Academic literature on the topic 'Autistic children Testing'
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Journal articles on the topic "Autistic children Testing"
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Odermatt, Salome D., Wenke Möhring, Silvia Grieder, and Alexander Grob. "Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2." Journal of Intelligence 10, no. 4 (November 21, 2022): 112. http://dx.doi.org/10.3390/jintelligence10040112.
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Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social–emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales–2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals’ intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social–emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.
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Durin, Dhian Regi Samarta, M. Shodiq A.M, and Ediyanto Ediyanto. "HUBUNGAN PERMAINAN LEGO DENGAN KONSENTRASI BELAJAR ANAK AUTIS DI SEKOLAH LUAR BIASA." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 13, no. 1 (December 27, 2022): 121–26. http://dx.doi.org/10.24176/re.v13i1.8512.
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The purpose of this research is to analyze the relationship between Lego games and the learning concentration of autistic children.The research method used is quantitative with correlational study techniques. This study uses data analysis and testing the Spearman Rank Correlation hypothesis. Collecting data using observation. The subjects in this study were autistic children.The results showed that there was a significant relationship between Lego games and the learning concentration of autistic children. This is shown by testing the hypothesis using the Spearman rank correlation coefficient formula with a value of 0.9 greater than the rho table value of 0.886 at an error level of 5%.
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Dorenbaum, David, Elizabeth Mencel, Warren T. Blume, and Sandra Fisman. "EEG Findings and Language Patterns in Autistic Children: Clinical Correlations." Canadian Journal of Psychiatry 32, no. 1 (February 1987): 31–34. http://dx.doi.org/10.1177/070674378703200108.
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Several authors have used the EEG as a diagnostic tool to identify distinctive patterns of cerebral dysfunction in autistic children. However, evidence is needed to support the hypothesis that their level of functioning correlates with their EEG profile. In this study EEG's were obtained in 17 autistic children without sedation and following sleep deprivation. These children were also evaluated in a double blind procedure with regard to their speech and communication abilities. We did not find a statistically significant correlation between EEG changes and speech performance. None of the autistic children using an augmentative system of communication had any EEG abnormalities. However, a normal EEG is not sufficient to predict successful response to communication therapy. Since the effect of sedative drugs on brain electrical activity limits the value of tracings, we recommend the sleep deprivation techniques when “difficult” children have to undergo EEG testing. Parents' or guardians' participation during the procedure is encouraged.
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Yuliandika, Rizal Dwi, and Dewi Suryandari. "Hubungan Antara Pola Asuh Orang Tua dengan Temper Tantrum Anak Autis di SLB AGCA Center Surakarta." Jurnal Berita Ilmu Keperawatan 12, no. 1 (January 1, 2019): 15–22. http://dx.doi.org/10.23917/bik.v12i1.9618.
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Growth and development, especially in children, sometimes impaired either before birth or after birth. Developmental disorders in children one of which is a developmental disorder behavior. Autism is one of irregularities in development since infancy. The purpose of this study was to determine the description of parents' parenting autistic children in SLB Agca Center Surakarta and analyze the relationship between foster parents with autistic children in special schools tantrums Agca Center Surakarta. The result is expected to increase the knowledge and contribute to the parties involved in this research about the types of parenting parents the right to their children, especially to children dishabilitas, such as autistic children. This study design using correlational, which examines the relationship between variables. Method is a cross sectional approach. The population in this study are all autistic children in SLB Agca Center Surakarta numbered 34 children. The sample in this study were students with autism SLB Agca Center Surakarta totaling 34 children. The sampling technique used is total sampling. Analysis of the data in this study using univariate and bivariate analysis
aimed to test the hypothesis or testing a relationship between parenting parents with an autistic child temper tantrums in SLB Agca Center Surakarta. The results showed that parents' parenting of children autism in SLB Agca Center Surakarta included in the category of good, and the trend parenting democratic show that autistic children at SLB Agca Center Surakarta has temper tantrums low and temper tantrums of children autism in SLB Agca Center Surakarta included in the category are low, this indicates that the planting of education in SLB Agca Center Surakarta quite successful. There is a correlation between parenting system and temper tantrum of children with Autism Syndrom Disorder in Agca Center Surakarta.
