Autism litigation: Outcomes for 2010, trends in decision making and changes in diagnostic criteria

Hill, Doris Adams; Kearley, Regina

doi:10.1016/j.ridd.2013.02.018

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…An increase in numbers has met with an increase in litigation regarding ASD and the Individuals with Disabilities Education Improvement Act. 4 The prevalence of 4-year-old ASD was 13.4 per 1,000, which was 30% lower than the prevalence of ASD at 8 years of age, suggesting a progression in reducing the age of the first ASD assessment. 5 …”

Section: Introductionmentioning

confidence: 82%

Motor learning characterization in people with autism spectrum disorder: A systematic review

Moraes

Massetti

Crocetta

et al. 2017

Dement. neuropsychol.

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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily characterized by deficits in social interaction, communication and implicit skill learning.OBJECTIVE:To analyse the results of research on "motor learning" and the means used for measuring "autistic disorder".METHODS:A systematic literature search was done using Medline/PubMed, Web of Science, BVS (virtual health library), and PsycINFO. We included articles that contained the keywords "autism" and "motor learning". The variables considered were the methodological aspects; results presented, and the methodological quality of the studies.RESULTS:A total of 42 studies were identified; 33 articles were excluded because they did not meet the inclusion criteria. Data were extracted from nine eligible studies and summarized.CONCLUSION:We concluded that although individuals with ASD showed performance difficulties in different memory and motor learning tasks, acquisition of skills still takes place in this population; however, this skill acquisition is related to heterogeneous events, occurring without the awareness of the individual.

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Section: Introductionmentioning

confidence: 82%

Motor learning characterization in people with autism spectrum disorder: A systematic review

Moraes

Massetti

Crocetta

et al. 2017

Dement. neuropsychol.

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“…ASD is characterized by a qualitative deficit in communication and social interaction as well as a series of restricted, stereotyped and repetitive behaviors and interests [American Psychiatric Association, ]. According to Hill and Kearley [], the characteristics of ASD typically appear during the first 3 years of life and the disorder is one of the fastest growing neurobiological conditions in the world. One important consequence resulting from ASD is its impact on social functioning, which leads to a wide range of special needs [Fakhoury, ].…”

Section: Introductionmentioning

confidence: 99%

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

et al. 2019

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Autism spectrum disorder (ASD) is associated with persistent deficits in social communication and social interaction, including impaired multisensory integration, which might negatively impact cognitive and motor skill performance, and hence negatively affect learning of tasks. Considering that tasks in virtual environment may provide an engaging tool as adjuncts to conventional therapies, we set out to compare motor performance between young people with ASD and a typically developing (TD) control group that underwent coincident timing tasks based on Kinect (no physical contact) and on Keyboard (with physical contact) environments. Using a randomized repeated cross‐over controlled trial design, 50 young people with ASD and 50 with TD, matched by age and sex were divided into subgroups of 25 people that performed the two first phases of the study (acquisition and retention) on the same device—real or virtual—and then switched to the other device to repeat acquisition and retention phases and finally switched on to a touch screen (transfer phase). Results showed that practice in the virtual task was more difficult (producing more errors), but led to a better performance in the subsequent practice in the real task, with more pronounced improvement in the ASD as compared to the TD group. It can be concluded that the ASD group managed to transfer the practice from a virtual to a real environment, indicating that virtual methods may enhance learning of motor and cognitive skills. A need for further exploration of its effect across a number of tasks and activities is warranted. Autism Res 2020, 13: 307–319. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Individuals with autism spectrum disorder are known to have difficulties with learning motor tasks. Considering that performing motor tasks in virtual environment may be an engaging tool as adjuncts to conventional therapies, we aimed to estimate performance in tasks regardless of physical touch. Results showed that participants had more difficulty using the non‐touch task; however, virtual training improved performance on the physical (real) task. This result indicates that virtual methods could be a promising therapeutic approach for the ASD population.

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“…Evaluation and eligibility are sometimes implicated within court cases related to IDEA violations for children with ASD, but not as often as other issues (Fogt et al, 2003). The evaluation was identified as an IDEA procedural violation in 23%, 32%, and 45% of federal and state court cases in 2009, 2010, and 2013, respectively (Hill & Hill, 2012; Hill & Kearley, 2013; Hill & Taylor, 2017). The greatest concern for parents of children with ASD seems to be focused on IEP content and implementation, based on the complaints parents filed with a midwestern state education agency, but issues related to evaluation were sometimes raised (White, 2014).…”

Section: Current Challenges In Identification and Treatment Of Asdmentioning

confidence: 99%

School psychologists and autism identification: Present challenges and potential solutions

Margiano

Sassu

Dale

et al. 2022

Psychology in the Schools

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Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.

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Autism litigation: Outcomes for 2010, trends in decision making and changes in diagnostic criteria

Cited by 3 publications

References 7 publications

Motor learning characterization in people with autism spectrum disorder: A systematic review

Motor learning characterization in people with autism spectrum disorder: A systematic review

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

School psychologists and autism identification: Present challenges and potential solutions

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