Download or read book Self perception and Peer Relationships in a Summer Treatment Program for Children with ASD And or ADHD written by Lupita Santillan and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was two-fold. First, to examine perceptions of social and behavioral abilities among children with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD). Second, to analyze the association between self-perception ratings and social relationships at a Summer Treatment Program among children with ASD and ADHD. Previous literature suggests that youth with ASD and ADHD overreport their competence when compared to other informants. The majority of the research has relied on difference of scores to examine overestimation. Recent research has highlighted methodological limitations to using difference of scores, and has encouraged the use of alternative methodological analysis. The current study examined the relationship between self and counselor ratings of social and behavioral abilities among a sample of 71 children and their teachers. Polynomial regression analysis was used, this method has been recommended by recent research as it provides the opportunity to examine the interaction between child and counselor ratings and predictors. Using a polynomial regression analysis, this study examined the interaction between demographic factors and child and counselor reports. The results of this study demonstrated that the majority of children in this sample over-reported their abilities when compared to counselors. Additionally, within this sample, none of the demographic predictors were significantly associated with child self-perception ratings. To examine the association between child and counselor ratings of social and behavioral abilities and social relationships throughout the STP, data from multiple timepoints was collected. During the first and last week of the summer camp, children were asked to complete a friendship survey that provided information regarding number of received friendship nominations and rejections. Following previous STP research among children with ADHD and ASD friendship research, reciprocal friendships, social preference, and friendship scores were analyzed. Children results demonstrated that during the first week of the program, teacher and child ratings were not significantly associated with any of the social relationships scores. Additionally, during the first week of the STP demographic factors were not significantly associated with child and teacher ratings. Results from the fifth week demonstrated that child self-perception ratings were not associated with any of the friendship predictors, counselor ratings were. Demographic factors were not significantly associated during the fifth week of the program for both child and counselor ratings. Results demonstrated that during the fifth week of the program, counselor ratings were significantly associated with child friendship results. These results demonstrate the importance of including multiple forms of ratings into future research and clinical activities. This study contributes to the literature by being the first to (1) include a sample with both children with ASD and/or ADHD, (2) use a polynomial regression method in a STP setting, (3) study examine social relationships of children with ASD within an STP setting.

Download or read book Behavioral Change in a Summer Treatment Program for Children with ASD and ADHD written by Zoey Phillips and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) are both neurodevelopmental disorders, often associated with common impairments in social and behavioral functioning (Craig et al., 2016; Golstein & Schwebach, 2004; Grzadzinski et al., 2016; Karalunas et al., 2018; Mayes et al., 2012; Ronald et al., 2014; Sokolova et al., 2017). Less is known about the population of children who have symptoms of both ASD and ADHD, but preliminary research suggests that these children may experience greater impairment compared to children with ASD or ADHD only (Antshel et al., 2016; Constantino, 2018; Grzadzinski et al., 2016; Craig et al., 2015; Rao & Landa, 2014), and respond differently to treatment (Antshel et al., 20110). The Children's Summer Treatment Program (STP) is a comprehensive and multicomponent treatment package designed to decrease challenging behavior and increase prosocial behavior for children who may not respond to less intensive interventions (e.g. Antshel et al., 2011; Mikami et al., 2017). This study examined positive and negative behavioral functioning with a modified version of the STP for children with ASD, ADHD, and ASD + ADHD. Findings showed overall low rates of negative behavior and relatively high rates of positive behaviors across the treatment period. Diagnosis, returner status, and the interaction between these variables was a significant predictor of both Peer Problems and Defiant Behavior. Returning campers with ADHD showed the highest rates of behavior problems at baseline, and also the greatest improvements over time. Gender and attention problems at baseline were not significant predictors after accounting for other factors. More research is needed to develop sensitive measurement tools to assess children’s social functioning and monitor changes in social skills development over time.

Download or read book Predicting Growth in Prosocial and Externalizing Behaviors During a Summer Treatment Program for Children with ASD ADHD and Comorbid ASD and ADHD written by Shannon Ludeman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children ages 6-12 with Autism Spectrum Disorders (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) often demonstrate similar challenges in in social skills and externalizing behavior (e.g., Leitner, 2014; May et al., 2018). Although distinct evidence-based intervention strategies for improving social skills and externalizing behavior have been shown to have positive effects for children with ASD (e.g., Wong et al., 2015) as well as children with ADHD (e.g., Fabiano et al., 2014), less is known about how a single evidence-based intervention might differentially affect children with ASD, ADHD, or both (Davis & Kollins, 2012).This study examined behavioral trajectories of children with ASD (n = 39), ADHD (n = 50), or both (n = 28) who participated in Apex Summer Camp prior to the COVID-19 pandemic. Apex is an intensive behavioral intervention modeled after the Summer Treatment Program (Pelham et al., 2012). Hierarchical linear modeling was used to model growth in prosocial and externalizing behaviors during camp, and to test whether diagnosis and pre-camp parent-reported child behavior ratings (i.e., Social Responsiveness Scale and Child Behavior Checklist) predicted growth. Results showed that all children, on average, had significant increases in most prosocial behaviors, but no overall changes in most externalizing behaviors. More importantly, campers with ASD and comorbid ASD and ADHD were rarely different from their counterparts with ADHD alone, though comorbid diagnosis was more often associated with less desirable outcomes. Last, parent pre-intervention behavior ratings were largely not predictive of positive behavior growth but predicted the intercept of some externalizing behaviors. Implications for clinical and school-based practice are discussed.

