Peter B. Marschik

Using iPods(®) and iPads(®) in teaching programs for individuals with developmental disabilities: a systematic review.

We conducted a systematic review of studies that involved iPods(®), iPads(®), and related devices (e.g., iPhones(®)) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods(®) or iPads(®) and aimed to either (a) deliver instructional prompts via the iPod Touch(®) or iPad(®), or (b) teach the person to operate an iPod Touch(®) or iPad(®) to access preferred stimuli. The latter also included operating an iPod Touch(®) or an iPad(®) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods(®), iPod Touch(®), iPads(®), and related devices are viable technological aids for individuals with developmental disabilities.

Differences between Girls and Boys in Emerging Language Skills: Evidence from 10 Language Communities.

The present study explored gender differences in emerging language skills in 13,783 European children from 10 non-English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur-Bates Communicative Development Inventories (CDIs) from age 0.08 to 2.06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary, and in combining words. The difference increased with age. Boys were not found to be more variable than girls. Despite extensive variation in language skills between language communities, the difference between girls and boys remained. This suggests that the difference is caused by robust factors that do not change between language communities.

Changing the perspective on early development of Rett syndrome.

Highlights ► Our study provides new insights into the pre-regressional development of RTT. ► The pre-regression period should not be considered asymptomatic. ► Peculiarities in speech-language development are potential red flags for RTT.

Human Motor Behavior

The spontaneous movements of the newborn infant have a long prenatal history. From 8 weeks postmenstrual age onward the fetus moves in distinct motor patterns. There is no period of amorphic and random movements. The patterns are easily recognizable, as all of them can be seen after birth. The human neonate demonstrates a continuum of motor patterns from prenatal to early postnatal life. Around the 3rd month a major transformation of motor and sensory patterns occurs. This makes the infant more fit to meet the requirements of the extra-uterine environment. The developmental course of spontaneous movements during the first 20 weeks postterm age shows the emergence and disappearance of various movement patterns. The so-called general movements deserve special interest as they are in their altered quality a most reliable indicator of brain (dys)function with a specific prediction of later developing cerebral palsy.

Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder

Abstract Objective: To compare how quickly children with autism spectrum disorder (ASD) acquired manual signs, picture exchange, and an iPad®/iPod®-based speech-generating device (SGD) and to compare if children showed a preference for one of these options. Method: Nine children with ASD and limited communication skills received intervention to teach requesting preferred stimuli using manual signs, picture exchange, and a SGD. Intervention was evaluated in a non-concurrent multiple-baseline across participants and alternating treatments design. Results: Five children learned all three systems to criterion. Four children required fewer sessions to learn the SGD compared to manual signs and picture exchange. Eight children demonstrated a preference for the SGD. Conclusion: The results support previous studies that demonstrate children with ASD can learn manual signs, picture exchange, and an iPad®/iPod®-based SGD to request preferred stimuli. Most children showed a preference for the SGD. For some children, acquisition may be quicker when learning a preferred option.

Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options.

Abstract The present study involved comparing the acquisition of multi-step requesting and social communication across three AAC options: manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Preference for each option was also assessed. The participants were two children with autism spectrum disorders (ASD) who had previously been taught to use each option to request preferred items. Intervention was implemented in an alternating-treatments design. During baseline, participants demonstrated low levels of correct communicative responding. With intervention, both participants learned the target responses (two- and three-step requesting responses, greetings, answering questions, and social etiquette responses) to varying levels of proficiency with each communication option. One participant demonstrated a preference for using the SGD and the other preferred PE. The importance of examining preferences for using one AAC option over others is discussed.

Use of early intervention for young children with autism spectrum disorder across Europe

Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7 years or younger (N = 1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable variation in use of interventions, and in some countries more than 20% of children received no intervention at all. The most frequently reported interventions were speech and language therapy (64%) and behavioural, developmental and relationship-based interventions (55%). In some parts of Europe, use of behavioural, developmental and relationship-based interventions was associated with higher parental educational level and time passed since diagnosis, rather than with child characteristics. These findings highlight the need to monitor use of intervention for children with autism spectrum disorder in Europe in order to contrast inequalities.

From the reaching behavior at 5 months of age to hand preference at preschool age

The aim of the study was to examine the reaching behavior at the age of 5 months, and to determine whether and to what extent there is a relationship between hand use at this age and manual laterality at preschool age. 20 participants (13 girls and 7 boys) were investigated on two occasions: At the age of 5 months we assessed the hand use for reaching for four different objects placed at the infants body midline or in their right or left hemispaces, respectively. At the age of 5 years and 7 months, we assessed the hand use for 22 motor tasks. The handedness status was calculated in order to reflect the sinistrality-dextrality continuum. All but one infant were unimanual reachers at 5 months of age. Preferential reaching was space dependent rather than object dependent at this stage. Children reaching for objects in the right hemispace predominantly with their right hand showed a significantly greater right hand laterality at late preschool age than children who at the age of 5 months had shown inconsistent hand use (p < .05). Children who at the age of 5 months had reached for objects in the left hemispace with their left hand proved to be less lateralized in their right hand use approximately 5 years later (p < .05).

Methodological note: video analysis of the early development of Rett syndrome--one method for many disciplines.

Rett syndrome is a profoundly disabling X-linked neurodevelopmental disorder that predominantly, but not exclusively, occurs in females. It is mainly caused by mutations in the gene MECP2 for methy...

Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device.

Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech‐generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad®‐based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank‐you response after receiving the requested toy.