National Conference on ASD 2020 – Parallel Paper Presentations by Delegates

Hi All,

this post is in continuation of “National Conference on ASD 2020” series, in this post i am sharing the details of few “Parallel Sessions” presented by Delegates which i was able to attend.

To begin with this was my first time in a conference and that too my first time hearing the term “Parallel Sessions”. There were many working professionals, research students etc have come for presenting their research papers from across the nation, there were around 60+ presentations that was planned to be presented. It was planned in a way that 6 halls were allocated for such presentations and in each hall there will be 10 such paper presentations carried out with 15 – 20 mins time frame, in Parallel. So it is physically not possible to attend all the papers presented in this session, so we are to pick a Hall based on the topics that would be presented in that Hall which are of higher relevance to us. So after some careful considerations i opted for “Lecture Hall – 3”, based on the topics listed.

From organizing point of view, this was a complete chaos, students of Chettinad were not clear on how to go about things, Laptops were not enabled for accepting pen drives, all delegates should email their presentations to the Organizing team it seems, which was not informed clearly to all the delegates, Mike testing in all the lecture halls were not done in advance etc …

Below are the papers that were presented in the hall which i selected along with the points shared by them:

 

Paper 1 – Perception of Teachers, Educational Support and Challenges in the Inclusion of Students with Autism Spectrum Disorder (ASD): An Indian Perspective

Presented by : Dr Pramod Kumar M P M, MSc, MEd, PhD , Assistant Professor, School of Education, CHRIST (Deemed to be University), Bengaluru – 560029
Email ID : pramodkumar.pm@christuniversity.in

Points presented were:

1) Quality education definitely speaks about Inclusion and Equal opportunity of education to all

2) Despite of various schemes, policies, being put-forth such as Right to Education, Person with Disabilities, Fundamental Right for many years, the implementation has not been smooth.

3) Urban areas have been improved in identifying the child with autism and accepting the child in the educational system, whereas the rural areas still struggling to identify a child with autism due to lack of awareness and knowledge.

4) Teachers Perceptions

a) Poor knowledge & awareness about disorder
b) Teachers feel unprepared to guide and support students with ASD in rural areas especially
c) Teachers feel if would be difficult to sensitize/manage them with other children
d) They felt the need to have constant training sessions
e) Prepare teachers and encourage them to manage inclusive classrooms better.

5) Challenges in Inclusion

a) Training & awareness among teachers
b) Technological, financial and additional resources by schools are inadequate
c) Parental engagement and Family Support
d) Collaboration among various stakeholder is difficult
e) Complicated disorder where in the causes remain unidentified and less professional help
f) Teachers training programs (Peer mediation, Peer Tutoring)

 

 

Paper 2 – Validity of the Autism Spectrum Quotient

Presented by Divya Daniel, Master’s Student, Mount Carmel College, Vasanth Nagar, Bengaluru, Karnataka – 560 052
Email ID : divyadaniel97@gmail.com

Aim – The Autism Spectrum Quotient (AQ) is a self-report measure of autistic traits which is used extensively in clinical practice and research. However, there is little evidence to support the validity
of the AQ and justify its widespread use.

Methods – It was hypothesized that if the AQ is a valid measure of autistic traits, it will correlate more highly with theory of mind, sensory processing difficulties, cognitive flexibility and resistance to change than with introversion, anxiety and depression.

Analysis: The sample consisted of 270 adults who completed a series of questionnaires and tests online. Correlation analysis revealed that the AQ correlated more highly with
introversion than with the variables chosen to test the convergent validity of the AQ. Simple linear regressions showed that introversion, anxiety and depression were significant predictors
of the AQ

Conclusion : A principal components analysis produced a two- component model in which AQ and introversion loaded on to the same component. Altogether,
the evidence from this study suggests that the AQ has reasonable convergent validity but insufficient discriminant validity.

Points presented were:

1) AQ is used all over the world, for research purposes and as a screening tool for ASD.

2) Aim is that “AQ detects autism traits” OR “AQ detects only autism traits”

3) AQ relations to below is taken in to account:

• Theory of Mind
• Sensory Processing difficulties
• Cognitive Flexibility
• Resistance to Change
• Discriminant validity
• Anxiety
• Depression
• Introversion

Chairperson commented that she has a beautiful voice…and she could listen her speaking more …:)

 

 

Paper 3 – Development of writing skills in children with Autism Spectrum Disorder (ASD)

Presented By : Sobhiya Vani MOT (Paediatrics), FAOT (NDD), National Institute for Empowerment of Persons with Multiple Disabilities (Divyangjan), East
Coast Road, Muttukadu, Kovalam Post, Chennai, Tamil Nadu – 603 112

Email : svani22ot@gmail.com

Points presented were:

1) Types of pencil grips found on elementary school children are Lateral, Static and Dynamic Tripod, they have different grasps.

2) With respect to ASD children, following factors also impact the writing skills:

• Visual motor integration
• somatosensory integration
• Sensory Integration
• Cognition skills
• Social and Cultural factor

3) Children should be able to hold and scribble, if they can do that, they can very well be able to write as well.