Download or read book Self Regulation written by Rondalyn Varney Whitney and published by PESI Publishing & Media. This book was released on 2014-04-01 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building strong skills for self-regulation and improving quality of life for families is the focus of this revolutionary book on sensory-sensitive learning for children who struggle with common activities of daily living. Using a metaphor of building a house, Rondalyn Whitney and Wendy Pickren guide you through strategies to balance the scales of sensation with collaboration, critical reasoning and problem solving. Activities, recipes, case studies, unique worksheets and journal logs incorporate a WISER approach to resolving disruptions in functional development and creating optimal outcomes.

Download or read book Summer Treatment Program for ADHD and ASD written by Erin G. Underbrink and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self perception of Competencies in Adolescents with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorders written by Rosaria Furlano and published by . This book was released on 2013 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current set of studies adds to the growing body of literature of self-perceptions in atypical populations. Previous research has demonstrated that, despite significant functional problems in multiple domains, children with ADHD unexpectedly provide overly-positive reports of their own competence in comparison to actual performance on objective measures. Study 1 empirically examined the self-perceptions of adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) using performance on individual, specific, concrete tasks as the basis for participants' ratings of competence. Participants completed a verbal and mathematic task and were asked how well they thought they did prior to completing the tasks (pre-prediction rating). After they completed each task they were asked how well they thought they did (current post-performance) and how well they thought they would do in the future (future post-performance). For the purpose of the study, self-perceptions can be described as the difference between perceived performance and actual performance. These difference scores were used in analyses. Results suggested that adolescents with ADHD tend to have more positively-biased self-perceptions than typically developing (TD) adolescents. The current study also examined the role that IQ and executive functioning have on self-perceptions; however, no significant relationships were found. Using the same methodology, Study 2 examined the self-perceptions of adolescents with Autism Spectrum Disorders (ASD). By examining a population with similar cognitive deficits as individuals with ADHD, the current study aimed to determine whether these positively-biased self-perceptions are specific to ADHD or if it is a phenomenon related to more general difficulties or dysfunction. Results suggested that adolescents with ASD also tended to have more positively-biased self-perceptions than TD adolescents. In adolescents with ASD, lower IQ and greater executive functioning deficits tended to be related to more positively-biased self-perceptions. Limitations of this research are discussed. Future investigation is needed to systematically examine other possible mechanisms that may be contributing to these biased self-perceptions.

Download or read book An Investigation of an Intensive One Week Summer Camp Program and Its Impact on Social Skills Development in Children and Youth with Autism Spectrum Disorder written by Amal Ibrahim and published by . This book was released on 2015 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) is an impairment in social and communication skills, and restricted and repetitive behavior. The prevalence of ASD has increased from 1 in 88 in 2012 to 1 in 68 in 2014. Children and youth with ASD need early intervention to improve their social, communication, and behavior skills. Summer camp for children and youth with ASD is considered one of the interventions that help in improving many skills and make individuals with ASD feel as if they are a part of their community. The purpose of this study was to investigate the impact of a one-week day camp, called Camp New Amigos, in improving social skills for children and youth with ASD. This quantitative study obtained data from 40 parents who have children or youth with ASD who participated in a one week day camp. A modified version of the Autism Social Skills Profile (ASSP) was given three times to determine if children and youth with ASD made improvements in social skills after participating in the one week day camp. Survey 1 was distributed before the beginning of camp, survey 2 was given at the end of camp, and survey 3 was given eight weeks post camp. This study reported statistically significant differences when the five domains included in social skills (communication, reciprocity, social cognition, initiation, and perspective taking and self-awareness) were analyzed. The time by treatment interaction was statistically significant for the communication, initiation, and reciprocity domains. These results suggest that participants who attended Camp New Amigos showed a positive impact on social skills for children and youth with ASD, as rated by their parents.

