Academic literature on the topic 'Autism spectrum disorders – Psychological aspects'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Autism spectrum disorders – Psychological aspects.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Autism spectrum disorders – Psychological aspects"
1
Simashkova, N. V., A. A. Koval-Zaytsev, M. V. Ivanov, and S. G. Nikitina. "Diagnostic, Clinical, Psychopathological, Psychological Aspects of the Examination of Children with Autism Spectrum Disorders." Psikhiatriya 19, no. 1 (March 28, 2021): 45–53. http://dx.doi.org/10.30629/2618-6667-2021-19-1-45-53.
Full textAbstract:
Objective: recently, much attention has been paid to the problem of autism spectrum disorders (ASD) in childhood. Despite the abundance of psychometric approaches to the diagnosis of autism in childhood, questions remain about the validity of their use in everyday practice. In recent years, works began to appear in the United States calling into question the practice of mandatory use of the “gold standard” methods for diagnosing ASD. Russia has many years of experience in multidisciplinary cooperation of medical psychologists and clinicians in child psychiatric practice, which makes it possible to more accurately determine the depth and severity of autistic manifestations, as well as to determine the dynamics of a child’s development, which will make it possible to provide targeted effective assistance. Aim: to develop diagnostic, clinical-psychopathological, psychological approaches to the diagnosis of autism spectrum disorders in childhood.Patients and methods: the sample consists of 254 patients aged 4–17 years (average age 7.3 years) with different forms of ASD according to ICD-10 (heading F84). The patients were examined by clinical-psychopathological, clinical-dynamic, clinical-follow-up, psychological methods.Results: the study made it possible to define the profiles of six main forms of ASD from a clinical and psychological standpoint: Asperger’s syndrome (F84.5); childhood autism dysontogenetic (F84.0); childhood psychosis (F84.02); Kanner’s syndrome (F84.01), syndromic atypical autism (F84.11),and atypical childhood psychosis (F84.12).Conclusion: the results obtained are presented in a multidisciplinary aspect, which allows the most accurately diagnose one form or another of autism spectrum disorders and to develop personalized routes of patient management.
2
Semina, I. I., L. M. Mukharyamova, I. S. Sabirov, E. V. Valeeva, L. R. Safiullina, and D. O. Nikitin. "The current state of the problem of autism spectrum disorders — some biomedical and socio-humanitarian aspects." Kazan medical journal 100, no. 6 (December 9, 2019): 918–29. http://dx.doi.org/10.17816/kmj2019-918.
Full textAbstract:
The review deals with modern factors of the etiology and pathogenesis of autism, which is part of the autism spectrum disorder complex, approaches to the diagnosis and rehabilitation of patients, as well as social and humanitarian aspects of understanding this pathology as a phenomenon. Despite the fact that so far there is no single etiological concept of the development of autism, a sufficient amount of information has been accumulated that allows talking about genetic theory as one of the main causes of its occurrence. The functions of the main genes in which mutations can lead to the development of autism are examined in more detail, and its genomic architecture is established to be heterogeneous, that is, it is determined by polymorphism in several genes at once, and the disorder is aggravated when polymorphisms are combined with external risk factors. Some current aspects of the diagnosis of autism are outlined, including the main criteria a persistent lack of social communication and social interactions, limited, repetitive forms of behavior, speech impairment. The main diagnostic questionnaires and rating scales used for the more accurate diagnosis and verification of autism spectrum disorders are presented. When considering the treatment and rehabilitation of patients with autism and other disorders of the autism spectrum, it was concluded that integrated approach including various methods of psychological, pedagogical and medical correction, as well as social adaptation and integration is the most effective. Studies in the social sciences are presented that examine autism spectrum disorders within the framework of social constructivism, the role of the social context in identifying and treating autism is shown, as well as the impact of medical discourse on stigmatization and discrimination of the autistic community. The approaches to the conceptualization of autism in the framework of the theory and movement of neurodiversification, representing autism as a form of biological diversity that requires a positive identity of autistic people and the recognition of their differences by society, are highlighted.
3
Chepka, Olena. "PSYCHOLOGICAL AND PEDAGOGICAL ACCOMPANIMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 209–20. http://dx.doi.org/10.31499/2307-4906.2.2022.262966.
Full textAbstract:
The article reveals various aspects of psychological and pedagogical support of children with autism spectrum disorders. It is determined that one of the features of working with preschoolers in this category – is compliance with the principles of learning, as well as the principles of the activity approach in their education. The most common factors that cause difficulties in learning in primary school are the burden of early development, delays in the formation of cognitive processes (thinking, speech), insufficient development of motor functions, visual perception, immaturity of emotional and personal sphere, nervous and somatic disorders, and mental health. It is determined that the completion of classes of correctional and developmental training and appropriate psychological and pedagogical support of children with autism spectrum disorders is carried out on the basis of a comprehensive clinical, psychological and pedagogical examination in accordance with variable curricula. It is established that the acquisition can be of four options. The first is designed for children who have studied for a year or two in general secondary education and who have shown persistent failure in basic subjects. The second is intended for children who started school at the age of 6 and have not mastered the program, as well as for 7-year-old children who have not studied before, but showed a low level of readiness for school. The third – a special case of staffing – is designed for 6–7-year-old children who are unprepared for school. The fourth option of staffing provides training for children in educational complexes “Kindergarten – School”, “Primary School – Kindergarten” with the beginning of correctional and developmental work from 4 or 5 years. The principles, tasks, content, and directions of psychological and pedagogical support of correctional and developmental education are highlighted. It is proved that the most typical features of correctional and developmental education of junior schoolchildren, arising from the nature of their educational activities, are united into four integrated blocks: semantic, procedural, communicative, and interpersonal communication.
