Focus on Autism and Other Developmental Disabilities

The purpose of this article is to present a team approach to functional behavioral assessment (FBA). The model uses a transdisciplinary technical assistance team approach to assessing and planning interventions for young children with autism who exhibit severe challenging behavior. The article discusses the types of information needed to conduct an FBA, gives specific examples as to how the information might be collected by the team, and examines the benefits and barriers to conducting an FBA within the framework of a team.

Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed.

One hundred nine people with autism spectrum disorder (ASD) completed the Depression Anxiety Stress Scales (DASS), and Stress Survey Schedule (SSS). Compared with Australian norms for DASS depression, anxiety, and stress, both males and females with ASD showed elevated scores. Females aged 25 to 44 years scored significantly higher on the DASS depression subscale than same aged males and younger males and females. Significant gender and age differences were evident on SSS subscales. In comparison with males, females were more stressed on Pleasant Events, Sensory/Personal Contact, and Social and Environmental subscales, and adult females in particular were more stressed on items around Change and Social Threats and Anticipation/Uncertainty. Young people were less stressed on seven of the eight SSS subscales than older people. It appears that emotional vulnerability in people with ASD varies according to gender and age, with adult females at particular risk.

The Social Communication Questionnaire (SCQ) is a brief parental screening instrument used to identify children With autism spectrum disorders (ASD). Screening validity for the SCQ has been supported in children 4 years of age and older, but ongoing studies indicate that the SCQ may not be effective in identifying very young children With ASD. The purpose of the current investigation Was to determine Whether the SCQ could distinguish children With ASD from children With other developmental delays in a sample of very young children referred for early intervention. Results found that the recommended cutoff score of 15 yielded a sensitivity value of .47 and a specificity value of .89. Maximum sensitivity and specificity rates Were achieved When the SCQ cutoff score Was reduced to 11 (.89 and .89, respectively). Implications of the findings are discussed.

Telehealth training may benefit parents’ use of early intervention for children with autism spectrum disorder (ASD). This study is one of the few randomized trials to compare telehealth parent training in the Early Start Denver Model (P-ESDM) with a community treatment-as-usual, early intervention program. Parents were randomized to 12 weekly 1.5-hr videoconferencing sessions with website access to P-ESDM learning resources or to monthly 1.5-hr videoconferencing sessions with website access to alternative resources to support their intervention. Telehealth training facilitated higher parent fidelity gains and program satisfaction for more of the P-ESDM than the community group at the end of the 12-week training and at follow-up. Children’s social communication skills improved for both groups regardless of parent fidelity. Findings suggest the feasibility of telehealth training with improved parent intervention usage and satisfaction from the program. However, the impact of these effects on children’s development over time is yet to be understood.