Download or read book Self Perceptions of Friendship Quality and Loneliness Predicting Social Adaptivity of Children with HFASD written by Elizabeth Pak and published by . This book was released on 2019 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peer relationships are integral to foster a student's continued academic engagement and their sense of belonging within their community (for review see Juvonen, 2006). Studies have shown that there are adverse academic consequences (Wentzel et al., 2004; Baumister & DeWall, 2005) when students do not have strong peer relations as well as increased vulnerability to stressors such as peer victimization (Junoven & Gross, 2005) or financial adversity (Becker & Luthar, 2002). Students with ASD experience particular social difficulties because of their symptomatology: social communication deficits and restrictive and repetitive behavior (American Psychiatric Association, 2013). Although these core deficits constitute the general population of those with ASD, the population is extremely heterogeneous, especially when considering individual developmental trajectories. For example, some children with ASD maintain sustainable social networks and are highly involved with their peers (Kasari, Locke, Gulsrud & Rotherham-Fuller, 2010). Despite increased enrollment in regular classrooms, there is insufficient research analyzing the heterogeneity of peer relations or social networks for students with ASD. The present study explored differences of self-perceptions of friendship quality and loneliness between students with high functioning autism spectrum disorder (HFASD) and those with typical development (TD) and whether these perceptions differentiate students with HFASD who have higher social involvement and are more engaged from those who do not. Results indicate that those with HFASD are consistently reporting poorer friendship quality and fewer friends. However, students with HFASD also are reporting less loneliness compared to peers with TD. Self-perceptions did not significantly predict peer network involvement or engagement. Current findings prompt future research into students with HFASD and their conceptions of friendship and loneliness.

Download or read book The Autistic Child s Guide written by Heather Mackenzie and published by Wired Fox Publications. This book was released on 2013-09-06 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: THE AUTISTIC CHILD'S GUIDE presents spark*, the Self-regulation Program of Awareness and Resilience in Kids. spark* is an innovative evidence-based program that teaches children how to manage and regulate their behavior, thinking and emotions more effectively. spark* is appropriate for any child, two to 12 years of age, where self-regulation is a concern; for example, children with autism spectrum disorders, fetal alcohol disorder, Fragile X and attention deficit. This book contains 44 step-by-step lessons that can be implemented by teachers, therapists, assistants and parents. Based on well-researched theory and extensive clinical experience, the groundbreaking spark* program helps children learn how and when to control their bodies, thinking and reactions to things that happen around them. They also learn when and where they can 'let loose' and not worry about self-regulation. spark* is comprehensive, practical and systematic and provides all information and resources needed to implement the program successfully, including a CD with printable and internet resources. Unique features of spark* * Focus on three areas of self-regulation: behavioral, cognitive and emotional * Emphasis on five major executive functions * Early and consistent inclusion of self-calming, resilience and self-advocacy strategies * Systematic withdrawal of adult direction moving toward self-direction for each child * Explicit teaching of generalization of self-regulation skills and strategies

Download or read book The PEERS Curriculum for School Based Professionals written by Elizabeth A. Laugeson and published by Routledge. This book was released on 2013-10-23 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: The PEERS® Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.

Download or read book The effectiveness of a behavioral summer treatment program for children with high functioning autism spectrum disorder written by Elisabeth Sheridan Mitchell and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Bibliotherapy to Support Children s Friendships with Peers with Autism Spectrum Disorder written by and published by . This book was released on 2017 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project explored the use of Bibliotherapy to provide preschool-aged children a better understanding of autism spectrum disorder (ASD). Peer relationships are central to a child’s development by aiding them socially, emotionally, and cognitively and unfortunately for many children with ASD, relational skills are often challenging, allowing for some unique difficulties in meeting those demands in school environments. Bibliotherapy has provided a way to use literature to help children facilitate an understanding of difficult concepts and provide them with opportunities to explore emotions, thoughts and feelings. This provided a unique opportunity to teach typically developing children about a more difficult concept such as ASD with the goal of improving peer experiences for individuals with ASD. Based on Bibliotherapy guidelines and popular children’s stories, an illustrated book was created with the goal of encouraging kindness and fostering a better understanding of children with ASD amongst all of the children in the classroom. Input from two teachers supporting inclusion classrooms (children with ASD and typically developing children, together) was gathered before writing to inform the content of the book. These teachers as well as a parent of a child with ASD provided quantitative and qualitative feedback on an early draft of the story. The book was read on two occasions in an inclusion preschool classroom across three weeks. A running record observation was collected on students’ reaction to the book and their apparent understanding of the message. Overall, students appeared interested in the book and actively answered questions related to the message while the story was being read. Potential areas for improvement to increase students’ understanding and further application of Bibliotherapy for the purpose of supporting peer relationships for children with ASD are discussed.