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McKinney, Ailbhe, Emma JL Weisblatt, Kathryn L. Hotson, Zahra Bilal Ahmed, Claudia Dias, Dorit BenShalom, Juliet Foster, Suzanne Murphy, Sofía S. Villar, and Matthew K. Belmonte. "Overcoming hurdles to intervention studies with autistic children with profound communication difficulties and their families." Autism 25, no. 6 (April 7, 2021): 1627–39. http://dx.doi.org/10.1177/1362361321998916.
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Autistic children and adults who are non-verbal/minimally verbal or have an intellectual disability have often been excluded from Autism Spectrum Disorder research. Historical, practical and theoretical reasons for this exclusion continue to deter some researchers from work with this underserved population. We discuss why these reasons are neither convincing nor ethical, and provide strategies for dealing with practical issues. As part of a randomised controlled trial of an intervention for children with profound autism, we reflected as a multi-disciplinary team on what we had learnt from these children, their families and each other. We provide 10 strategies to overcome what appeared initially to be barriers to collecting data with this population. These hurdles and our solutions are organised by theme: interacting physically with children, how to play and test, navigating difficult behaviours, selecting suitable outcome measures, relating with parents, managing siblings, involving stakeholders, timing interactions, the clinician’s role in managing expectations, and recruitment. The aim of this article is to provide researchers with the tools to feel motivated to conduct research with children with profound autism and their families, a difficult but worthwhile endeavour. Many of these lessons also apply to conducting research with non-autistic children with intellectual disabilities. Lay abstract Autistic children who speak few or no words or who have an intellectual disability are the most in need of new understandings and treatments, but the most often left out of the research that can bring these benefits. Researchers perceive difficulties around compliance with instructions, testing, challenging behaviours and family stress. Although research with these children can indeed be difficult, their continuing exclusion is unethical and unacceptable. Drawing on our experiences testing a possible treatment for children with profound autism, we provide 10 practical guidelines related to (1) interacting physically, (2) combining play and testing, (3) responding to challenging behaviour, (4) finding suitable tests, (5) relationships with parents, (6) relationships with siblings, (7) involving stakeholders, (8) planning the testing times, (9) the role of the clinical supervisor and (10) recruiting and retaining participants. We hope that these guidelines will prepare and embolden other research teams to work with profoundly autistic children, ending their historical exclusion from research. These guidelines also could be useful for conducting research with children with intellectual disabilities.
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Sulastri, Sulastri. "PERAN GURU PENDAMPING PADA ANAK AUTIS KELAS VI DI SEKOLAH DASAR THEODORE 1 KECAMATAN BATU AMPAR KOTA BATAM." Jurnal Dedikasi Pendidikan 6, no. 2 (July 27, 2022): 531–50. http://dx.doi.org/10.30601/dedikasi.v6i2.2782.
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This study aims to examine the role of assistant teachers for autistic children in grade VI at Theodore 1 Elementary School, Batu Ampar District, Batam City. Design of research was qualitative research. Research informants include accompanying teachers, homeroom teachers and parents of autistic children. Data collection techniques include observation, interviews and documentation. The data analysis technique used descriptive qualitative analysis which included data collection, data reduction, data presentation, and drawing conclusions. Testing the validity of the data using triangulation. The results showed that the role of the assistant teacher included: (1) Coordinating and collaborating between and among education and education personnel, as well as the community. (2) Building a network with educational institutions. . (3) Develop academic instruments. (4) The accompanying teacher plays a role in drilling. (5) Develop a compesatory service program for students with special needs. (6) Implementing mentoring academic learning. (7) Providing special service assistance. (8) Special learning in the resource room for autistic children has not been implemented. (9) Implement compesatory services according to the special needs of students. (10) Provide continuous guidance. (11) Conduct case conferences. Thus, it is concluded that the accompanying teacher has carried out his role well to assist the autistic child.
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Sherifi, Edo. "Therapies and Treatment for Children with Autism Spectrum Disorder: (Case Study)." Mediterranean Journal of Social Sciences 9, no. 6 (November 1, 2018): 157–64. http://dx.doi.org/10.2478/mjss-2018-0171.
