This study evaluated the use of the cool versus not cool procedure to teach sixteen children diagnosed with autism spectrum disorder how to initiate or respond to bids for joint attention and how to increase peer to peer communication with their peers. The cool versus not cool procedure consisted of the teacher modeling the targeted social behaviors both the cool (i.e., appropriate) and not cool (i.e., inappropriate) way, having the participants discriminate if the model was cool or not cool, having the participants state reasons why the model was cool or not cool, and having the participants role-play the targeted social behavior. All instruction was provided in a group format. Using a non-concurrent multiple baseline design across skills and participants the results showed that the cool versus not cool procedure was successful, with the majority of participants acquiring the two social behaviors and maintaining these behaviors after intervention had concluded.

The Autism Spectrum Disorders - Diagnosis for Adults (ASD-DA) with intellectual disability was designed to quickly provide relevant information to establish a diagnosis of the most common Autism Spectrum Disorders (ASD) (autism, pervasive developmental disorder not otherwise specified and Asperger’s syndrome) (Matson et al. 2007a). The ASD-DA was adapted and translated into Spanish and administered to a sample of 156 adults with severe (n = 67, 42.9%) and profound (n = 89, 57.1%) intellectual disability. Seventy-one (45.5%) participants had a diagnosis of intellectual disability and autism spectrum disorder, and the other eighty-five (54.5%) had a diagnosis of intellectual disability without autism spectrum disorder. The reliability scores of the scales implied values in the “good-to-excellent” range (0.78–0.95), and test-retest reliability was obtained with good values for most of the items on the scale. A three-factor structure was replicated via confirmatory factor analysis. Participants with and without ASD showed significant differences in the three ASD-DA scales and in their total scores. Using a receiver operating characteristics (ROC) curve, a score of 21 on the ASD-DA scale showed good specificity (0.97) and sensitivity (0.92) values with respect to DSM-IV-TR criteria.

In this investigation, one study examined the perceptions and motivation of 55 deaf/hard-of-hearing (DHH) high school students who used the C-Print speech-to-text service as an accommodation in one mainstream course and interpreting and note taking in a second mainstream course. A second study examined the perceptions and motivation of 88 DHH college students who used each service in a different course. Students in the two studies completed a survey that asked separate sets of questions for the speech-to-text and for the interpreting/note taking supported courses. Results indicated that students rated the printed or electronic file text, saved for the purpose of after class study as part of the speech-to-text service, as more helpful than notes from a note taker.

Social stimuli often do not function as reinforcers for the behavior of children with autism. Reinforcement by social stimuli, such as praise, is required for the maintenance and generalization of a multitude of social behaviors, most notably verbal behaviors maintained by generalized conditioned reinforcement. The purpose of this study was to extend the literature on conditioning praise as a reinforcer. We identified primary reinforcers for two nonverbal participants with autism (ages 5 and 9): tickles and potato chips. A preliminary reinforcer analysis demonstrated that button-pressing was consistently more frequent in a contingent primary reinforcer condition than in contingent praise and no programmed consequence conditions. Contingent pairing of praise and the primary reinforcer was then administered in 1-min sessions, and responding during praise alone was evaluated before and after pairing sessions each day. In the context of a reversal design with praise probes, pairing resulted in increases in button-pressing in the praise condition relative to the no programmed consequence condition. In addition, 6 consecutive pairing sessions resulted in higher levels of button-pressing with praise than 3 consecutive pairing sessions. Future research should continue refining the procedures for conditioning attention as a reinforcer as well as examine more closely the role of motivating operations in the process.

Previous literature suggests children with autism spectrum disorder (ASD) have a higher prevalence of excess weight than typically developing (TD) children, but information addressing risk factor concordance between those with ASD and TD children is lacking. We used a retrospective analysis of children (N = 2610) who visited an Autism Speaks Autism Treatment Network (AS-ATN) center in the United States or Canada. This analysis occurred concurrently with two other research teams within AS-ATN. We found substantial agreement between predictors of weight in children with ASD and known correlates of obesity in typical children. These included Asian and Hispanic ethnicities, four medication groups, and psychopathological comorbidities such as aggression, anxiety, depression, and ADHD symptoms. The similarities of risk factors for weight between TD and ASD children will allow for use of existing protocols for weight interventions with minimal modification, saving resources otherwise spent pursuing new risk factors or treatments.