4) In Visual motor integration, visual skills, visual perception, motor co-ordination plays a major role. Through visual sense child learns visual memory, discrimination, shapes, colors etc.

5) Handwriting skill is strongly linked with Hand eye co-ordination.

6) In somatosensory skills, it is a combination of tactile and proprioceptive senses. It helps the child to initiate and sustain the force in writing and isolated movement of the fingers and thumb. It helps the child to hold the pencil during writing.

7) In sensory Integration, child faces issues with respect to Tactile hypersensitivity, Tactile discrimination and Dyspraxia.

8) Finger praxis are the best predictors for the poor handwriting. Impairment in imitation decreases the overall motor planning.

9) For which with autism we need to assess focusing on Dominance of Hand, legibility component, ergonomics factor, motor skills, muscle tone, crossing the middle line and bilateral integration.

10) Kinesthetic’s plays a major role in contributing to the writing skills, children with impaired kinesthetic functions demonstrated the awkward and inefficient pencil grips resulting in slow writing.

11) Berry VMI Test is a standard assessment tool, in which child should copy patterns from booklet. It is done for child up to 8 years, in order to find out issue is with visual perception or motor co-ordination.

12) In Minnesota writing assessment, ability of the Legibility, Form, Alignment, Size and Spacing are assessed.

13) THS-R (Test of Handwriting Skills -Revised) can also be used in the area of manuscript and cursive writing.

14) Comprehensive treatment procedures are Neuro Muscular, sensory motor, bio-mechanical and motivational approaches. In Neuro muscular, Postural preparation is causing big impact. i.e. scapulothoracic and gleno joint movement plays a major role.

15) Neurodevelopmental – Activities to improve fine motor skills are IHM (In hand manipulation) and Coloring accuracy, there is a strong correlation between them.

16) Handwriting on vertical surfaces can develop wrist stability, balancing of muscles and hand.

17) Through practice, repetition and feedback, reinforcement, we can encourage autism child to participate in writing using instructional approaches such as modeling, tracing, copying.

18) Multi sensory approach would give the best results in improvement on handwriting.

19) Visual, proprioceptive, tactile, auditory system can be tapped to create information to reach properly to the central nervous system.

20) Approaches includes varieties of writing tools, writing surfaces, different textures, etc..

21) Challenges in handwriting are related to sensory processing and visual perception motor skilling on child with autism

22) Approaches focus on sitting posture, pencil grasp, writing tool modification, paper position, i.e. paper position for the right hand child , the paper should be kept in 20 to 30 degree angle from the midline of the body, child should hold the paper in the left hand while they are writing. Same way for the left handed child.

 

 

Paper 4 – Effectiveness of reciprocal imitation training to improve imitation, play skills and to reduce repetitive behaviors in children with Autism Spectrum Disorders

Presented By Suba Growther, Occupational Therapist, Physical Medicine & Rehabilitation,JIPMER, Puducherry- 605 006

Email : subaot@gmail.com

Objectives: The aim of the study was to find out the effectiveness of Reciprocal Imitation Training (RIT) in improving Imitation, Play and reducing Repetitive Behaviors in children with ASD.

Methods: Children with mild and moderate level of ASD were screened using Indian Scale of Autism Assessment (ISAA). 20 participants were divided into experimental (N=10) and control
group (N=10). Children in experimental group underwent RIT for 20 hours of intervention in five phases, 4 hours for each phase. Control group participants underwent free play sessions
with the same toys used for RIT group along with rhymes with actions for a total of 20 hours. MIS, SPT and RBQ-2 were administered before and after the intervention as outcome measures.

Results: Between group comparison of post-test scores showed statistically significant difference for imitation skills (P = 0.034, CI =0.00 to 0.139) and play skills (P = 0.040, CI = 0.000 to 0.139). No significant difference for repetitive behaviors (P = 0.849, CI = 0.854 to 1.000).

Conclusion: The study indicated that RIT is effective in improving imitation and play skills in children with ASD and can be used to improve imitation and play skills in children with ASD.

Points presented were:

1) For children with ASD, imitation skills is found to be significantly impaired.

2) Play is freely chosen, personally directed and intrinsically motivated in order to engage the child. For a typical child it happens naturally, for children with ASD, the lack imaginative play, very limited understanding on use of toys, they will be using repetitive play.

3) Reciprocal Imitation Training (RIT) is a naturalistic behavioural intervention that targets imitation in young children with ASD during ongoing playing interactions.

4) Scales like ISAA (Indian Scale of Autism Assessment), MIS (Motor Imitation Scale), SPT (Symbolic Play Test) and RBQ 2 (Repetitive Behavior questionnaires) were used for outcome measures

5) Motor Imitation scale contains 16 items, 8 for object imitation and 8 for body movement imitation.

6) The intervention was given in 5 phases, each phase lasted for two weeks approximately.

Phase I – Therapist imitates the child. i.e. whatever the child does, the therapist would do it. Including the body movements and vocalization

Phase II -Therapist models familiar actions with the same toy as the child i.e. If child takes one toy therapist also takes the same toy and imitates.