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Abstract Autism Spectrum Disorder (ASD) is a pervasive neurodevelopmental disorder characterized by impairments in social communication and restricted, repetitive patterns of behavior, interests or activities (American Psychiatric Association, 1994) (APA). Case Study of autistic child D.S. treated with (IEP) program and therapeutic methods. Direct observation of the vertical grid with the child treated with (IEP) program and professional techniques was used for the realization of the study, semi-structured interviews with actors and factors that have access to autistic children. Focus group with field specialists who create a multidisciplinary team. Child testing with the SON-R test proved that the age of the trained child increased 4 years. The non-exercising child's mental age increased only 7 months (2.5-3.2) years. Achievements of an autistic child treated with the Individualized Education Program, (IEP-1+IEP-2+IEP- 3 in the spheres exercised: The child has made progress in the psychomotor skills (learning). Results: (IEP-1-15%); (IEP-2-45%); (IEP-3-80%). Linguistic skills has not progressed, because it has serious brain damage in the part of communicative ability; the results in this sphere are: IEP-1-0%; IEP-2-5%; IEP-3-10%. The achievements of the child in the social sphere are: IEP-1-35%; IEP-2-45%; IEP-3-75%. Psychological treatment of autistic child with Individualized Education Program (IEP) and therapeutic methods resulted in success story.
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Halabi, Osama, Samir A. Elseoud, Jihad M. Alja'am, Hena Alpona, Moza Al-Hemadi, and Dabia Al-Hassan. "Immersive Virtual Reality in Improving Communication Skills in Children with Autism." International Journal of Interactive Mobile Technologies (iJIM) 11, no. 2 (April 11, 2017): 146. http://dx.doi.org/10.3991/ijim.v11i2.6555.
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Individuals in the Autism Spectrum often encounter situations where they have to respond to questions and situations that they do not know how to respond to, such as, questions asked by strangers including ones related to daily-life activities. A variety of research has been done to improve social and communication impairments in children with autism using technology. Immersive virtual reality is a relatively recent technology with a potential to bring an effective solution and used as a therapeutic tool to develop different skills. This paper presents a virtual reality solution to reduce the gap experienced by autistic children due to their inability to establish a communication. An interactive scenario-based system that uses role-play and turn-taking technique was implemented to evaluate and verify the effectiveness of immersive environment on the social performance of an autistic child. Preliminary testing of the system demonstrated the feasibility of VR-based system as a took for improving the communication skill in Autism Spectrum Disorder (ASD) children. The results of the comparative usability study show the effectiveness of immersive VR in motivating and satisfying the autistic.
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van Rijn, Helma, and Pieter Jan Stappers. "The Puzzling Life of Autistic Toddlers: Design Guidelines from the LINKX Project." Advances in Human-Computer Interaction 2008 (2008): 1–8. http://dx.doi.org/10.1155/2008/639435.
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This paper presents guidelines for designers to help them consider what children with autism value in interactions with their environment. The guidelines were developed during the LINKX project in order to design a language learning toy for these children and are based on literature study, expert interviews, generative techniques, and prototype testing with users. We present both the theoretical or practical background of each guideline together with a discussion how the guideline was evident in the prototype of LINKX. Testing the prototype in the real world helped us to shape the prototype and the guidelines. This paper aims to share our guidelines with the design research community, so that others can use them as steppingstones in their work.
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Ramaekers, Vincent T., Jeffrey M. Sequeira, Beat Thöny, and Edward V. Quadros. "Oxidative Stress, Folate Receptor Autoimmunity, and CSF Findings in Severe Infantile Autism." Autism Research and Treatment 2020 (November 18, 2020): 1–14. http://dx.doi.org/10.1155/2020/9095284.
