Pragmatic Competency and Obsessive–Compulsive Disorder: A Comparative Assessment with Normal Controls

Ghahari, Shima; Hassani, H.R.; Purmofrad, Maryam

doi:10.1007/s10936-016-9467-6

Cited by 11 publications

(12 citation statements)

References 41 publications

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“…Self-reporting of the teenagers indicated a significant improvement in their social skills with friends and parents. Parental reports, using the Social Anxiety Scale (Ghahari et al, 2017;Brown et al, 1997), showed a reduction in the social anxiety of their adolescent children. This program is one of the few that includes teacher-facilitated interventions that show efficacy in improving social skills in adolescents with ASD in the classroom, one of the most natural social contexts (White et al, 2007;Reichow & Volkmar, 2010;Laugeson et al, 2014).…”

Section: The Uclapeers Programmentioning

confidence: 98%

Review of Interventions for Inclusion of Children With ASD and Anxiety in Education

Syriopoulou‐Delli¹,

Polychronopoulou²,

Kolaitis³

et al. 2020

JEDP

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BACKGROUND: Anxiety is one of the most common accompanying symptoms in people with autism spectrum disorder (ASD), and may compound the difficulties they experience in social inclusion. OBJECTIVE: Review of methods and programs that have been developed for the management of anxiety symptoms in individuals with ASD, to help them cope with their social environment, and in particular, school. METHODS: A search for papers published from the 1980s to 2017 was made in PubMed and in the official websites of the US Food and Drug Administration (FDA), the American Association of Anxiety and Depression, UCLA PEERS, Sutherland House School and Autism Speaks, and in the US National Institute of Health (NIH) publications. In addition, other resources were found in the library of the University of Macedonia and the Greek National Research Foundation. RESULTS: The search revealed papers on anxiety in ASD and its treatment, and three reports of training programs that had been developed specifically for enhancement of the inclusion of people with ASD and anxiety. The papers were reviewed with a view to identifying the components that decrease anxiety and have long-term effects in curtailing social exclusion. Programs incorporating a variety of methods, including intervention in the school curriculum, development of CBT and other psycho-social approaches and promotion of family support, can all increase awareness of anxiety stimuli and lead to successful and sustained management of anxiety symptoms and enhanced social inclusion. Assessment of anxiety in children and young people with ASD is imperative, and efficacy of the intervention needs to be evaluated using evidence-based measurement. CONCLUSION: Intervention programs based on recognition and management of anxiety symptoms can increase the possibilities for adaptation and social inclusion of children and young people with ASD. Evaluation of the efficacy of interventions is an area that requires attention.

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Section: The Uclapeers Programmentioning

confidence: 98%

Review of Interventions for Inclusion of Children With ASD and Anxiety in Education

Syriopoulou‐Delli¹,

Polychronopoulou²,

Kolaitis³

et al. 2020

JEDP

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“…Diversos estudos têm associado os resultados da intervenção às habilidades de compreensão da comunicação não verbal, uso de material lúdico e habilidades cognitivas aos resultados da intervenção (23)(24)(25)(26) . Diversos pesquisadores têm abordado temas específicos na proposição de formas de avaliar as habilidades de comunicação em crianças com TEA (27) , com outros distúrbios do desenvolvimento (28) e em desenvolvimento típico (11) . As propostas envolvem a utilização de entrevistas (18) , questionários (8) e amostras de comunicação espontânea (29) .…”

Section: Discussionunclassified

Protocolo de avaliação de habilidades pragmáticas de crianças com transtornos do espectro do autismo

Fernandes

2021

Audiol., Commun. Res.

