Visual supports, which provide information presented in a visual format to enhance achievement toward specific goals, can be very helpful for individuals who have autism spectrum disorder (ASD). Music therapists often use visual supports in their practice; however, research exploring how they do so is limited. In the present study, the researcher used a mixed-methods research design to explore music therapists’ use of visual supports for individuals who have ASD. The researcher e-mailed a survey to board-certified music therapists who opted to receive e-mails from the Certification Board for Music Therapists (CBMT), 525 of whom completed the entire survey. Approximately 70% of participants reported using visual supports “always” or “very often.” Participants most frequently reported using pictures with written words and visual schedules. Visual supports are most often used by music therapists in children’s facilities/schools and to address communication skills when working with individuals who have ASD. Participants most frequently reported using visual supports to generally enhance the session/interventions, using them to provide routine, predictability, and clear expectations for individuals who have ASD. Resources and recommendations provided by participants are also summarized. Open-ended responses were coded into themes, and most participants recommended specific software or applications and encouraged others to use certain visual supports, such as visual schedules and “real” pictures. Future researchers should examine the effectiveness of visual supports when used in music therapy sessions for individuals who have ASD.

Music therapists frequently work with clients with Autism Spectrum Disorder (ASD) who use Augmentative and Alternative Communication (AAC). The purpose of this study was to gather information on music therapists’ current experiences with AAC training as well as music therapists’ perceptions of their own communication abilities when communicating with clients who have ASD using their preferred AAC system. The researcher invited 7,279 board-certified music therapists to participate in this study via email, of which 366 completed the survey. Participants reported most often providing services to children and adolescents with ASD, and frequently using electronic AAC and electronic apps with their clients with ASD. The majority (71.2%) of participants stated that they would like additional training in the use of AAC. Of the music therapists who had participated in previous AAC training, many had received training at work or by an SLP or other certified professional. Results of this study provide information about the current practices and perceptions of board-certified music therapists working with clients with ASD.

Purpose: This was a pilot study assessing the impact of a sensory adapted dental environment (SADE) on children with developmental disabilities (DD) receiving routine dental care. Methods: A crossover study of 22 children with DD, aged 6 through 21, was conducted at Virginia Commonwealth University Pediatric Dental clinic. Each participant was randomized to a sequence of two dental cleanings, one regular dental environment (RDE) and one SADE with a 3-4-month recall. Outcomes included physiological measures (heart rate and oxygen saturation) and cooperation (Frankl scores). Results: Study subjects completed a total of 36 visits. None of the physiological measures differed at either time point between the two treatment settings. The Frankl scores were significantly higher with SADE setting than RDE (p =0.0368). Forty-six percent of parents strongly agreed that they would prefer the SADE for their child’s next visit. Conclusion: SADE may be associated with improved behavior in children with DD.

It is of utmost importance that students diagnosed with Autism Spectrum Disorder (ASD) in the public school setting across the United States are receiving the best, most researched services and treatments. This study aimed to find out what services and treatments are most commonly being used for students with ASD in the public schools, to see whether or not those practices are supported by research, and to discover how involved parents and families are in the services being provided to their students. This study found that of the top 25 most commonly used practices, 17 of those were supported by and recommended by research, 3 are considered to have some research support, 1 was considered to not have research support, and 4 were undetermined to have research support. This study also found that overall, parents are aware of the services being provided to their students with ASD, but they do not feel like they are actively involved with majority of the services being provided.

Sensory motor deficits, although not part of the diagnostic criteria, are frequently reported in autism spectrum disorder (ASD). The ob jective of this project is to study the temporal and spatial dynamics of an approximately periodic motor activity (circle drawing) in children with ASD. The natural rhythm of periodic motor activities such as circle drawing are known to exhibit statistical persistence in typically developing individuals. A sample of 15 children aged 4 to 8 years, with a primary diagnosis of ASD were asked to draw circles using a computerized tablet and pen, which record spatio-temporal data. Results were compared with those of 19 typically developing children. While no differences were seen in statistical persistence, differences were observed in timing of discontinuous circle drawing and in kinetic process variable such as grip and axial forces. Understanding the specific nature of graphomotor deficits is the first step towards developing targeted treatment for these impairments.

Sensory motor deficits, although not part of the diagnostic criteria, are frequently reported in autism spectrum disorder (ASD). The ob jective of this project is to study the temporal and spatial dynamics of an approximately periodic motor activity (circle drawing) in children with ASD. The natural rhythm of periodic motor activities such as circle drawing are known to exhibit statistical persistence in typically developing individuals. A sample of 15 children aged 4 to 8 years, with a primary diagnosis of ASD were asked to draw circles using a computerized tablet and pen, which record spatio-temporal data. Results were compared with those of 19 typically developing children. While no differences were seen in statistical persistence, differences were observed in timing of discontinuous circle drawing and in kinetic process variable such as grip and axial forces. Understanding the specific nature of graphomotor deficits is the first step towards developing targeted treatment for these impairments.

ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art

In recent years, autism diagnoses have steadily increased, putting a substantial emphasis on early identification as a crucial component for intervention. Autism diagnoses, however, often require a thorough and comprehensive assessment from a highly trained practitioner. Although ideal, such assessments are often time consuming and expensive, creating a need for a quicker, more simplistic method of screening for autism. Clinicians customarily used behavior rating scales to identify a number of various problem behaviors and/or disorders. The purpose of the present study is to examine the utility of two common behavior rating scales in accurately discriminating between a group of preschoolers with autism and a group of referred preschoolers with autism. Parents/guardians of 74 preschoolers with and without autism, who had been referred to a child development clinic due to behavioral or developmental concerns, completed both behavior rating scales as part of a comprehensive assessment. Although analyses revealed significant differences between the two groups of participants on two of the scales from one of the instruments, these findings demonstrate little clinical value for screening purposes.

Working collaboratively with VSA Texas, the research study examined how a Universal Design for Learning (UDL) curriculum functions for students with Autism Spectrum Disorder in an art learning setting. The curriculum focused on learning new media for art making in the form of digital film and video. My research and proposed successful classroom strategies are intended to assist current and future art educators in implementing aspects of UDL in their inclusive art classrooms to better educate students with disabilities through art. / text

Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings. / text