Parents’ expectations are known to be a central component in children’s development through multiple pathways; however, limited information exists regarding expectations of parents of children with developmental disabilities. The purpose of the current study was to examine future expectations of parents of children with cerebral palsy (CP), as well as the differences in expectations between mothers and fathers. Forty-nine mothers and fathers of children with CP (6–12 years) participated in this study. Parents completed a Parental Future Expectations Questionnaire for Children with Disabilities, and a Perception of Child’s Ability questionnaire, as well as the Pediatric Evaluation Disability Inventory (PEDI). The Gross Motor Function Measure-66 (GMFM-66) was completed by physical therapists. Parental differences in future expectations were analyzed and multiple-stepwise regressions established parental expectations’ predictors. Parents’ expectations correlated with their child’s characteristics. Parents of children with lower levels of functioning reported lower expectations. No differences were found between mothers’ and fathers’ future expectations; however, differences were found between expectations’ predictors. Predictors of mothers’ expectations were their perceptions of their child’s abilities as well as child’s performance. Fathers’ predictors were child’s level of functional impairment and their perceptions of their child’s abilities. The results indicate that parental expectations relate to their child’s functional ability and differ between parents in relation to the child’s level of impairment (fathers) or child’s actual performance (mothers). These differences should be acknowledged by clinicians when they provide specific support for children with chronic physical disabilities and their families.

Previous research related to functional communication training has demonstrated its effectiveness across various communication modalities. Additionally, at least one study has demonstrated that, while the intervention can be effective across various communication modalities, individual participants demonstrate a preference among available communication modalities (indicated by response allocation under a concurrent schedules arrangement). The current study evaluated preference among concurrently available communication modalities for 18 individuals with developmental disabilities, including autism spectrum disorder and intellectual disability. Results of the study indicated that each of the individuals demonstrated a preference between communicative response modalities, though preference was not always immediately ascertained. The results are discussed within the context of implications for design and implementation of functional communication training.

Families with children and adolescents with intellectual disability (ID) have positive perceptions that may raise levels of FQoL. However, little is known about what happens to these positive perceptions and FQoL when the family members with ID reach adulthood. Our main objective was to analyze the predictors of FQoL, incorporating demographic variables and parents’ positive perceptions before and after the family member with ID turns 18. A sample of 861 families who had a family member with ID between 1 and 70 years old completed both the Positive Contributions Scale (PCS) in order to measure their positive perceptions and the Spanish family quality of life scale for under 18-years-old or over 18-years-old in order to assess FQoL. Firstly, a bivariate analysis was conducted to study the effect of demographic variables and PCS scores on FQoL scores. Secondly, variables whose effect was found to be statistically significant in the bivariate analysis were included in a multiple linear regression model to predict FQoL scores. Results indicated that families with higher levels of positive perceptions reported higher levels of FQoL. The predictive analysis of FQoL showed that in both groups of families with a member with ID younger or older than 18 years of age, there was a significant effect from positive perceptions on the reported levels of FQoL, even when the effect of the demographic variables included in the model was eliminated. The present results provide further evidence of the importance of a positive approach toward families with a family member who have ID, reinforcing and broadening the positive perceptions in order to promote their FQoL. The practical implications of these findings are discussed, along with directions for future research.

Children with autism spectrum disorder (ASD) differ from typically developing (TD) children in their play and social abilities. Consequently, play-interactions, commonly shared enjoyable experiences that create positive connections between caregivers and children, can be complex and challenging for children with ASD. Little is known, however, about the subjective experiences of caregivers (mothers and teachers) who play with young children with ASD. The current study investigates their subjective perspectives and related beliefs through qualitative semi-structured interviews with 12 mothers of children with ASD and 11 preschool teachers who work with children with ASD. As part of the interviews, caregivers were asked to comment on videotaped observations of half-hour free play-interactions between themselves and the child with ASD. The study revealed four distinct caregiver perspectives: playful, goal-oriented, integrated, and perceived incompetence perspective. Each type was characterized using three themes: the child in the interaction, the purpose of the interaction, and the caregiver’s role. These findings contribute to the understanding of subjective perceptions regarding play-interactions with children with ASD. This may be useful for professionals working with caregivers of children with ASD and helpful in developing more effective play interventions.

Tourette disorder is characterized by tics and is generally associated with many life impairments in childhood. International clinical guidelines recommend treatment with pharmacotherapy and behaviour therapy. The current pilot study reports a single-case design study assessing the effectiveness of an innovative cognitive-behavioural and physiological treatment for decreasing tics in children and adolescents. Fourteen participants aged 8–16 years old were recruited as consecutive referrals from the general population. Eleven cases completed a cognitive-psychophysiological treatment (CoPs) adapted for children and adolescents, and 5 children completed 6- and 12-months follow-up. The CoPs treatment lasted 14–16 sessions and covered 10 major steps principally addressing processes leading up to tics rather than the tics themselves. There was a significant decrease in tic severity as measured by the Tourette Symptom Global Scale overall children. Results showed a decrease of at least one standard deviation at follow-up time measurements and the majority of children showed a further decrease in tic severity at 12-months follow-up. In conclusion, the cognitive psychophysiological treatment reduced severity of tics in children and adolescents as well as in adults (O’Connor, 2015). These findings highlight the necessity for a therapeutic approach which focuses on the central and global processes surrounding tics to help symptom reduction in people with Tourette.