Search

Background: This implementation feasibility study was conducted to determine whether an evidence-based parent-implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in low-resource communities. Methods: The study used a community-academic partnership model to adapt an evidence-based intervention tested in the current pilot trial involving randomization by agency in four states and enrollment of 35 coaches and 34 parent-family dyads. After baseline data were gathered, providers in the experimental group received 12-15 h of training while control providers received six webinars on early development. Providers delivered 6 months of intervention with children-families, concluding with data collection. Regression analyses were used to model outcomes of the coach behaviors, the parent fidelity ratings, and child outcomes. Results: A block design model-building approach was used to test the null model followed by the inclusion of group as a predictor, and finally the inclusion of the planned covariates. Model fit was examined using changes in R[superscript 2] and "F"-statistic. As hypothesized, results demonstrated significant gains in (1) experimental provider fidelity of coaching implementation compared to the control group; and (2) experimental parent fidelity of implementation compared to the control group. There were no significant differences between groups on child developmental scores. Conclusions: Even though the experimental parent group averaged less than 30 min of intervention weekly with providers in the 6 months, both providers and parents demonstrated statistically significant gains on the fidelity of implementation scores with moderate effect sizes compared to control groups. Since child changes in parent-mediated models are dependent upon the parents' ability to deliver the intervention, and since parent delivery is dependent upon providers who are coaching the parents, these results demonstrated that two of these three links of the chain were positively affected by the experimental implementation model. However, a lack of significant differences in child group gains suggests that further work is needed on this model. Factors to consider include the amount of contact with the provider, the amount of practice children experience, the amount of contact both providers and parents spend on training materials, and motivational strategies for parents, among others.

Children living in rural areas are diagnosed with Autism Spectrum Disorder later than their non-rural counterparts. In rural areas, caregivers have limited access to ASD information and services. Caregivers play a central role in early diagnosis and intervention, only when they have current knowledge about early ASD symptoms. The purpose of this paper was to understand caregivers' knowledge of ASD behaviours and its aetiology and to explore if there were differences between rural and urban caregivers' knowledge about ASD. One hundred and eighty-five Alabama caregivers answered two open-ended questions on the causes and behaviours of ASD as part of a larger survey. This report focuses on a qualitative textual analysis of the open-ended questions. Eight themes emerged regarding ASD behaviours including communication, emotion and behaviour, heterogeneity, unknown, learning and development, other, repetitive and sensory behaviours, and social impairments. Ten themes emerged regarding aetiology including born with it, cause unknown, combination, environmental, genetic/environmental interaction, genetics/chromosomal I do not know, neurological, other, and pregnancy. Both rural and urban caregiver groups reported behaviours associated with diagnostic criteria. However, urban caregivers reported behaviours more proximal to DSM-5 diagnostic criteria while rural caregivers reported behaviours less specific to ASD. Findings may help better understand why children in rural communities receive later diagnoses.

Museum-based settings such as zoos provide a unique opportunity to engage educators in professional development opportunities. For instance, zoo settings can provide professional development opportunities focused on facilitating learning through a lens of conservation action to promote sustained action by teachers and their students. In this paper, we present an overview of a new zoo-based teacher professional development program designed to develop educators' connections with wildlife and experiences with conservation actions. The program specifically aligns to the CARE framework for conservation education that addresses limitations of prior models for moving individuals from caring about wildlife to taking action to protect wildlife. We present results from two implementations of this professional development program with 21 teachers. The implications of these findings are discussed with reference to the value of action-based frameworks for guiding zoo-based teacher professional development and empowering educators to facilitate learning through a conservation lens to promote conservation action. [ABSTRACT FROM AUTHOR]