Keywords: psychological and pedagogical support; features; factors; children; autism spectrum disorders; correctional and developmental learning; difficulties; clinical, psychological and pedagogicalexamination.
4
Crespi, Bernard, and Christopher Badcock. "Psychosis and autism as diametrical disorders of the social brain." Behavioral and Brain Sciences 31, no. 3 (June 2008): 241–61. http://dx.doi.org/10.1017/s0140525x08004214.
Full textAbstract:
AbstractAutistic-spectrum conditions and psychotic-spectrum conditions (mainly schizophrenia, bipolar disorder, and major depression) represent two major suites of disorders of human cognition, affect, and behavior that involve altered development and function of the social brain. We describe evidence that a large set of phenotypic traits exhibit diametrically opposite phenotypes in autistic-spectrum versus psychotic-spectrum conditions, with a focus on schizophrenia. This suite of traits is inter-correlated, in that autism involves a general pattern of constrained overgrowth, whereas schizophrenia involves undergrowth. These disorders also exhibit diametric patterns for traits related to social brain development, including aspects of gaze, agency, social cognition, local versus global processing, language, and behavior. Social cognition is thus underdeveloped in autistic-spectrum conditions and hyper-developed on the psychotic spectrum.;>We propose and evaluate a novel hypothesis that may help to explain these diametric phenotypes: that the development of these two sets of conditions is mediated in part by alterations of genomic imprinting. Evidence regarding the genetic, physiological, neurological, and psychological underpinnings of psychotic-spectrum conditions supports the hypothesis that the etiologies of these conditions involve biases towards increased relative effects from imprinted genes with maternal expression, which engender a general pattern of undergrowth. By contrast, autistic-spectrum conditions appear to involve increased relative bias towards effects of paternally expressed genes, which mediate overgrowth. This hypothesis provides a simple yet comprehensive theory, grounded in evolutionary biology and genetics, for understanding the causes and phenotypes of autistic-spectrum and psychotic-spectrum conditions.
5
Bagaradnikova, E. V. "Counseling Issues of Children with ASD Parents." Autism and Developmental Disorders 16, no. 4 (2018): 35–41. http://dx.doi.org/10.17759/autdd.2018160406.
Full textAbstract:
Several aspects of the Regional Public Organization for Assistance to Children with Autism Spectrum Disorders “Contact” members work are listed: counseling of parents of children with ASD, informational, psychological and legal support and social security. Well-established experience of consultative work can serve as a basis for the development of parents advisory support technology provided in various organizations, both non-profit and governmental.
6
Łukasik, Szczepan, Marek Gosztyła, and Tomasz Gosztyła. "Therapeutic Facility for Individuals with Autism Spectrum Disorder." Kwartalnik Naukowy Fides et Ratio 47, no. 3 (September 30, 2021): 424–41. http://dx.doi.org/10.34766/fetr.v47i3.775.
Full textAbstract:
The number of individuals diagnosed with Autism Spectrum Disorder (ASD) is currently growing, and despite this, their needs are rarely accounted for in construction codes and design guidelines. People with ASD are particularly sensitive to the environment, mainly due to the specificity of sensory functioning: either a hyper- or hypo-reactivity to stimuli and non-standard interests in the sensory aspects of their surroundings. The objective of this paper is to present the design of a therapeutic facility for individuals with ASD which incorporates psychological research findings, proposed general guidelines concerning design for this user group, existing buildings and original design solutions.
7
Ivanov, M., V. Kotlyarov, G. Kozlovskaya, L. Kremneva, M. Kalinina, and T. Krylatova. "Isolation syndrome in children: Clinical and psychological aspects in the context of COVID-19." European Psychiatry 64, S1 (April 2021): S667—S668. http://dx.doi.org/10.1192/j.eurpsy.2021.1772.
Full textAbstract:
IntroductionIn connection with the COVID-19 pandemic, in order to prevent the spread of coronavirus infection, a lockdown was introduced everywhere in the Russian Federation, the main psychological feature of which is social deprivation - the deprivation or restriction of social habitual real interactions.ObjectivesDescribe clinical and psychological manifestations in children in the context of COVID-19 pandemic lockdown.MethodsDuring the period from June to September 2020, parents of 108 children of early, preschool and school age applied for advice. Children are divided into two groups: I -children with previously established mental disorders; II - children who have not previously been observed for developmental disorder by a psychiatrist.ResultsParents of children applied for counselling with complaints of psychological, neurotic and psychosomatic symptoms that were present in children during the period of lockdown. It was found that the active use of electronic gadgets, an abundance of alarming information from the media, can cause disturbances in the family system and become an additional risk factor in the developmental disorders and an increase in the existing psychopathological symptoms in children. However, in young children with normative development and in some children with autism spectrum disorder, the phenomenon of social isolation did not reveal any pronounced changes in the mental state towards deterioration; on the contrary, in a number of cases there is a weakening of previously manifested deviations, apparently associated with increased communication with the loved ones and increased parental attention.ConclusionsClinical and psychological services should offer preventive support to the entire family.DisclosureNo significant relationships.
