Valdosta State University

Slides:



Advertisements
Similar presentations
Using Behavior Principles to Improve Quality of Services: Increasing Time-on-Task and Quality of Interactions in Ten Classrooms Serving Children with Low.
Advertisements

A Project GATORSS: Social Skills Assessment and Intervention for Young Children with Autism Spectrum Disorders Maureen A. Conroy, Ph.D., Jennifer M. Asmus,
Schizophrenia and Intellect Presentation by: Bryan Lang Caroline Helfrich and Jessica Wright Thomas W. Weickert, Terry E. Goldberg, James M. Gold, Llewellen.
Automated Language Environment Analysis (LENA) in Understanding Language Profiles in Young Children with Down Syndrome, Autism, and Typical Development.
THE EFFECTS OF AGING ON DISCRETE AND CONTINUOUS MOTOR COORDINATION A. S. Bangert 1, C. M. Walsh 2,3, A. E. Boonin 1,4, E. Anderson 4, D. J. Goble 4, P.
The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.
Autism Spectrum Disorder David Hoehne PSY F14.
The Effects of Dance/Movement Therapy on the Pediatric Population with an Autism Spectrum Disorder (ASD) Anna Marie Usery and Stephanie Wilton Bellarmine.
Recreational Therapy: An Introduction Chapter 6: Autism PowerPoint Slides.
Catherine Taylor Caldwell College Graduate Programs in Applied Behavior Analysis.
Formulating objectives, general and specific
What is iLs? How does iLs work? Equipment Summary Program Structure Supporting Research Summary Overview.
Increasing Positive Affect and Social Responsiveness in Children and Adolescents with Autism Spectrum Disorders: The Adaptation of a Music-Based Intervention.
A cognitive perspective on language learning in young and older adults Henk Haarmann ILR Plenary Session, Foreign Service Institute (February 15, 2008)
Discussion The Effect of Auditory Sensory Abnormalities on Language Development in Young Children with Autism Spectrum Disorder  Autism Spectrum Disorder.
Autism Heather Towery Davis #87838 EDU 329 Spring 2011/Session I.
Helping Families, Schools and Communities Understand Children With Autism Spectrum Disorder Teresa Boggs, M. S. CCC-SLP Director of Clinical Services.
“Early Detection of Learning Disabilities – The Situation Today”. Lalitha Ramanujan Alpha to Omega Learning Centre 1.
Working memory (WM) : capacity / resources / mechanisms for simultaneous storage and processing of information  Related to various higher-level cognitive.
©2014 Cengage Learning. All Rights Reserved. Chapter 7 Using Time Samples to Look at Attention Span “Teaching is not about transferring knowledge. It is.
Joint Attention Cues and Children with Autism Spectrum Disorders, Developmental Delay, and Typical Development Rachel Petrak, Susan Risi & Catherine Lord.
Control of Attention in schizophrenia 1.Advance understanding of schizophrenia. Move from description of deficits to explanation of specific mechanisms.
ELEMENTARY TA TRAINING Autism: Basic Characteristics and Educational Supports.
Task Analysis Strategies and Practices Access to Develop Students with Low Functioning Autism in Vocational Skills Supattra W. Andrade, M.A. Jittirat Tadthiemrom,
Characteristics of Autism
Self-Regulated Strategy Development for Students with Asperger Syndrome: A Discussion May 13, 2011 Min-Chi Yan.
Decoding Dyslexia Parent Support Group October,
Services for Individuals with Autism Spectrum Disorder – Minnesota’s New Benefit Age and Disabilities Odyssey Conference June 17, 2013.
Dr. Morayo Jimoh CPsychol 17 th meeting and scientific sessions of the Biofeedback Federation of Europe, Venice, Italy.
The NIMH Research Domain Criteria Initiative (RDoC): A Framework for Psychopathology Research February 20, 2014 Jill Heemskerk, PhD Deputy Director, Division.
Methods Identifying the Costs of Auditory Dominance on Visual Processing: An Eye Tracking Study Wesley R. Barnhart, Samuel Rivera, & Christopher W. Robinson.
BTEC National Children's Play, Learning & Development Unit 1: Child Development Delayed Development Helen Taylor Unit 1, Session 2. Helen Taylor 1.
1 Warm-ups Lesson Plan Samples Autism PowerPoint Boardmaker Activity or ATM EdcG 630 – April 7th.
The Effects of Sleep on Confidence in Biochemistry Neesha Desai and Rebecca Joseph Introduction As college students, we all know sleep is a wonderful thing.
Chapter 5 Learning Disabilities
Ali Fay, B.S. Ed. Valdosta State University
The Effects of Exercise on Attention During Articulation Therapy
A Research Project Beth Reed
Chapter 7 Autism Spectrum Disorders
The Effects of Physical Exercise on the Executive Functions of Children with Attention Deficit Hyperactivity Disorder: An Integrative Review of Literature.
Semantic Priming Effects in a Bilingual Gujarati Speaker
Understanding Students with Autism
Rachel Davis Valdosta State University
Mind-wandering and Academic Performance
Exceptional Student Education (ESE) Special Education (SPED)
Application of Our Problem: Biological Correlates of Language
PARENTAL RECOGNITION OF EARLY SIGNS OF ASD IN VENEZUELAN CHILDREN Cecilia Montiel-Nava, María Soto, Mayte Marín, José A. Chacín, Zoila González-Ávila,
Music Utilization Methods
Medical Decision Making and Advance Care Planning
Child Psychopathology
Neurofeedback of beta frequencies:
Emma Birkett Joel Talcott
Evidence-Based Practices: Tier 1
Emotion Regulation (ER) Emotion Regulation (ER)
Rebekah Foster, B.S. Ed. Melissa Carter, M.S., CCC-SLP
Autism Spectrum Disorder
Autism.
Perceived versus Actual Knowledge of Autism Spectrum Disorder
Duration of presentat ion
The National Autism Center’s National Standards Report
Testing the Attachment Theory of Parent-Child Interaction Therapy Erin Floyd and Sheila Eyberg Department of Clinical and Health Psychology University.
Attachment Dependency
Infancy and Childhood.
Exceptional Student Education (ESE) Special Education (SPED)
Evaluation in IDEA 2004.
CI804 Wichita State University May 3, 2012
Sensory Processing & Integration Looking for a new insight
The Effectiveness of Computer-based Instruction (CBI)
AUTISM SPECTRUM DISORDER (ASD)
Perceptual-Motor Deficits in Children with down syndrome: Implications for Intervention Study by: Naznin Virji-Babul, Kimberly Kerns, Eric Zhou, Asha.
Presentation transcript:

Valdosta State University The Effects of Presentation Modality and Rate on Word Recall Abilities In Children with Autism Spectrum Disorders Melanie Hyde, B.S.Ed. Valdosta State University

Disclosures None of the authors had any financial relationships relevant to the content of this presentation. This research was conducted for Science and Research in Communication Sciences and Disorders, a course required as part of the graduate program at Valdosta State University.

Background Sensory abnormalities are included in the differential diagnosis of autism spectrum disorders. Adverse effect on mainstream learning Children with ASD have differences in sensory integration and stimulus perception Impacts learning, attention, processing speed Word recall: simplistic measure of learning In-tact skill in children with ASD Easily manipulable

Background Modality: Rate: Courchesne et al. (1994) – poor modality coordination and deficits in attention shifts between modalities Iarocci and McDonald (2006) – multisensory interactions enhance the “final fused precept” Rate: Tardif et al. (2007) – decreased speed of processing (SOP) in ASD requires a decreased rate of presentation Breznitz et al. (2009) – increasing processing speed through accelerated presentation Preservation of cognitive resources

Experimental Questions 1) How does presentation modality affect word recall abilities in children with autism spectrum disorders 2) How does presentation rate affect word recall abilities in children with autism spectrum disorders? Hypotheses 1) The researcher hypothesized that a relationship would exist between presentation modality and word recall abilities. 2) The researcher hypothesized that as rate decreased, word recall abilities would increase.

Statement of the Purpose The present research sought to establish the variables most positively correlated with word recall abilities in children with ASD as a measure of attention and short-term memory. The purpose of the current study was to determine the methods best utilized in effectively supporting learning within a heterogeneous population.