Over the past decade, a newer class of interventions has emerged specifically designed for young children with or at high likelihood of autism, which are called Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are particularly well-suited as a discipline agnostic, primary intervention for young children with autism and other social communication challenges; however, community providers from multiple disciplinary backgrounds who serve these children typically do not develop competencies in areas crucial for effectively implementing NDBI. The goal of this commentary is to: (a) describe the interdisciplinary competencies needed to deliver NDBIs effectively and (b) provide recommendations for moving the field of early intervention for autism and social communication delays forward. Resources for building these competencies for providers at the pre- and in-service level are also provided. [ABSTRACT FROM AUTHOR]

Authors are often faced with the decision of whether to maximize traditional impact metrics or minimize costs when choosing where to publish the results of their research. Many subscription-based journals now offer the option of paying an article processing charge (APC) to make their work open. Though such "hybrid" journals make research more accessible to readers, their APCs often come with high price tags and can exclude authors who lack the capacity to pay to make their research accessible. Here, we tested if paying to publish open access in a subscription-based journal benefited authors by conferring more citations relative to closed access articles. We identified 146,415 articles published in 152 hybrid journals in the field of biology from 2013-2018 to compare the number of citations between various types of open access and closed access articles. In a simple generalized linear model analysis of our full dataset, we found that publishing open access in hybrid journals that offer the option confers an average citation advantage to authors of 17.8 citations compared to closed access articles in similar journals. After taking into account the number of authors, Journal Citation Reports 2020 Quartile, year of publication, and Web of Science category, we still found that open access generated significantly more citations than closed access (p<0:0001). However, results were complex, with exact differences in citation rates among access types impacted by these other variables. This citation advantage based on access type was even similar when comparing open and closed access articles published in the same issue of a journal (p<0:0001). However, by examining articles where the authors paid an article processing charge, we found that cost itself was not predictive of citation rates (pD0:14). Based on our findings of access type and other model parameters, we suggest that, in the case of the 152 journals we analyzed, paying for open access does confer a citation advantage. For authors with limited budgets, we recommend pursuing open access alternatives that do not require paying a fee as they still yielded more citations than closed access. For authors who are considering where to submit their next article, we offer additional suggestions on how to balance exposure via citations with publishing costs. [ABSTRACT FROM AUTHOR]

Background: Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech-language pathologists (SLPs) find ways to do so in their practices. Aims: This study asked if and how SLPs address PM in language therapy with clients who have DS. It also asked about SLPs' opinions of the importance, practicality and difficulty of addressing PM in clients with DS. Methods & Procedures: SLPs participated in an online survey that asked if they address PM in clients with DS and, if so, how often and with which techniques. The survey also asked SLPs to rate their opinions of addressing PM in clients with DS with Likert scales. To contrast clients with DS, SLPs were asked about their practices and opinions with clients who have specific language impairment (SLI) and autism spectrum disorders (ASD). SLPs were recruited through e-mails sent from state organizations and researchers. To compare SLPs' practices and opinions across client types, frequency analyses and analyses of variance (ANOVAs) were run. Outcomes & Results: In all, 290 SLPs from 28 states completed the survey. Nearly all SLPs were currently practising at the time data were collected, and all worked with at least one of the three client types. Findings indicated SLPs less often addressed PM and used less variety when addressing PM with clients who have DS compared with clients who have SLI or ASD. Further, SLPs considered it less important, less practical and more difficult to address PM in clients who have DS when compared with clients who have SLI, whereas a similar pattern was found with clients who have ASD. Conclusions & Implications: SLPs' opinions could be one reason they under-address PM with clients who have DS. Other reasons include there are no evidence-based practice (EBP) guidelines on this topic, and there is not enough familiarity with the DS phenotype among SLPs. Future research on ways to address PM in clients with DS successfully are essential so that EBP guidelines can be established and language therapy can be made more effective.