8
Dobiala, Ewa, Renata Stefańska-Klar, Aleksandra Rumińska, Paulina Golaska-Ciesielska, Maciej Duras, and Weronika Janiak. "Challenges of Psychological Therapy Work With Autistic Adult." Global Psychotherapist 1, no. 2 (July 7, 2021): 45–56. http://dx.doi.org/10.52982/lkj151.
Full textAbstract:
Autism spectrum disorder (ASD), as a neurodiverse developmental pattern, affects between one and two individuals in every 100 people. Autistic individuals experience different challenges in every decade of their lives. The difficulties in sensorimotor functioning, emotional codes, communication and cognition, albeit causing emotional distress, form a basis for developing a unique culture. Knowledge, understanding, respect and openness to neurodiversity are the fundamental prerequisites for Transcultural and Positive Psychotherapists and any professional who intends to deliver psychological therapy to autistic individuals. In this paper, we discuss the medical, psychological and sociocultural aspects of the autistic spectrum and present the basic goals of therapeutic work with autistic adults.
9
Hamdan, Mohammed Akram. "Changes and Challenges of puberty in Adolescents with Autism Spectrum Disorder." Dirasat: Educational Sciences 49, no. 4 (December 14, 2022): 447–58. http://dx.doi.org/10.35516/edu.v49i4.3352.
Full textAbstract:
Objective: The current study investigated the changes and challenges of puberty in adolescents with Autism spectrum disorder.
Method: The qualitative research methodology was used by conducting semi-structured in-depth interviews. The sample consisted of 12 parents (8 men and 4 women) whose adolescents have been diagnosed with Autism spectrum disorder from government or private clinics, and they (adolescents) were between 13-18 years old.
Results: The findings indicate that most parents note that pubertal timing appears early in their children with Autism spectrum disorder, especially among female adolescents. Several parents indicate that some behaviors, such as stereotypical and repetitive behaviors decreased or stopped in their children during puberty. The findings of parents' responses analysis also show that their children experience several behavioral challenges during puberty, including anger, social withdrawal, sexual behaviors, daily life skills, menstruation, and eating.
Conclusion: Puberty leads to significant unique challenges for individuals with Autism spectrum disorder. The impairment in communication skills and other behaviors associated with the disorder can lead to negative risks during this period. Different developmental challenges begin to appear in the behavioral, health, physical, and psychological aspects during puberty. The study recommends the need for counseling and training programs for children with Autism spectrum disorder and their parents to deal with the changes and challenges of puberty.
10
N.N., Vasyagina, Grigoryan E.N., and Kazayeva E.A. "Psychological and educational aspects of rehabilitation of children with autism spectrum disorder in preschool education." National Psychological Journal, no. 2 (2018): 92–101. http://dx.doi.org/10.11621/npj.2018.0210.
Full textDissertations / Theses on the topic "Autism spectrum disorders – Psychological aspects"
1
Gillespie-Smith, Karri Y. "Eye-tracking explorations of attention to faces for communicative cues in Autism Spectrum Disorders." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6499.
Full textAbstract:
Background Individuals with Autism Spectrum Disorder (ASD) have been reported to show socio-communicative impairments which are associated with impaired face perception and atypical gaze behaviour. Attending to faces and interpreting the important socio-communicative cues presented allows us to understand other’s cognitive states, emotions, wants and desires. This information enables successful social encounters and interactions to take place. Children with ASD not attending to these important social cues on the face may cause some of the socio-communicative impairments observed within this population. Examining how children with ASD attend to faces will enhance our understanding of their communicative impairments. Aim The present thesis therefore aimed to use eye-tracking methodology to examine attention allocation to faces for communicative cues in children with ASD. Method The first line of enquiry examined how children with ASD (n = 21; age = 13y7m) attended to faces presented within their picture communication systems compared to typically developing children matched on chronological age, verbal ability age and visuo-spatial ability age. The next investigation was conducted on the same group of children and examined how children with ASD attended to faces of different familiarity including, familiar, unfamiliar and the child’s own face. These faces were also presented with direct gaze or averted gaze to investigate how this would impact on the children’s allocation of attention. The final exploration highlighted how children with ASD (n = 20; age = 12y3m) attended to socially salient information (faces) and non-socially salient information (objects) presented within social scenes of varying complexity, compared to typically developing controls. Again groups were matched based on chronological age, verbal ability age, and visuo-spatial ability age. Results Children with ASD were shown to allocate attention to faces presented within their picture communication symbols similarly compared to their typically developing counterparts. All children were shown to fixate significantly longer on the face images compared to the object images. The children with ASD fixated for similar amounts of time to the eye and mouth regions regardless of familiarity and gaze direction compared to their controlled matches. All groups looked significantly longer at the eye areas compared to the mouth areas of the faces across all familiarity types. The children also fixated longer on the eye and mouth regions of direct gazing faces compared to the regions presented on the averted gazing faces. The children with ASD fixated on the faces and objects presented within social scenes similar to their typically developing counterparts across all complexity conditions. The children were shown to fixate significantly longer on the objects compared to the faces. Conclusions Children with ASD showed typical allocation of attention to faces. This suggests that faces are not aversive to them and they are able to attend to the relevant areas such as eye and mouth regions. This may have been influenced by the inclusion of high functioning children with ASD. However these results may also suggest that attention allocation and gaze behaviour are not the only factors which contribute to the socio-communicative impairments observed in ASD.
