Eynat Gal

A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders.

Sensory modulation symptoms are common in persons with autism spectrum disorders (ASD); however have a heterogeneous presentation. Results from 14 studies indicated a significant high difference between ASD and typical groups in the presence/frequency of sensory symptoms, with the greatest difference in under-responsivity, followed by over-responsivity and sensation seeking. Three moderators that reduced the variability in findings among studies were: chronological age, severity of autism, and type of control group. Sensory differences were highest for studies of children ages 6–9 years, samples with more than 80% with an autism diagnosis, and compared to a CA matched versus a MA or DD matched group. It is important to consider these moderators in the design of studies and interventions addressing sensory symptoms.

Innovative technology-based interventions for autism spectrum disorders: A meta-analysis

This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies’ effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders.

Dimensions of collaboration on a tabletop interface for children with autism spectrum disorder

In this paper we describe a co-located suite of games on a tabletop device to support social competence training for children with Autism Spectrum Disorder. This suite has been designed to use patterns of collaboration to support therapists in their use of Cognitive-Behavioral Therapy (CBT). In this paper, we discuss the observations collected during a field study where two therapists used the system for social competence training sessions with 8 children. We conclude with lessons learned from meshing software enhanced collaboration within the CBT model.

Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment

This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered.

The relationship between stereotyped movements and self-injurious behavior in children with developmental or sensory disabilities

We assessed whether the stereotyped movements (SM) that are a defining characteristic of autism are discriminable from those observed in other disorders, and whether stereotyped self-injurious movements, which are excluded as exemplars of SM in DSM-IV, differ from other SM in severity or in kind. We used the Stereotyped and Self-Injurious Movement Interview to assess self-injurious and other SM in children with autism (n=56), intellectual disability (n=29), vision impairment (n=50), or hearing impairment (n=51) and in typical children (n=30). Cross-tabulation of scores indicated that self-injurious behavior is rarely performed in the absence of other SM. Reliability analyses indicated that patterns of covariation among SM items differ across groups so that different item sets are necessary to reliably measure SM in each group. Analyses of variance indicated the autism group exceeded one or more other groups in the frequency of 15 SM, the vision impaired group exceeded others on 5 SM, and the hearing impaired group exceeded others on 1 SM. Discriminant function analysis of SM items indicated that although only 66% of participants were accurately classified, it was rare for a child with a different disorder to be misclassified as having autism or visual impairment. We concluded that self-injurious behavior is a more severe form of SM, and there is a distinctive pattern of SM, including self-injurious behavior, that characterizes children with autism.

The relationship between the severity of eating problems and intellectual developmental deficit level.

Nutrition, essential in the daily living functions promoting life quality of persons with intellectual developmental deficits (IDD), is adversely affected by the highly prevalent eating problems in these persons. The current study explores the characteristics of eating problems in population of children with intellectual developmental disorders. We elaborate existing knowledge on the relationship of severity of eating/feeding disorders and intellectual handicap level in children who suffer from IDD. This study investigated differences in the kind of these disorders observed in children with IDD on three levels: mild, moderate, and severe/profound. Ninety-one children aged 4-9 participated in this study: 25 had mild IDD, 32 moderate IDD, and 34 severe/profound IDD. Feeding/eating functions were examined with the screening tool of eating problems (STEP) which was used as the main dependent measure (Matson & Kuhn, 2001). Results suggest that the prevalence of eating problems is higher than previously reported in the literature. Eating/feeding problems proved prevalent across all levels, in almost all of those with IDD, but certain categories of problems (i.e., skills and aspiration risk) are more prevalent among the group falling within the severe/profound range of intellectual disability. This finding makes a new important experimental contribution, suggesting that everyday functions such as eating/feeding be examined in all children with IDD and that clinical differences be considered in light of categorization according to IDD level. Results are discussed in light of the need to consider its implications for practice.

Enhancing Social Communication in High-Functioning Children with Autism through a Co-Located Interface

In this paper we describe a pilot study for an intervention aimed at enhancing social skills in high functioning children with autism. We found initial evidences that the use of a social interaction and may lessen the repetitive behaviors typical of autism. These positive effects also appear to be transferred to other tasks following the intervention. We hypothesize that the effect is due to some unique characteristics of the interfaces used, in particular enforcing some tasks to be done together through the use of multiple-user GUI actions.

Enhancing social communication through story-telling among high-functioning children with autism

We describe a first prototype of a system for storytelling for high functioning children with autism. The system, based on the Story-Table developed by IRST-itc, is aimed at supporting a group of children in the activity of storytelling. The system is based on a unique multi-user touchable device (the MERL Diamond Touch) designed with the purpose of enforcing collaboration between users. The instructions were simplified in order to allow children with communication disabilities to learn and operate the story table. First pilot results are very encouraging. The children were enthusiastic about communicating through the ST and appeared to be able to learn to operate it with little difficulty.

Sensory Processing Dysfunctions as Expressed among Children with Different Severities of Intellectual Developmental Disabilities.

High frequency of sensory processing dysfunctions (SPD) is prevalent among children with intellectual developmental disabilities and contributes to their maladaptive behaviors. However, the knowledge about the expressions of SPD in different levels of IDD severity is limited. As SPD may reduce adaptive responses and limit participation, this knowledge should be elaborated. The purpose of the present study was to examine the specific expressions of sensory processing among children with different severity levels of IDD. Participants were 91 children aged 4-9 years with mild, moderate severe-profound and IDD. Their parents completed the short sensory profile (SSP). According the results, SPD were manifested across all levels of IDD. Groups differed in specific behaviors related to sensory stimuli. The highest percentage of children with severe sensory processing difficulties was found among children with mild and sever IDD level. SPD may characterize children with all severity levels of IDD. Nevertheless, the probability that children with a specific IDD level will be more vulnerable to specific aspects of SPD emphasizes the need for early evaluation and intervention to address the specific sensory needs of children with different IDD levels. This may enhance their development, performance and participation in daily living.

Development and reliability of the Autism Work Skills Questionnaire (AWSQ).

OBJECTIVE The Autism Work Skills Questionnaire (AWSQ), a new, comprehensive self-report assessment of a persons vocational profile, was developed to help produce a good person-job match. This preliminary study was aimed at developing the questionnaire and determining its content validity and internal consistency. METHOD Forty-six adults with high-functioning autism spectrum disorder (HFASD), ages 18-39, were interviewed with the questionnaire. A two-phase study was conducted: (1) constructing the questionnaire and determining its content validity and (2) ascertaining internal consistency reliability. RESULTS We found that the AWSQ had initial content validity and moderate to high internal consistency reliability (Cronbachs α = .64-.90). CONCLUSION The AWSQ can be a useful clinical and research tool in occupational therapy for evaluating work skills of adults with HFASD. Further studies with larger samples and including both typically developing individuals and individuals with HFASD are required to further support the questionnaires reliability and validity.