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Background. Biomarkers such as oxidative stress, folate receptor alpha (FRα) autoimmunity, and abnormal brain serotonin turnover are common in autism. Methods. Oxidative stress biomarkers with pro- and antioxidants were measured in the severe form of infantile autism (n = 38) and controls (n = 24). Children and parents had repeated testing for serum FR autoantibodies, spinal fluid dopamine and serotonin metabolites, pterins, and N5-methyltetrahydrofolate (MTHF). Statistical analysis assessed correlations between variables. Genetic analysis included the SLC6A4 and SLC29A4 genes encoding synaptic serotonin reuptake proteins. Results. Compared to controls, the autism group showed a significant increase in oxidative DNA damage in lymphocytes, plasma ceruloplasmin and copper levels with a high copper/zinc ratio, thiol proteins, and superoxide dismutase (SOD) activity. Vitamin C levels were significantly diminished. In most autistic patients, the vitamin A (64%) and D (70%) levels were low. Serum FR autoantibodies fluctuating over 5–7 week periods presented in 68% of all autistic children, 41% of parents vs. 3.3% of control children and their parents. CSF showed lowered serotonin 5-hydroxyindole acetic acid (5HIAA) metabolites in 13 (34%), a low 5HIAA to HVA (dopamine metabolite) ratio in 5 (13%), low 5HIAA and MTHF in 2 (5%), and low MTHF in 8 patients (21%). A known SLC6A4 mutation was identified only in 1 autistic child with low CSF 5HIAA and a novel SLC29A4 mutation was identified in identical twins. Low CSF MTHF levels among only 26% of subjects can be explained by the fluctuating FR antibody titers. Two or more aberrant pro-oxidant and/or antioxidant factors predisposed to low CSF serotonin metabolites. Three autistic children having low CSF 5HIAA and elevated oxidative stress received antioxidative supplements followed by CSF 5HIAA normalisation. Conclusion. In autism, we found diverse combinations for FR autoimmunity and/or oxidative stress, both amenable to treatment. Parental and postnatal FR autoantibodies tend to block folate passage to the brain affecting folate-dependent pathways restored by folinic acid treatment, while an abnormal redox status tends to induce reduced serotonin turnover, corrected by antioxidant therapy. Trial Registration. The case-controlled study was approved in 2008 by the IRB at Liège University (Belgian Number: B70720083916). Lay Summary. Children with severe infantile autism frequently have serum folate receptor autoantibodies that block the transport of the essential vitamin folate across the blood-brain barrier to the brain. Parents are often asymptomatic carriers of these serum folate receptor autoantibodies, which in mothers can block folate passage across the placenta to their unborn child. This folate deficiency during the child’s intrauterine development may predispose to neural tube defects and autism. Oxidative stress represents a condition with the presence of elevated toxic oxygen derivatives attributed to an imbalance between the formation and protection against these toxic reactive oxygen derivatives. Oxidative stress was found to be present in autistic children where these reactive oxygen derivatives can cause damage to DNA, which changes DNA function and regulation of gene expression. In addition, excessive amounts of these toxic oxygen derivatives are likely to damage the enzyme producing the neuromessenger serotonin in the brain, diminished in about 1/3 of the autistic children. Testing children with autism for oxidative stress and its origin, as well as testing for serum folate receptor autoantibodies, could open new approaches towards more effective treatments.
Dissertations / Theses on the topic "Autistic children Testing"
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Staples, Kerri. "Development of a gross motor task to assess motor planning of children with autism spectrum disorders." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98584.
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Motor planning was assessed by performance of 10 male children (age range 9-12 years) with ASD on a simple obstacle course of horizontal barriers. The primary measures of motor planning were acts of hesitation and hesitation time. These measures, along with executive functioning scores from the BRIEF, and measures of movement execution were correlated to assess the validity of this obstacle course. Results of these correlations supported the validity of the motor planning inferences from the performance of the obstacle course since motor planning correlated in the expected directions with the BRIEF scores and movement execution measures. Internal consistency (Cronbach's alpha) was sufficiently high to support the reliability of this obstacle course, with the item analysis providing direction for the most reliable barrier heights. Therefore, the use of this obstacle course task provides both valid inferences and reliable measures of motor planning, although further development is warranted.
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Sykes, Jeffrey T. (Jeffrey Thomas). "Assessing movement skills in children with autism : a generalizability analysis." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56903.
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The movement skill abilities of fourteen children with autism were assessed on three movement tasks: the overhand throw, kick and horizontal jump. Skill level was assessed both quantitatively and qualitatively. Correlations were calculated to determine the relationship between these two measures on all skill items.A Generalizability Analysis was conducted to determine the minimal conditions required to observe reliably the movement skills of children with autism. The conditions generalized in this study were observers and trials.
The results indicated that there was a significant relationship between quantitative and qualitative measures on the horizontal jump and the kick. A correlation of.37 was obtained for the overhand throw, but was not considered significant. Results of the generalizability analysis indicated that reliable results were obtained with one observer and one trial for all three skill items.
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Gray, Kylie M. (Kylie Megan) 1971. "Identifying autism in infants and young children." Monash University, Dept. of Psychological Medicine, 2002. http://arrow.monash.edu.au/hdl/1959.1/7971.
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Martin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind." University of Sydney, 2009. http://hdl.handle.net/2123/4990.
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Doctor of PhilosophyAim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.
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Meints, Samantha. "How does emotionality affect memory in children with autism?" Thesis, 2014. http://hdl.handle.net/1805/4907.