2
Martin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind." University of Sydney, 2009. http://hdl.handle.net/2123/4990.
Full textAbstract:
Doctor of PhilosophyAim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.
3
Sam, Sam Ka Lam. "Effects of exercise-based interventions for children with Autism Spectrum Disorder (ASD): a systematic review and meta-analysis." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/249.
Full textAbstract:
Autism Spectrum Disorder (ASD) is a prevalent neurological syndrome observed even in childhood stages. Children with autism have a certain range of deficits on social interaction, communication and coordination. Exercise program has been commonly adopted as an intervention for ASD children on developing both of their motor and social skills, as well as maintaining a certain fitness level. This project is a systematic review and meta-analysis study which summarizes the recent fifteen years (2000-2015) of control-trial exercise-based interventions for ASD children and evaluates their effectiveness from three aspects (according to the outcome measures): 1) Exercise Performance & Sport/Skill-related Fitness (EXE); 2) Physiological & Biometric Indicator (PHY); and 3) Social Cognition & Psychological Well-being (SOC). The results showed a positive effect in all three aspects: .763, .412, and .505 respectively. Further studies were recommended on investigating the mechanism explaining the psycho-social and physiological effects of exercise programs on ASD children.
4
O'Hara, Deborah Gwyn. "The effects of childhood Autistic Spectrum Disorder on mother's reports of closeness to their sons." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2514.
Full text
5
Ing, Natalia. "Wayfinding in autism spectrum disorders." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11122.
Full text
6
Nugent, Stella. "Forensic aspects of intellectual disabilities and autism spectrum disorders." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/34777/.
Full textAbstract:
Overview This thesis reviewed forensic aspects of Intellectual Disabilities (ID) and Autism Spectrum Disorder (ASD). Chapter two was a case study where an individual with ID and ASD who exhibited forensic/Challenging Behaviour (CB) was assessed and intervention offered. Chapter three then focussed on the assessment of people with ID and ASD by critiquing the Wechsler Adult Intelligence Scale (WAIS), version 3 and 4 (WAIS-III & WAIS-IV) (Wechsler, 1997; Wechsler, 2008a, 2008b, 2008c) and discussed application issues for people with ID and ASD. Chapter 4 and 5 examined intervention in more depth. Chapter 4 applied Weiner’s (1985, 1993) theory of achievement, motivation and emotion as a way of understanding contextual intervention and Chapter 5 examined the effect of psychotherapeutic interventions on CB. Chapter Two The case study discussed in chapter two examined explanations of violence and diagnoses. ASD and an ID were identified as useful neurodevelopmental diagnoses that could be used as a framework to understand the individual’s needs. Some explanations of violence were related to features of these diagnoses. Social factors were also identified as increasing risk. Violence was modelled by a key male figure during childhood development which appeared to have been retained as a template of acceptable behaviour, supporting the work of Bandura on social learning (1973). This, and the experience of being a victim of this violence, also supported the work of Douglas, Hart, Webster and Belfrage (2013) who indicated that social factors can increase the risk of violence. In turn this affected attachment supporting the work of Bowlby (1980). The behavioural approach (Cipani & Schock, 2010) was also applied to identify functions of violence. A psychotherapeutic intervention was offered to improve one aspect of emotional recognition, face perception, with the aim of enabling him to comprehend visual feedback from the environment, make interpretations about the emotions experienced by others, and modify his behaviour accordingly. There was little difference to his level of skills following the intervention. It was concluded that particular skills development may be difficult for someone with a neurodevelopmental difficulty if the biological structures are not there to support that skill, or skills may take a long time to develop. In this case it was concluded that the best intervention was to consider a placement for him in an appropriate environment that would cater for his ASD and ID related needs. Comments were made about the quality of assessments and for improvements to be considered to formulation and intervention. Chapter Three Chapter three was a critique of the WAIS, a tool widely used as part of the process to identify whether someone has an ID. This may determine if an individual may be unfit to plead in court or to determine the services appropriate for that individual’s needs. The review focussed on the most recent version, WAIS-IV (Wechsler, 2008a, 2008b, 2008c) but also referred to other versions in particular the WAIS-III (Wechsler, 1997). The conclusion was there were some flaws to the assessments that required further research and also some omissions in the epistemology. The critique examined different aspects of validity and reliability. The examination of convergent validity yielded mixed results with some positive correlations with other tests and some weak correlations. This difference could be caused by some tests measuring different aspects of ‘g’. The consequences of differences can be significant, for example the scores of the Wechsler Intelligence Scale for Children, version 4 (WISC-IV) (Wechsler, 2003) and the WAIS-IV scores could differ by up to 10 points and could mean individuals moving from a children’s to an adult service could become ineligible for the same levels of support. The results for test-retest reliability were good in the short term but more research was recommended to determine if the latest version of the WAIS would be reliable in the long term. The ‘Flynn effect’ (Flynn, 2007) indicated that levels of intelligence were rising so the WAIS-IV compensated for this and currently measures intelligence at around 3 points lower than the WAIS-III. The stability of this effect was unclear. The results for internal reliability were good although more research independent of the WAIS was recommended. The application of the WAIS for individuals