Methodology Participant: 10 year-old Caucasian male with a confirmed diagnosis of autism Documented IEP No secondary diagnosis or compromising medications Recipient of ongoing speech and language services Sensory observations: hand flapping, excessive fidgeting, full-body rocking Stimuli: 4 words lists comprised of 12 words 5 monosyllabic, 7 bisyllabic

Methodology Procedures: QuickTime Player sound recording and moving recording features Recordings controlled for extraneous input BPM metronome used to control presentation rate Increasing and decreasing the interstimulus interval 120 BPM, .5 second ISI  increased rate 30 BPM, 2 second ISI  decreased rate Administration: Clinical environment Single data-collecting session Explicit instructions Responses recorded for playback and analysis Accuracy and comparison between trials

Results Accuracy of word recall across modality and rate

Discussion Modality and word recall: Current study- No relationship between modality and recall Consistent with literature’s inclusivity Differences in stimuli, environments, methodologies Modality effectiveness may be dependent on: Higher vs. lower levels of cognitive demand Controlled vs. complex environment Lack of benefits for single vs. simultaneous input on simple tasks

Discussion Rate and word recall: Tardif et al. (2007)- Slower SOP requires decreased rate of presentation Slowed presentation shows benefits for complex classroom learning but may not benefit all learning tasks. Word recall is a low endurance activity Simplicity may lend to greater benefits in increased rate Deficits in processing speed = increased cognitive demands Increased rate may conserve cognitive resources and prevents decay (Shiran & Breznitz, 2011)

Implications No differences in auditory and auditory+ visual recall abilities: Simplicity of the task  intact performance (Heaton, 2003) Controlled environment  increased ability to attend (Teder- Salejarvi et al., 2005) Suggestions: Work toward input integration Focus on bimodal integration and rapid learning in simple/conditioned environments (treatment room) On tasks of attention and memory, increased presentation may benefit recall accuracy. Rote memorization ≠deep processing Findings may not generalize to more complex learning tasks.

Limitations Single-subject design The ASD population is heterogeneous in composition Future studies: Varying ages, genders, severities Word list stimuli Possible cognitive overload related to quantity (12 words) If cognitive overload occurred due to the presentation of too many words, recall abilities may have been compromised Inclusion of less words Higher level of importance placed on the recall of each individual word

Clinical Recommendations Implement methods of instruction that best help with coping and processing of the environment. Control for competing factors to better determine sensory preferences. Auditory + visual stimuli vs. auditory stimuli Consider word recall effective in strengthening attention, short-term memory, storage, and retrieval. Increased rate may decrease cognitive delay and lead to increased gains in performance. Vast classroom implications ( working and short-term memory) Explore within the therapeutic setting.

Conclusion Altering the presentation modality and rate of information has the potential to benefit the child with ASD. Tasks of word recall, which measure short-term memory and attention, may benefit from an increased rate of presentation. Conservation of cognitive resources  improved performance (Breznitz et al., 2009) Short-term memory abilities are foundational to learning and abilities of working and long-term memory. Improvements in short-term memory may enhance overall classroom performance and learning efficacy.

References Breznitz, S., Sagroun, T., Shatil, E., & Rodriguez, C. (2009). Cognifit personal coach ™. New York, NY: CogniFit Ltd. Courchesne, E., Townsend, J., Akshoomoff, N. A., Saitoh, O., Yeung-Courchesne, R., Lincoln, A.J., . . . Lau, L. (1994). Impairment in shifting attention in autistic and cerebellar patients. Behavioral Neurosciences, 108, 848-865. Heaton, P. (2003). Pitch memory, labeling, and disembedding in autism. Journal of Child Psychology and Psychiatry, 44, 543-551. Iarocci, G., & McDonald, J. (2006). Sensory integration and the perceptual experience of persons with autism. Journal of Autism and Developmental Disorders, 36, 77-90. Shiran, A., & Breznitz, Z. (2011). The effects of cognitive training on recall range and speed of information processing in the working memory of dyslexic and skilled readers. Journal of Neurolinguistics, 24, 524-537. Tardif, C., Lainé, F., Rodriguez, M., & Gepner, B. (2007). Slowing down presentation of facial movements and vocal sounds enhances facial expression recognition and induced facial-vocal imitation in children with autism. Journal of Autism and Developmental Disorder, 37, 1469-1484. Teder-Salejarvi, W. A., Pierce, K., Courchesne, E., & Hillyard, S. A. (2005). Auditory spatial localization and attention deficits in autistic adults. Cognitive Brain Research, 23, 221-234.