170
Posters Advancing Comprehensive Early Childhood Intervention
Session 3
HEALTH Topic - Autism Spectrum Disorder
p3.13 Teaching Social Skills in Social Groups for Preschool Children With Autism: How to Make them Easier to Generalize Presenting Author: Ivana Jandrokovic (Croatia) Affiliation: Faculty of Special Education and Rehabilitation Sciences Co-Authors: Jasmina Stosic Early intervention programs for children with autism spectrum disorders (ASD) are oriented towards individual teaching of specific skills, primarily in the domain of cognitive and language abilities. The development of social skills is the part of development that is the most difficult to teach in isolated conditions. The generalization of these same skills in everyday functioning is the most difficult to implement. Accordingly, work with children with ASD is increasingly being directed from individual to group work. Our research includes a group of children with ASD (N= 5), aged 5-7 years. The goal of the research is to examine the adoption of social behaviors through 10 group meetings. The test is quantitative, the acquisition of social skills will be carried out by detailed analyzing videos of activities, items from the ADOS-2 assessment, and an internal questionnaire of social behaviors that is filled out by the educator of the child involved. p3.15 Toddlers (but not infants) With Elevated Autistic Traits Show Lower Executive Function Scores Presenting Author: Maryna Nosyk (United Kingdom) Research with children aged 3 years and older shows an association between autistic traits and executive function (EF) difficulties. However, it remains unclear if these associations exist in infants and toddlers due to a lack of appropriate assessment measures. We aimed to determine if associations between autistic traits and daily EF abilities are present in infants and toddlers, using a parent-report measure for 9- to 36-month-olds, specifically in a sample enriched for high variation in autistic traits. In this study, 136 UK parents of 9- to 37-month-olds with a family history of autism or ADHD participated. They reported on their child's autistic traits and EF abilities. Linear regression was used to estimate associations between autistic traits and EF scores. Among 24- to 35-month- olds, there were significant negative associations between autistic traits and cognitive EF (β=-.727, p< .001) and Regulation scores (β=-.582, p< .001). High levels of autistic traits may indicate EF difficulties as early as toddlerhood. Affiliation: University of Oxford Co-Author: Alexandra Hendry p3.16 Transdisciplinary Intervention in ASD in the Context of Equine-Assisted Therapy and Clinic: A Case of Study Presenting Author: Rui Botelho Affiliation: Equine Therapy Association of Porto and Matosinhos (Associação Equiterapêutica do Porto e Matosinhos (AEPM)) Co-Author: Joana Pereira Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects social communication, behavior, and development throughout life (APA, 2023). Equine Assisted Therapy (EAT) uses the horse and its movement to provide sensory stimulation, correct body positioning, motor, cognitive, psychosocial, educational, and behavioral skills (Wood et al., 2021) Psychomotor Therapy (PM), in the clinical context, is a therapy that uses the body in movement and its holistic expression, providing changes in behavior, learning, and psychomotor development (APP, n.d.). The present study consists of demonstrating the importance of transdisciplinarity in a child with ASD who attends TAE and PM sessions, once a week each. The assessment, in the beginning and at the end of the program, involves applying Vineland-III (Sparrow, Cicchetti, Saulnier, 2016) to analyze adaptive behavior. The results will be presented, and the importance of this 6-month intervention in PEA will be discussed.
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