with an ASD and ID was considered with the WAIS being found to be a limited tool for discriminating between categories of ASD, although what can be expected is an uneven profile. It was also unclear how useful the WAIS was to discriminate between individuals with a substance misuse/abuse disorder and normal controls. There were also difficulties with the application of the WAIS to individuals with ID. Difficulties measuring intelligence at lower levels were identified as scores can be unstable. Research was also recommended to provide a comprehensive view of the effect upon results of variables such as nationality, gender and age. Chapter Four Chapter four was an empirical research project investigating Weiner’s (1985, 1993) theory of achievement, motivation and emotion as a means of understanding the responses of unqualified nursing staff to clients with ASD exhibiting CB. One hundred and twenty seven unqualified nursing staff responded to an Attributional Style Questionnaire (ASQ) (Dagnan & Cairns, 2004) and questions based on a vignette. The quantitative results found weak support for Weiner’s model. There was weak evidence for the effect of demographic variables and the type of client (ASD or ID) and the type of service (ASD or Mental Health/ID) did not affect the results. Qualitative data was themed and coded according to Braun and Clarke (2006) and Boyatzis (1998) and provided an insight into the psychological processes influencing staff responses to CB. The results suggested that intervention was influenced by staff, patient and contextual variables. A recommendation was made for a contemporary exploration of the topic and to improve the validity and reliability of the ASQ. Chapter Five Chapter five was a systematic review of psychotherapeutic interventions aimed at reducing the CB exhibited by people with ID only due to a paucity of research using people with ASD as participants. A systematic literature search was conducted using 5 databases, a search of relevant journals and contact made with experts. From this 8 papers met the inclusion/exclusion criteria and these were analysed qualitatively. Three types of psychotherapeutic intervention were used within the ten papers, Cognitive Behavioural Therapy (CBT), “Soles of the Feet” meditation and Solution-Focussed Brief Therapy. All types of psychotherapeutic intervention reduced CB although the results of studies using CBT were mixed. There were shortcomings to these conclusions; these were methodological issues such as a need to ensure the consistency of outcome measures and the types of CB used to measure change. The effect of intervention may have been modified by variables such as length of treatment, the context and intrapersonal variables. Conclusions The chapters of this research thesis indicated that neurodevelopmental factors influenced forensic/CB, although social role models, attachment and trauma were also significant. Assessments were important as they may affect fitness to plead and services/treatment offered. Assessments such as the WAIS are supported by research although further research has been recommended. The use of the WAIS with people with ASD and ID was limited as people with ASD appear to exhibit uneven profiles when completing the WAIS and there were inaccuracies when using the WAIS with people with lower levels of intelligence. The difficulties people with ASD have with social communication skills can also affect performance and support is needed when administering assessments. Intervention for people with a neurodevelopmental difficulty can also be successful. Consideration is needed regarding appropriate intervention for each individual, how long before the intervention is effective, the context including the type of support offered and how that affects outcomes, intrapersonal variables such as intelligence, and whether the treatment includes one to one support. More research of an improved quality is required to determine the effectiveness of both assessment and treatment including contextual based treatment such as the interaction between staff and patients within an institutional setting. Considering these further would improve the service for this client group and contribute to a reduction of risk.
7
Shoop, Christine Desiree. "Examining Maternal Psychological Recollections of Children Diagnosed With Autism Spectrum Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1936.
Full textAbstract:
Mothers of children diagnosed with autism spectrum disorders (ASDs) experience symptoms of depression, anxiety, stress, and despair stemming from the challenges of raising offspring with behavioral, communicative, and socioemotional impairments. Researchers have shown that children diagnosed with ASDs exhibit symptoms within the first year of life (early-onset), while some exhibit normal development until the second year (regressive-onset), and some exhibit normal development until the second year but display abnormalities in the first year (mixed-onset). Despite the wealth of research on ASDs, there are few examinations of ASD symptom onset groups and the impact of those onset groups on parental psychological experiences: stress, impact on family, and future hopes. This research compared the retrospective parent reports of 31 mothers across ASD onset groups (early-onset, n = 16, regressive-onset, n = 8, and mixed-onset, n = 7) with psychological experiences using Impact on Family Scale, the Vicarious Futurity Scale, and the Parent Stress Inventory. A one-way multivariate analysis of variance assessed the relationship between maternal groups and psychological experiences. No significant differences were found between the groups. However, significant correlations were found between stress, family impact, and perceived hope for the future. Mothers reporting high levels of stress also reported high levels of family impact and low levels of perceived hope for the future. There is a need for increased emotional support for mothers of children diagnosed with ASDs. It should be a standard practice for clinicians, upon diagnosing children with ASDs, to refer mothers and caregivers to therapy or support groups. This may alleviate key aspects of family stressors.
8
Vernekar, Dhanashree. "Is air pollution a plausible candidate for prenatal exposure in autism spectrum disorder (ASD)? : a systematic review / y Dhanashree Vernekar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193822.