This study explored unique constructs of fantasy orientation and whether there are developmental benefits for fantasy-oriented children. By age 3, children begin developing executive functions, with some children exhibiting high fantasy orientation in their cognitions and behaviors. Preschoolers ("n" = 106) completed fantasy orientation measures and executive function tasks, including parent and teacher questionnaires. Principal Component Analysis revealed four specific constructs within fantasy orientation (FO). Relations were examined between children's FO constructs and executive functions to determine if developmental benefits exist with being fantasy-oriented. Hierarchical linear regressions suggested that certain FO constructs are uniquely related to specific executive functions, such that there are potentially specific developmental benefits to being a fantasy-oriented child (i.e., inhibition and attention shift positively related to fantastical cognitions).

The present study extended the findings of Watt et al. (J Autism Dev Disord 38:1518-1533, 2008) by investigating repetitive and stereotyped behaviors (RSB) demonstrated by children (n = 50) and typical development (TD; n = 50) matched on developmental age, gender, and parents' education level. RSB were coded from videotaped Communication and Symbolic Behavior Scales Behavior Samples (Wetherby and Prizant 2002) using the Noldus Pro Observer[C] video software. Children with ASD demonstrated significantly higher frequencies of RSB with body objects excluding categories involving banging or tapping objects or surfaces. Behaviors demonstrated by both groups indicated overlapping RSB profiles at this age. These findings highlight the significance of RSB in the early identification and support the need for future research to further determine ASD-specific RSB.

As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervention, as early as possible to facilitate the development of social-communication skills and general learning. Translating EBP into practice has been challenging, especially in low-resourced areas. The main goal of this study was to obtain a more comprehensive understanding of public early intervention system structure, service delivery practices, and factors influencing EBP use for children with ASD in the US. Participants (N = 133) included 8 early intervention state coordinators in 7 states, 29 agency administrators in those states, 57 early intervention providers from those agencies, and 39 caregivers of children with ASD receiving services from those providers. Online surveys gathered stakeholder and caregiver perspectives on early intervention services as well as organizational factors related to EBP implementation climate and culture. Stakeholders identified key intervention needs for young children with ASD. In general, both agency administrators and direct providers reported feeling somewhat effective or very effective in addressing most needs of children with ASD. They reported the most difficulty addressing eating, sleeping, family stress, and stereotyped behaviors. Data indicate that children from families with higher income received significantly higher service intensity. While administrators and providers reported high rates of high-quality caregiver coaching (>60%), caregivers reported low rates (23%). Direct providers with more favorable attitudes toward EBP had greater EBP use. In turn, provider attitudes toward EBP were significantly associated with implementation leadership and culture at their agency. Results suggest that publicly funded early intervention programs in the US require additional resources and training for providers and leaders to support improved implementation climate and attitudes toward ASD EBPs. Results also suggest that more state system support is needed to increase use of ASD-specific EBP use, including high-quality caregiver coaching, to better serve toddlers with ASD. Recommendations for implementation strategies are addressed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to measure spoken language and social communication in young children with autism spectrum disorder following their participation in a 12-week parent-mediated intervention. Method: Nineteen children with autism spectrum disorder and their primary caregivers completed the Project ImPACT intervention, which focuses on language, social engagement, imitation, and play. Expressive vocabulary and social communication were measured pre- and posttreatment. Results: Expressive vocabulary significantly increased at the group level as measured by parent report. Expressive vocabulary for half of the sample grew by more than 25%, indicating good response to intervention. However, when a categorical approach was applied using total number of words, all but one of the participants who was minimally verbal pretreatment remained minimally verbal after treatment. Clinicians reported significant increases on all dimensions of social communication as measured by the Social Communication Checklist with the exception of imitation. Caregiver responses on the Social Communication Checklist suggested significant growth in only form of language and play functions. Greater change in spoken language between pre- and posttreatment was significantly related to higher posttreatment average scores of language form, language function, understanding, imitation, and play dimensions, as reported by caregivers. Conclusions: Results provide preliminary evidence for the effectiveness of parent-mediated interventions on spoken language in addition to social communication. [ABSTRACT FROM AUTHOR]