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RESUMO Objetivo Propor um protocolo de avaliação das habilidades pragmáticas da comunicação de crianças incluídas no espectro do autismo, aplicá-lo e comparar seus resultados com os do Perfil Funcional da Comunicação. Métodos Participaram deste estudo 62 crianças entre 2 e 12 anos de idade, com diagnóstico incluído no espectro do autismo e sem perdas sensoriais ou síndromes genéticas diagnosticadas. A partir de amostras em vídeo, fonoaudiólogos responderam ao protocolo proposto e os resultados foram analisados em relação a protocolos já usados no serviço em que o estudo foi realizado. Resultados Apenas os dados referentes à interatividade da comunicação e ao uso do meio comunicativo verbal apresentaram correlações significativas com o desempenho nos aspectos pragmáticos da linguagem, conforme verificado pelo protocolo proposto. O protocolo foi capaz de constatar que maiores possibilidades de interação com a criança possibilitam mais dados a respeito de seu desempenho pragmático. A análise do uso do protocolo para acompanhar os resultados de seis meses de intervenção também possibilitou a identificação de correlações relevantes. Apenas uma das 29 questões não apresentou associação com nenhuma das variáveis estudadas. Conclusão Os resultados obtidos até o momento não são suficientes para determinar que o uso isolado do Protocolo de Avaliação de Habilidades Pragmáticas de Crianças com Transtorno do Espectro do Autismo fornece todos os elementos necessários para a avaliação ou o acompanhamento da intervenção fonoaudiológica.

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“…In the following, information about the psychometric properties of the APP scales is provided including objectivity, reliability, construct validity, and criterion validity. We report the psychometric properties for the motor, cognition, and language scale (except for the pragmatic language skills assessed by the Orion's Pragmatic Language Skills Questionnaire, Ghahari et al, 2017). The psychometric properties of THE KLEINEWELTENTDECKER APP 20 the social-emotional scales are well-documented in the respective publications mentioned above.…”

Section: Psychometric Properties Of Scalementioning

confidence: 93%

“…The following skills were implemented in the language scale: early pre-verbal, Language Skills Questionnaire (e.g., Ghahari et al, 2017), which assesses nonverbal communication, language production, conversational skills like topic maintenance and turn taking, speech conventions and peer skills in 53 items. For all morphological and syntactical skills, we created prototypical sentences in which the target morphological flexion or syntactic construction word were highlighted.…”

Section: Language Scalementioning

confidence: 99%

The kleineWeltentdecker App - A Smartphone-Based Developmental Diary

Mm¹,

Bleiker²,

Wermelinger³

et al. 2020

Preprint

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Today, a vast amount of tools exist to measure development in early childhood in a variety of domains such as motor, cognition, or language. These tools vary in different aspects. Either children are examined by a trained experimenter, or caregivers fill out questionnaires. The tools are applied in the controlled setting of a laboratory or in the children's natural environment. While these tools provide a detailed picture of the current state of children’s development, they are at the same time subject to a number of constraints. The measurement of an individual child's change of different skills over time requires high-density longitudinal assessments. These assessments are time-consuming, often need experts to be performed, and the breadth of developmental domains assessed remains limited. Here, we present a novel tool to assess the development of different skills in different domains, a smartphone-based developmental diary app (the kleineWeltentdecker App, henceforth referred to as the APP. Note that the German expression “kleine Weltententdecker“ can be translated as “young world explorers“.). By using the APP, parents can track changes in their children's skills during development. Here, we report the construction and validation of the questionnaires embedded in the APP as well as the technical details. Empirical validations with children of different age groups confirmed the robustness of the different measures implemented in the APP. In addition, we report a few preliminary findings, for example, on children's communicative development by using preliminary APP data. This substantiates the validity of the assessment. With the APP, we put a portable tool for the longitudinal documentation of individual children’s development in every caregiver's pocket, worldwide.

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Pragmatic Competency and Obsessive–Compulsive Disorder: A Comparative Assessment with Normal Controls

Cited by 11 publications

References 41 publications

Review of Interventions for Inclusion of Children With ASD and Anxiety in Education

Review of Interventions for Inclusion of Children With ASD and Anxiety in Education

Protocolo de avaliação de habilidades pragmáticas de crianças com transtornos do espectro do autismo

The kleineWeltentdecker App - A Smartphone-Based Developmental Diary

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