Download or read book The Influence of Self perception on Externalized and Internalized Behavioral Problems in Children with Autism Spectrum Disorder written by Patricia L. Driscoll and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following is a systematic literature review that focuses on the influence of self-perception on behavioral problems in children with autism spectrum disorder (ASD) through a social learning theoretical lens. It contains a review of ASD, including internalizing and externalizing behavioral issues associated with this disorder; and self-perception; a rationale and purpose for this systematic literature review; a description of the target population as well as the main elements that characterizes Social Learning Theory; an analysis and discussion of results using Social Learning; and recommendations for clinical practice, training, and future research. The literature review explores the influence of self-perception and behavioral problems for children diagnosed with ASD from a Social Learning theoretical orientation. Emphasis is placed on why the impact of self-perception on behavioral problems is a relevant topic to examine for children with ASD.

Download or read book The Social Impact of Participation in Peer Supported Recreational Activities on Individuals with Autism Spectrum Disorder and Their Neurotypical Peers written by Jocelyn Drucilla Frierson and published by . This book was released on 2017 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with Autism Spectrum Disorder (ASD) experience difficulties in social interactions, communication, and engage in restricted, repetitive behaviors or interest (Harstad et al., 2014; Neal & Hattier, 2012). These symptoms may hinder a child's ability to develop and maintain quality friendships. Children with ASD have a harder time making friends compared to their, neurotypical peers. These hindrances may be stemming from core social-cognitive difficulties and ASD symptoms (De Boer, Pijl, Post, & Minnaert, 2013). Recreational activities may provide an important social context for children to develop these social skills and friendships. Current research has found that recreational activities have influenced neurotypical children's personal and social skills, including self-perceptions, positive social behaviors, feelings and attitudes (Durlak et al., 2010). Neurotypical peers may find it difficult to interact with and include peers with ASD due to many of the symptoms of ASD. Research has found that various peer-training programs can create more inclusive environments and promote more social initiation from children with ASD (Owen-DeSchryver et al., 2008). As these programs are not readily available for all, many parents seek out additional social opportunities, in the form of peer supported recreational activities, that might facilitate connections. Many neurotypical peers do not have access to or would not be interested in peer training programs, however may be drawn to participating in a less structured recreational activities environment where peer acceptance can also be developed. The purpose of this study is to explore the impact of participation in peer supported recreational activities on individuals with ASD's friendship quality and social skills, and their neurotypical peers' peer acceptance.

Download or read book Self concept Behavioural Attributions and Self awareness in Adolescents with Autism Spectrum Disorder written by Kelley Drummond and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding a sense of belonging for students on the autism spectrum written by Bria Hoey and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A sense of belonging is the feeling experienced by a student based on their perception that they fit into an environment, encounter frequent positive interactions, and experience reciprocal meaningful relationships. Students with Autism Spectrum Disorder (ASD) often misinterpret social interactions, relationships, and perceptions of how people feel about them which can directly impact their experiences with belonging. This qualitative phenomenological study was conducted to gain a deeper understanding of the perceptions of middle school students with ASD, more specifically with how they experience belonging, and what internal and external factors impact it. Five students participated in the study from three school districts in Delaware County, PA. Each student participated in two thirty-minute interviews. Participants shared that they felt a sense of belonging at school when they experienced positive social connections and could be their authentic selves. Participants identified factors that promoted their sense of belonging such as teacher and peer support, demonstrating the appropriate social skills in situations, and being given options or choices. Challenging peer behaviors like bullying, their own social motivation and a negative self-perception were all factors that decreased their sense of belonging. The role of perception became a key factor in the findings. Participant's view on their experiences may not be consistent with how staff or other peers would have experienced the same situations. It was important that the researcher only considered the participants' view for this study as that was the purpose. The participants shared what made them feel like they belonged and being their authentic self around peers and in class were key indicators. Leading to the conclusion that belonging lies the perception of the beholder. Everyone experiences belonging differently as each person perceives the world differently.

Download or read book The Autistic Child s Guide Elementary Version written by Dr E Heather MacKenzie and published by . This book was released on 2014-09-29 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: THE AUTISTIC CHILD'S GUIDE Elementary version presents spark*EL, Self-regulation Program of Awareness and Resilience in Kids for children in middle childhood to early adolescence. spark*EL is an upward extension of spark*, an evidence-based program that teaches children how to manage and regulate their behavior, thinking and emotions more effectively. Based on well-researched theory, current neurology, extensive clinical practice and spark* -specific research, this groundbreaking program helps children 9 to 14 years of age learn how and when to control their bodies, thinking and reactions to things that happen around them. They also learn when they can let loose and not worry about self-regulating. spark*EL is comprehensive, practical and systematic and provides all information and resources needed to implement the program successfully. This book contains 23 step-by-step lessons that can be implemented by teachers, therapists, assistants and parents. All resources and materials are available on the spark* website: www.spark-kids.ca