From its early beginnings in characterizing aerosol particles to its recent applications for investigating natural waters and waste streams, single particle inductively coupled plasma-mass spectrometry (spICP-MS) has proven to be a powerful technique for the detection and characterization of aqueous dispersions of metal-containing nanomaterials. Combining the high-throughput of an ensemble technique with the specificity of a single particle counting technique and the elemental specificity of ICP-MS, spICP-MS is capable of rapidly providing researchers with information pertaining to size, size distribution, particle number concentration, and major elemental composition with minimal sample perturbation. Recently, advances in data acquisition, signal processing, and the implementation of alternative mass analyzers (e.g., time-of-flight) has resulted in a wider breadth of particle analyses and made significant progress toward overcoming many of the challenges in the quantitative analysis of nanoparticles. This review provides an overview of spICP-MS development from a niche technique to application for routine analysis, a discussion of the key issues for quantitative analysis, and examples of its further advancement for analysis of increasingly complex environmental and biological samples. [Figure not available: see fulltext.] [ABSTRACT FROM AUTHOR]

Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. [ABSTRACT FROM PUBLISHER]

Spelling is a window into a student's individual language system and, therefore, can provide clues into the student's understanding, use, and integration of underlying linguistic skills. Speech-language pathologists (SLPs) should be involved in improving students' literacy skills, including spelling, though frequently available measures of spelling do not provide adequate information regarding critical underlying linguistic skills that contribute to spelling. This paper outlines a multilinguistic, integrated model of word study (Masterson & Apel, 2007) that highlights the important influences of phonemic awareness, orthographic pattern awareness, semantic awareness, morphological awareness and mental graphemic representations on spelling. An SLP can analyze an individual's misspellings to identify impairments in specific linguistic components and then develop an individualized, appropriate intervention plan tailored to a child's unique linguistic profile, thus maximizing intervention success. [ABSTRACT FROM AUTHOR]

Methods to detect, quantify, and characterize engineered nanoparticles (ENPs) in environmental matrices are highlighted as one of the areas of highest priority research needs with respect to understanding the potential environmental risks associated with nanomaterials. More specifically, techniques are needed to determine the size and concentration of ENPs in a variety of complex matrices. Furthermore, data should be collected at environmentally and toxicologically relevant concentrations. Both single particle inductively coupled plasma mass spectrometry (SP-ICP-MS) and asymmetrical flow field flow fractionation (AF4) ICP-MS offer substantial advantages for detecting ENPs and assessing many of the above parameters in complex matrices over traditional characterization methods such as microscopy, light scattering, and filtration. In this study, we compared the ability of two emerging techniques to detect well characterized, monodisperse silver ENPs and examined their overall applicability to environmental studies specifically with respect to their: (A) size and concentration detection limits, (B) resolution and (C) multi-form elemental analysis. We find that in terms of concentration detection limit (both, on a mass basis and particle number basis) SP-ICP-MS was considerably more sensitive than AF4-ICP-MS (ng L−1vs.μg L−1, respectively), and offers the unique ability to differentiate dissolved and nanoparticulate fractions of total metal. With a variety of optimization parameters possible, AF4-ICP-MS can detect a much smaller NP size (2 nm vs. 20 nm for SP-ICP-MS), provides the possibility for greater size resolution. [ABSTRACT FROM AUTHOR]

A prototype Digital Video Library was developed as part of a project to assist rural primary care clinics with diagnosis of autism, funded by the National Network of Libraries of Medicine. The Digital Video Library takes play sample videos generated by a rural clinic and makes it available to experts at the Autism Spectrum Disorders (ASD) Clinic at The University of Alabama. The experts are able to annotate segments of the video using an integrated version of the Childhood Autism Ratings Scale-Second Edition Standard Version (CARS2). The Digital Video Library then extracts the annotated segments, and provides a robust search and browse feature. The videos can then be accessed by the subject's primary care physician. This article summarizes the development and features of the Digital Video Library. [ABSTRACT FROM AUTHOR]