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Indiana University-Purdue University Indianapolis (IUPUI)The purpose of the current study was to investigate the impact of emotionality on the memory of children with an autism spectrum disorder. Although emotional events enhance memory in adults and children without an autism spectrum disorder, there are different memory patterns among individuals on the autism spectrum. Specifically, individuals with autism may show a decreased advantage in memory for emotional content and may have deficits in memory for information that is not presented visually. Currently, however, there are no studies that look at how emotional content affects memory specifically in children with autism. In the current study, children with and without autism were presented with stimuli contrasting emotional and neutral content using one of two modalities, auditory and visual, and then completed memory recognition tasks for the stimuli. Results indicate that children with an autism spectrum disorder did not demonstrate enhanced memory for emotional information. Rather, they were equally able to remember emotional and neutral stimuli. Additionally, individuals on the spectrum demonstrated better memory for visual stimuli compared to their neurotypical peers. These results support the notion that individuals with an autism spectrum disorder may learn and remember material differently than those without the disorder and that educators need to acknowledge these differences as children with autism spectrum disorders continue to be integrated into classroom settings.
Books on the topic "Autistic children Testing"
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VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A language and social skills assessment program for children with autism or other developmental disabilities : guide. Concord, CA: AVB Press, 2008.
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Eric, Schopler, Schopler Eric, and University of North Carolina at Chapel Hill. Dept. of Psychiatry. Division TEACCH., eds. Individualized assessment and treatment for autistic and developmentally disabled children. Austin, Tex: PRO-ED, 1990.
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Schopler, Eric. Individualized Assessment and Treatment for Autistic and Developmentally Disabled Children: Psychoeducational Profile-Revised (Pep-R). Pro ed, 1990.
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Bruey, Carolyn Thorwarth. Demystifying Autism Spectrum Disorders: A Guide to Diagnosis for Parents and Professionals (Topics in Autism). Woodbine House, 2004.
Find full textConference papers on the topic "Autistic children Testing"
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Dawod, Zainb, and David Bell. "Enhancing the Learning of Special Educational Needs children with Dynamic Content Annotations." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002756.
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Communication is difficult for students who have little or no clear speech. Consequently, a range of communication systems, including symbols, pictures, or gestures, is used as an alternative to speech. Semantic web technology has had an impact in the educational field and offers the potential for greater engagement with a rich web of content. Students’ behaviour and learning engagement are among the significant problems in managing any group with special needs. Pupils with learning difficulties tend to be more off-task in class, are required to receive more teacher attention, off-task behaviour, ask fewer educational questions with shorter response times, and give less feedback than other pupils. Communication systems have been used since the 1970s to support face-to-face communication with children who have little or no speech ability. From the literature, teaching using communication symbols requires an adequate number of trained staff and an understanding of the complexity of young peoples’ disabilities and behaviour. Teachers often feel overwhelmed in preparing class resources, where more than one resource may be needed to explain each thought (O’Brien, 2019). A new evolution of the web is called the “Semantic Web.” The Semantic Web is an extension of the current traditional World Wide Web - adding semantic descriptions and ontologies. One benefit is that such characterization and modelling help provide additional meaning to the web content; making content machine-understandable (Berners-Lee et al, 2001). Although the Semantic web is applied in different fields including education, there is limited research in the field of mainstream education, particularly for those with special needs. This research was conducted to show the impact of applying semantic annotation techniques in improving the engagement, concentration, and behaviour of children with special needs. This study follows a Design Science Research Methodology (DSRM), a research process to discover practical solutions by evaluating the results in a set of iterations to design a SENTP model. The findings present a novel approach to teaching children with various needs by introducing educational prototypes using different semantic annotation content in an educational website. We investigated the impact of the annotation content using the symbol communication systems (Makaton, Widgit, and PECS), pictures, or audios, which are part of the current methods for teaching in UK schools. We selected an appropriate annotation editor to test the SENTP prototype for testing in the study after exploring different techniques. We collected the data from seven schools in the UK: two nursery schools; two special need high schools; one primary state school; and one preschool for children with language and communication difficulties. A total of 23 educators approved to participate in this study. The data are recorded, transcribed, and thematically analysed using NVivo 11. The findings from the in-school experiment indicated that annotated content using semantic annotations could have a significant impact on making the learning process more effective with better class management for students with special needs, including pupils with autistic spectrum disorders.