Full textAbstract:
Objective: To present a systematic review of existing literature that investigates biological plausibility of prenatal hazardous air pollutants’ (HAPs) exposure, in the etiology of autism spectrum disorder (ASD) and related outcomes.
Method: Electronic databases Pubmed, Biomed Central and National Database for Autism Research, and grey literature pertaining to air pollution association with ASD and related outcomes were searched using specific keywords. The search included 190 HAPs as defined by The Clean Air Act Amendments of 1990 [U.S.Environmental Protection Agency (EPA) 1994] including air pollutants CO, SO2, NOx, O3 and Particulate Matter (PM). Studies selected for systematic review were assessed on quality and causality.
Result: Total of 628 articles from electronic search and 16 articles from grey literature were retrieved. 12 studies that cleared the inclusion and exclusion criteria were systematically reviewed using the PRISMA checklist. Outcomes considered included ASD, Attention Deficit Hyperactivity Disorder, social behavior, social interaction, child behavior, communication, cognitive development, attention problems, mental and psychomotor development, and social competence. Studies were from two countries, United States of America and Spain. Study design was case control and cohort study. Follow up duration for cases ranged from in-utero to less than 9 years. Exposure was measured in ambient air using predictive models and cord blood. Although there were discrepancies in the studies, related to strength of association, analysis and covariates adjusted, the association between air pollution and ASD related outcomes could not be dismissed. Most studies lacked information on blinding when quality was assessed and lacked consistency when assessed on causality, while scored well on temporality and biological plausibility.
Discussion: Evidence suggests HAPs are capable of transplacentally affecting cognitive function, especially traffic related pollutants. Study design, sample size, response rate, exposure misclassification, failing to adjusting covariates related to lifestyle, nutrition and other chemical exposures have influenced the estimates and the strength of association. Shortcomings of this review are the English language restriction and single reviewer on study selection process and assessments. Immuno-toxic, neuro-toxic and endocrine disrupting properties of these HAPs necessitates comprehensive prospective studies especially in Hong Kong with the rising prevalence of ASD and ever high reported air pollution indexes.
Conclusion: Repeated studies were carried out on the same cohorts and studies were concentrated in U.S.A. On account of a lack of consistency, it is difficult to confirm whether air pollution is a plausible candidate for prenatal exposure in ASD.
(Abstract of 391 words)published_or_final_version
Public Health
Master
Master of Public Health
9
Fossey, Sarah. "Supporting young people with autism spectrum disorders to attend mainstream schools : evaluating interventions that target key areas." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/372266/.
Full text
10
Tang, Lisa Choy. "Psychological well-being in parents of children with pervasive developmental disorders and attention-deficit / hyperactivity disorder." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textBooks on the topic "Autism spectrum disorders – Psychological aspects"
1
Karen, Weintraub, ed. The autism revolution: Whole-body strategies for making life all it can be. New York: Ballantine Books, 2012.
Find full text
2
Bowler, Dermot. Autism Spectrum Disorders. New York: John Wiley & Sons, Ltd., 2006.
Find full text
3
Bergeson, Terry. The educational aspects of autism spectrum disorders. Olympia, WA: Office of Superintendent of Public Instruction, 2003.
Find full text
4
Matthews, Julie. Nourishing hope: Nutrition intervention for autism spectrum disorders. 2nd ed. [San Francisco?: J. Matthews?], 2007.
Find full text
5
Autism and your church: Nurturing the spiritual growth of people with autism spectrum disorders. Grand Rapids, Mich: Faith Alive Christian Resources, 2006.
Find full text
6
H, Frankel Fred, ed. Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. New York: Routledge, 2010.
Find full text
7
Parenting girls on the autism spectrum: Overcoming the challenges and celebrating the gifts. London: Jessica Kingsley Publishers, 2012.
Find full text
8
Living well on the spectrum: How to use your strengths to meet the challenges of Asperger syndrome/high-functioning autism. New York: Guilford Press, 2011.
Find full text
9
1944-, Arnold Eileen, ed. Revealing the hidden social code: Social stories for people with autistic spectrum disorders. London: J. Kingsley Publishers, 2005.
Find full text
10
An A-Z of genetic factors in autism: A handbook for parents and carers. London: Jessica Kingsley Publishers, 2010.
Find full textBook chapters on the topic "Autism spectrum disorders – Psychological aspects"
1
Maye, Melissa. "Psychological Assessment." In Encyclopedia of Autism Spectrum Disorders, 2445–50. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_250.
Full text
2
Maye, Melissa. "Psychological Assessment." In Encyclopedia of Autism Spectrum Disorders, 3761–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_250.
Full text
3
Reilly, Beau. "American Psychological Association." In Encyclopedia of Autism Spectrum Disorders, 130–33. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_706.
Full text
4
Reilly, Beau. "American Psychological Association." In Encyclopedia of Autism Spectrum Disorders, 173–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_706.
Full text
5
Ghezzi, Patrick M., Jennifer A. Bonow, and Janice K. Doney. "Psychological Theories of Childhood Autism." In Handbook of Early Intervention for Autism Spectrum Disorders, 105–16. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0401-3_6.
Full text
6
Yetman, Michelle M., Adam T. Blancher, Nanette Massey, and Michael D. McGill. "Autism Spectrum Disorders: Treatments and Psychological Interventions." In Handbook of Treatment Planning for Children with Autism and Other Neurodevelopmental Disorders, 365–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06120-2_20.
