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| DEV Sunday Poster Session: Even-Numbered Posters |
| Sunday, May 29, 2022 |
| 2:00 PM–3:00 PM |
| Exhibit Level; Exhibit Hall A |
| Chair: Kieva Sofia Hranchuk (St. Lawrence College) |
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| 82. Descriptive Assessment of Play Development in Infants at Risk for Autism |
| Area: DEV; Domain: Applied Research |
| CARLEY SMITH (University of Florida), Ciobha A. McKeown (University of Florida), Timothy R. Vollmer (University of Florida), Kerri P. Peters (University of Florida) |
| Discussant: Kieva Sofia Hranchuk (St. Lawrence College) |
| Abstract: Play skills are an integral component in the development of social skills, communication, and emotional interactions in young children. Children with neurodevelopmental disabilities engage in less toy play than their neurotypical peers, and therefore, are at risk for additional deficits in these pivotal areas. Early research suggests deficits in play skills in individuals with autism spectrum disorder (ASD) can be observed in infancy (9 to 12 months). This is advantageous as delays in play skills could be used as another indicator of infants at risk for ASD. Aside from pretend play, there is limited research on earlier forms of play styles in behavior analysis. Through a review of the developmental literature, operational definitions of play types are inconsistent and are neither measurable nor observable. This may affect the validity of developmental norms collected for each play type, which inhibits early identification of delays. The aim of this study was to conduct a descriptive assessment of an infant’s play skills from 7 to 15 months. Play skills coded included undifferentiated, stereotypical, relational, symbolic, and functional play. This study aims to identify the most valuable measures of play indicative of developmental delays for infants at risk for autism. |
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| 84. The Effects of Sensory Integration Therapy and Exercise on Stereotypy in Children with Autism Spectrum Disorder |
| Area: DEV; Domain: Applied Research |
| HANNAH WALKER (Teachers College, Columbia University), Robin Nuzzolo (Fred S Keller School, NY) |
| Discussant: Kieva Sofia Hranchuk (St. Lawrence College) |
| Abstract: Many individuals with autism spectrum disorder (ASD) exhibit a range of non-functional motor movements or vocalizations referred to as stereotypy. These behaviors restrict quality of life as they tend to interfere with attentional engagement, socialization, and educational instruction. Sensory integration (SI) therapy is often prescribed as an occupational therapy (OT) treatment for stereotypy despite limited evidence to support these treatments. SI treatment attempts to address atypical sensory processing by providing stimulation to different sensory modalities (i.e., rocking chair or dizzy disc). The purpose of this study was to examine the effects OT with SI therapy and non-contingent exercise during recess on the reduction of stereotypical behaviors in three preschoolers with ASD. Researchers evaluated the effects of the treatments using an alternating treatments design embedded in a reversal design. While exercise effectively reduced stereotypy, the SI condition produced rates of stereotypy that were comparable to baseline. These results do not support SI therapy as an effective treatment for stereotypy. |
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| 86. Parental Practices linked to Antisocial Behavior Regarding the Children Age Group |
| Area: DEV; Domain: Applied Research |
| SILVIA MORALES-CHAINE (National Autonomous University of Mexico) |
| Discussant: Kieva Sofia Hranchuk (St. Lawrence College) |
| Abstract: Antisocial behavior refers to a wide range of behavioral manifestations. Regarding its development, certain forms of antisocial behavior are more likely to present in different stages of development. Coercive practices in parents such as punishment and inconsistency are strong predictors of child disruptive behavior. The main purpose of this study is to evaluate the practices used by parents that predict the level of antisocial behavior in preschool and school children and adolescents. Participants were 1175 parents of three age groups children: 3 to 5-year-old (525 parents), 7 to 9-year-old (286 parents), and 13 to 15 -year-old (364 parents). The sample was recruited from social media. Parents answered two questionnaires about their children's behavior and their practices. Structural equation modeling was conducted showing that the main predictor of aggressive behavior in all three groups was the oppositional behavior. On the other hand, the use of punishment was the main predictor of oppositional behavior for preschool children and adolescents, meanwhile, the inconsistent practices were the main predictor of oppositional behavior in school children. |
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