADOS-2) manual (part I): Modules 1–4. Torrance: Western Psychological Services.

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3–10.PubMedCrossRef

National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph: Author.

Niemiec, R. M., Shogren, K. A., & Wehmeyer, M. L. (2017). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities, 52(1), 13–22.

Olsson, M. B., Holm, A., Westerlund, J., Hedvall, A. L., Gillberg, C., & Fernell, E. (2017). Children with borderline intellectual functioning and autism spectrum disorder: Developmental trajectories from 4 to 11 years of age. Neuropsychiatric Disease and Treatment, 13, 2519–2526.CrossRef

Pickard, H., Happé, F., & Mandy, W. (2018). Navigating the social world: The role of social competence, peer victimisation and friendship quality in the development of social anxiety in childhood. Journal of Anxiety Disorders, 60, 1–10.PubMedPubMedCentralCrossRef

Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28(3), 285–295.PubMedPubMedCentralCrossRef

R Core Team. (2019). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna. https://www.R-project.org/

Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361. https://doi.org/10.1007/s10803-007-0402-4.CrossRefPubMed

Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.PubMedCrossRef

Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane review: Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence- Based Child Health: A Cochrane Review Journal, 8(2), 266–315. https://doi.org/10.1002/ebch.1903.CrossRef

Rodriguez, P. P., & Gutierrez, A. (2017). A comparison of two procedures to condition social stimuli to function as reinforcers for children with autism. Behavioral Development Bulletin, 22(1), 159–172.CrossRef

Roid, G. H. (2003). Stanford-Binet intelligence scales (5th ed.). Itasca: Riverside Publishing.

Scahill, L., & Lord, C. (2004). Subject selection and characterization in clinical trials in children with autism. CNS Spectrums, 9(1), 22–32.PubMedCrossRef

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428.PubMedPubMedCentralCrossRef

Schulz, K. F., Altman, D. G., Moher, D., & for the CONSORT Group. (2010). CONSORT 2010 statement: Updated guidelines for reporting parallel group randomised trials. Annals of Internal Medicine, 152. Epub 24 March.

Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420–431.PubMedCrossRef

Simonoff, E., Kent, R., Stringer, D., Lord, C., Briskman, J., Lukito, S., Pickles, A., Charman, T., & Baird, G. (2020). Trajectories in symptoms of autism and cognitive ability in autism from childhod to adult life: Findings from a longitudinal epidemiological cohort. Journal of the American Academy of Child & Adolescent Psychiatry, 59(12), 1342–1352. CrossRef

Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales: Second edition (Vineland II), survey interview form/caregiver rating form. Livonia, MN: Pearson Assessments.

Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25(2), 123–141.PubMedCrossRef

Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.

Tomaszewski, B., Hepburn, S., Blakely-Smith, A., & Rogers, S. J. (2020). Developmental trajectories of adaptive behavior from toddlerhood to middle childhood in autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities, 125, 155–169.PubMedPubMedCentralCrossRef

Vernon, T. W., Koegel, R. L., Dauterman, H., & Stolen, K. (2012). An early social engagement intervention for young children with autism and their parents. Journal of Autism and Developmental Disorders, 42(12), 2702–2717.PubMedPubMedCentralCrossRef

Vismara, L. A., Gengoux, G. W., Boettcher, M. A., Koegel, R. L., & Koegel, L. K. (2006). Facilitating play dates for children with autism and typically developing peers in natural settings: A training manual. Santa Barbara: University of California.

Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C., & O’Reilly, M. (2017). Evidence-based social communication interventions for children with autism spectrum disorder. The Indian Journal of Pediatrics, 84(1), 68–75.PubMedCrossRef

Watkins, L., O’Reilly, M., Kuhn, M., & Ledbetter-Cho, K. (2019). An interest-based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis, 52(1), 132–149.PubMedCrossRef

Wetherby, A. M. (1986). Ontogeny of communicative functions in autism. Journal of Autism and Developmental Disorders, 16(3), 295–316.PubMedCrossRef

Wetherby, A. M., & Prutting, C. (1984). Profiles of communication and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 27(3), 364–377.PubMedCrossRef

Wetherby, A. M., Cain, D. H., Yonclas, D. G., & Walker, V. G. (1988). Analysis of intentional communication of normal children from the prelinguistic to the multiword stage. Journal of Speech, Language, and Hearing Research, 31(2), 240–252.CrossRef

White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868.CrossRef

Wolfberg, P., DeWitt, M., Young, G. S., & Nguyen, T. (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of Autism and Developmental Disorders, 45(3), 830–845.PubMedCrossRef

Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders, 42(10), 2152–2161.PubMedPubMedCentralCrossRef

Titel: Enhancing Social Initiations Using Naturalistic Behavioral Intervention: Outcomes from a Randomized Controlled Trial for Children with Autism
Auteurs: Grace W. Gengoux, PhD
Jessica M. Schwartzman
M. Estefania Millan
Rachel K. Schuck
Andrés A. Ruiz
Yingjie Weng
Jin Long
Antonio Y. Hardan
Publicatiedatum: 02-01-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04787-8

Andere artikelen Uitgave 10/2021

Policy and Practice Barriers to Early Identification of Autism Spectrum Disorder in the California Early Intervention System

Original Paper

Young Adults with Autism Spectrum Disorder and the Criminal Justice System

Original Paper

Individual and Environmental Factors Affecting Adaptive Behavior of Toddlers with Autism Spectrum Disorder: Role of Parents’ Socio-cultural Level

Open Access
Original Paper

Brief Report: Impact of COVID-19 on Individuals with ASD and Their Caregivers: A Perspective from the SPARK Cohort

Open Access
Brief Report

Autism Spectrum Disorder Alertness in Dutch Youth and Family Center Physicians: Effects of a Live Online Educational Program

Original Paper

First-Hand Accounts of Interoceptive Difficulties in Autistic Adults

Original Paper