Full text
7
Carpenter, Peter. "Mental Health Aspects of Autism Spectrum Disorders." In Intellectual Disability Psychiatry, 85–99. Chichester, UK: John Wiley & Sons, Ltd, 2009. http://dx.doi.org/10.1002/9780470682968.ch7.
Full text
8
Baker, Bruce L., and Jan Blacher. "Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Intellectual Disability, or Typical Development." In Encyclopedia of Autism Spectrum Disorders, 1–9. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_102504-1.
Full text
9
Baker, Bruce L., and Jan Blacher. "Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Intellectual Disability, or Typical Development." In Encyclopedia of Autism Spectrum Disorders, 1067–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102504.
Full text
10
Marschall, Cassandra E., Jesse J. Piehl, and D. J. Bernat. "Key Aspects of Testing in Autism Spectrum Disorder." In The Complexity of Autism Spectrum Disorders, 34–53. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429454646-3.
Full textConference papers on the topic "Autism spectrum disorders – Psychological aspects"
1
Wong, Wallace, Jaime Semchuk, and Veronique Nguy. "“I THINK HAVING ASPERGER’S HELPED ME WITH MY TRANSGENDER IDENTITY”: THE LIVED EXPERIENCES OF YOUTH WITH GENDER DIVERSE IDENTITIES AND AUTISM SPECTRUM DISORDERS." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact010.
Full text
2
Barreto, Luisa, and Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.
Full textAbstract:
This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.
3
Lyakso, Elena, Olga Frolova, and Aleksandr Nikolaev. "VOICE AND SPEECH FEATURES AS A DIAGNOSTIC SYMPTOM." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact074.
Full textAbstract:
"The study of the peculiarities of speech of children with atypical development is necessary for the development of educational programs, children’s socialization and adaptation in society. The aim of this study is to determine the acoustic features of voice and speech of children with autism spectrum disorders (ASD) as a possible additional diagnostic criterion. The multiplicity of symptomatology, different age of its manifestation, and the presence of a leading symptom complex individually for each child make it difficult to diagnose ASD. To determine the specificity of speech features of ASD, we analyzed the speech of children with developmental disabilities in which speech disorders accompany the disease - Down syndrome (DS), intellectual disabilities (ID), mixed specific developmental disorders (MDD). The features that reflect the main physiological processes occurring in the speech tract during voice and speech production are selected for analysis. The speech of 300 children aged 4-16 years was analyzed. Speech files are selected from the speech database ""AD_Child.Ru"" (Lyakso et al., 2019). Acoustic features of voice and speech, which are specific for different developmental disorders, were determined. The speech of ASD children is characterized by: high pitch values (high voice); pitch variability; high values for the third formant (emotional) and its intensity causing ""atypical"" spectrogram of the speech signal; high values of vowel articulation index (VAI). The speech of children with DS is characterized by the maximal duration of vowels in words; low pitch values (low voice); a wide range of values of the VAI depending on the difficulty of speech material; low values of the third formant; unformed most of consonant phonemes. The characteristics of speech of children with ID are: high values of vowel’s duration in words, the pitch, and the third formant, low values of the VAI; of MDD - low pitch values and high values of the VAI. Based on the identified peculiarities specific to each disease, the set of acoustic features specific to ASD can be considered as a biomarker of autism and used as an additional diagnostic criterion. This will allow a timely diagnose, appoint treatment and develop individual programs for children. Speech characteristics of children with ID, DS, and MDD can be considered to a greater extent in the training and socialization of children and used in the development of training programs taking into account individual peculiarities of children."
4
Grigorev, Aleksey, and Viktor Gorodnyi. "DETERMINATION OF CORRELATIONS BETWEEN SUBJECTS’ PSYCHOPHYSIOLOGICAL PARAMETERS AND THE RESULTS OF THE PERCEPTUAL EXPERIMENT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact103.
Full textAbstract:
"Nowadays in Russia, there are insufficient systematized data on the degree of preparedness of medical students and graduates to interact with children with atypical development (AD). We have developed a methodological approach to assess the interaction of medical students with AD children. The work uses a perceptual experiment during which students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome, autism spectrum disorders). During the perceptual experiment, the listeners’ behavior was being video-recorded in parallel to verify their answers using the FaceReader software determining the true emotional state by their facial expression. The students’ psycho-emotional status was evaluated using a battery of psychological tests before and after the perceptual experiment. Additionally, the subjects’ psychophysiological and physiological parameters were determined. At the first stage of the work, the speech of 16 TD and AD children (11 boys and 5 girls) was used, the listeners were 25 1st-year pediatric students and 5 experts in the field of child speech. The statistical analysis revealed correlations between the listeners’ psychophysiological characteristics (Russian-native speakers): the profile of functional lateral asymmetry, formation indicators of the phonemic hearing, the coefficient of lateral preference by speech and the success in recognizing the children’s gender, age, psychoneurological state (TD – developmental disorders), and the severity of disorders in AD children. The acoustic parameters of words classified by experts as “legible” and “illegible” were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057)."
5
Luzhnova, Kseniya N., and Valentin N. Vovk. "Competency building approach in education of pupils with autistic specter disorder." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-236-241.