Phase III – Therapist models familiar and New actions with the same toy as the child’s

Phase IV – Using different toy than the child’s, therapist models familiar actions

Phase V – Using different toy than the child’s therapist models familiar actions and new actions

7) Techniques used were

• Linguistic Mapping
• Contingent Imitation
• Modeling

Children’s are great imitators, give them something great to imitate.

 
Paper 5 – Effectiveness of Visual stimulation activities in enhancing visual processing skills for ASD children

Presented by Saradha Priyadarshini, Assistant Professor National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD), Coimbatore

Points presented were:

1) So many researches have concluded that Visual learning style is more supportive to the children.

2) Visual processing skills is what our brain uses to get the sense of what we see in our world around us. When the child has delayed or lacks visual processing, the learning takes longer, requiring more cognitive effort, that slows down the learning process.

3) Importance of visual processing skills in terms of academic aspects are:
Reading, Writing, Arithmetic, Life skills, Finding objects in messy place, crafts, etc..

4) Visual processing skills are:

• Visual discrimination – It is the ability to realize differences and similarities between objects
• Visual figure ground discrimination – It is the ability to find and pick up the important information in the visually messy background
• Visual closure – It is the ability to know when a part of image or object is missing
• Form Constancy – Ability to name objects even when viewed in a different angle and environment
• Visual memory / Sequence – Ability to recall, information over time, recall shape or object in the correct order.
• Visual motor co-ordination – Ability to coordinate and perceive information with motor skills

5) Activities used were:

• For Visual Discrimination – Identity and Match picture cards
• For Visual figure ground discrimination – Odd man out with objects and pictures
• For Visual closure – Finding of the Picture (Stencils were used)
• For Form Constancy – Numbers and colors
• For Visual memory / Sequence – Hidden object Game, telling in order the objects which the child has seen
• For Visual motor co-ordination – Stenciling and Stringing beads

 
Paper 6 – An Observational Study On Cognitive, Behaviour and Emotional Learning Pattern Among Children with Autism Spectrum Disorder

Presented by Sagayaraj, PhD Research Scholar, Psychology, Chettinad Academy Of Research and Education (CARE) (Deemed to be University), Kelambakkam, Chennai, Tamil Nadu – 603 103
Email: harrysagayaraj@gmail.com

Points presented were:

1) Observational Study was done based on 6 children

2) CBT and ABA are widely used behaviour treatments

3) The behaviour which has the intensity, duration, frequency and resistance in home environment they do:

• Body Rocking
• Head Banging
• Temper Tantrums
• Lack of eye co-ordination
• Lack of Sitting Tolerance

In therapy sessions the focus is on emotional communication, cognitive ability, physical activity through occupational therapy and Group therapy where they interact with other children. Whereas in a family environment they are very idle, alone, its a closed environment, they indulge in self play, the mother is the therapist for them, they do not have an environment setup to include the learning pattern in it.

 
Paper 7 – An Extra Ordinary Comprehensive Approach in Autism Intervention

Presented by P Muthulakshmi, Occupational Therapist, Chettinad Srihari Vikasam, School for children with differently abled, Adyar, Chennai – 600 020
Email: muthulaksh2002@gmail.com
Aim: To establish an extra ordinary approach in autism therapy.

Objective: To establish an extra ordinary comprehensive approach in autism intervention.

Method: A Single centered, experimental study with 2 groups control (n=10) and experimental (n=10). The control group received occupational therapy (OT), Speech therapy (ST) and Special Education (Spl.ed). The experimental group received OT, ST, Spl.ed and Brain gym. The outcome was measured using Pre-requisite learning skills (PLS) assessment.

Result: The experimental group showed higher scores than the control group.

Points presented were:

1) She asked everyone to do a powerful Yawn with a sound and add another action where stretch hands clasped in front of us with a Yawn.

2) The Yawning is some thing called Energy Yawn which is part of a brain gym activity.

3) There are 26 brain gym movements, due to constraints of time i will speak about only one i.e. Yawning

4) When we Yawn, we are helping brain with more amount of oxygen and by stretching the hands we are making an alerting movement.

5) Movement is the door to learning, it activates the whole brain in the synergistic way and that’s how it is facilitating the learning.

6) Brain gym stimulates your nervous system equally in all parts of the brain.

7) It minimizes one sided negativeness of the brain

8) The three dimensions that get facilitated are Lateralization, Focus and Adaptive Response.

9) Prerequisite skills/components required are: Joint attention, Sustain attention, Compliance and Sitting Tolerance.

 

Chairperson quoted examples of few activities that were followed as part of south Indian tradition which helps the child, like:

1) Girl child were expected to do learn the art of Kolam ( Drawing patterns ranging from simple to complex using rice powder in the floor). This art lets the child knows how much powder needs to be picked up in hand, in order to complete a particular pattern, which is an executive function.

2) Children who does pooja (worship god), would asked to show theepa aaradhanai (camphor) in one hand and ring the bell in another hand, this helps Bilateral co-ordination.

3) When the child is ready for reading/writing, he would be taught writing in the sand using fingers as a pencil, which works on the sensory processing system.
Regards,
Saranya and Karthik
karthiksaranyaparents@gmail.com