Full textAbstract:
The content of special education in our time should contribute to the formation in children with disabilities of the ability to cope with daily social and personal tasks that arise when interacting with the environment - that is what "competence" means. In this article, based on the studied special psychological and pedagogical literature, the concepts of "competence", "competence" are considered, thecharacteristics of the "competence-based approach" are given in relation to teaching children with autism spectrum disorders.
6
Adnan, Nor Hafizah, Helmi Norman, and Norazah Mohd Nordin. "Augmented Reality-based Learning using iPads for Children with Autism." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8622.
Full textAbstract:
The Covid-19 pandemic outbreak forced early childhood programs to make a sudden switch to remote learning in response to the crisis. While technologies can facilitate seamless migration of face-to-face learning to a virtual platform, these rapid advancements are merely tailored for typical children, causing children with special needs, including children with autism, to be left behind. To date, the prevalence of children across the globe diagnosed with autism spectrum disorders (ASD) has been increasing. ASD refers to complex neurodevelopment disorders characterized by intellectual disability, language impairment, characteristic and repetitive behaviours, and difficulties with interaction and social communication. Some children with ASD are capable perform all learning activities, but most of them require substantial support to perform basic learning activities. Previous studies found that children with ASD have difficulty understanding spoken language, but they have a strong interest in visual objects. Most of their learning occurs through watching since a visual process produced better recall than auditory learning. In other words, the visual channel could be the best way to develop their cognitive abilities and enhance their spoken language capabilities. Augmented reality (AR) is a technology in which audio, visual, and text are superimposed on the real world using mobile devices. AR is a promising technology that could help children with ASD better understand the world around them, bridging digital and physical worlds. Hence, the purpose of this study was to design, develop, and evaluate an immersive learning environment using AR for children with ASD. This study applied the design and development research approach that involved analysis, design and development, implementation and evaluation. The AR involved aspects, such as attention and positive emotions, social interaction, facial expressions, nonverbal social cues, and vocabulary that are crucial in the design and development of learning for children with ASD.
7
Hong, Alexander, Yuma Tsuboi, Goldie Nejat, and Beno Benhabib. "Multimodal Affect Recognition for Assistive Human-Robot Interactions." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3332.
Full textAbstract:
Socially assistive robots can provide cognitive assistance with activities of daily living, and promote social interactions to those suffering from cognitive impairments and/or social disorders. They can be used as aids for a number of different populations including those living with dementia or autism spectrum disorder, and for stroke patients during post-stroke rehabilitation [1]. Our research focuses on developing socially assistive intelligent robots capable of partaking in natural human-robot interactions (HRI). In particular, we have been working on the emotional aspects of the interactions to provide engaging settings, which in turn lead to better acceptance by the intended users. Herein, we present a novel multimodal affect recognition system for the robot Luke, Fig. 1(a), to engage in emotional assistive interactions. Current multimodal affect recognition systems mainly focus on inputs from facial expressions and vocal intonation [2], [3]. Body language has also been used to determine human affect during social interactions, but has yet to be explored in the development of multimodal recognition systems. Body language has been strongly correlated to vocal intonation [4]. The combined modalities provide emotional information due to the temporal development underlying the neural interaction in audiovisual perception [5]. In this paper, we present a novel multimodal recognition system that uniquely combines inputs from both body language and vocal intonation in order to autonomously determine user affect during assistive HRI.
8
Dobri, Mirona Letitia, Alina-Ioana Voinea, Constantin Marcu, Eva Maria Elkan, Ionuț-Dragoș Rădulescu, and Petronela Nechita. "MINDFULNESS: A PSYCHOTHERAPEUTIC METHOD OF ACCEPTANCE AND CENTERING OF THE MENTAL FRAMEWORK." In The European Conference of Psychiatry and Mental Health "Galatia". Archiv Euromedica, 2023. http://dx.doi.org/10.35630/2022/12/psy.ro.29.
Full textAbstract:
Mindfulness as a term comes from Buddhist traditions, translating as awareness, concentration or remembrance. Western neuroscientists define mindfulness practices as a combination of emotional and attentional training regimes that help cultivate physical and psychological well-being and improve emotional regulation while noting neurobiological changes in the brain. The formal introduction of oriental ways of thinking into western philosophy, psychology and medicine happened decades ago, generating a large spectrum of discussions and scientific works concerning the therapeutic applications of mindfulness practice. Basing our presentation on a thorough study of scientific papers, we propose a synthesis of the theoretical aspects related to mindfulness and a new perspective regarding its applications in clinical psychiatric care. The modern occidental approaches of the practice are adapted into methods used in cognitive therapy based on mindfulness. The benefits of formal practice proven from the neurological perspective are the result of a less reactive autonomic nervous system. Regulation of attention, body awareness, regulation of emotions, increased capacity of adaptation is just a few of the mechanisms involved. Therefore, it is integrated into western psychotherapy as an adjunctive or alternative method of treatment for several psychiatric disorders among which are depression, anxiety, substance use, smoking cessation, insomnia. In conclusion, mindfulness has shown to have great promise in clinical application, and the hope is to be used in the future with the purpose of improving mental and physical wellbeing and quality of life.
Reports on the topic "Autism spectrum disorders – Psychological aspects"
1
Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.
Full textAbstract:
The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.