Journal articles on the topic 'Autism spectrum disorders – Psychological aspects'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Reed, Phil, and Lisa A. Osborne. "Diagnostic practice and its impacts on parental health and child behaviour problems in autism spectrum disorders." Archives of Disease in Childhood 97, no. 10 (July 17, 2012): 927.1–931. http://dx.doi.org/10.1136/archdischild-2012-301761.
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Obtaining a diagnosis is a key point in developing a treatment plan for children with autism spectrum disorders (ASD), but little attention has been paid to the impacts of diagnostic practices on families, and the consequent impact on child outcomes. Parents’ experiences during ASD diagnosis for their child can be stressful, and such stress can lead to parental ill health, child-behaviour problems, and poorer child outcomes following treatment. Thus, the conduct of diagnosis may be of particular importance for subsequent child outcomes and parental health. A lack of knowledge regarding best diagnostic practice may ultimately impair treatment efficacy and lead to increased health- and economic-burdens. Given this, the current article examines recent work concerning: parental experiences of ASD diagnoses; general health and psychological functioning of parents of newly-diagnosed children with ASD; aspects of the diagnostic process impacting on parental functioning; and the relationship of parental functioning to child outcomes. These are placed into the context of diagnostic best practice for ASD, and understanding the complex relationship between ASD and family variables.
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Polyakova, N. P. "Content Aspects of Preparation of Learners with Disabilities for the Final (Oral) Russian Language Interview." Russian language at school 81, no. 3 (May 21, 2020): 52–57. http://dx.doi.org/10.30515/0131-6141-2020-81-3-52-57.
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The article presents an analysis of control and measurement materials of the final (oral) Russian language interview. The aim of the analysis was to determine comprehensibility of the tasks of control and measurement materials for students with special needs. The following analytical methods were used: retrospective analysis of scientific literature, content analysis of periodicals and conference proceedings on the problem of the research; practical methods (actualization of personal work experience in the system of special education). The structure of control and measurement materials of the final (oral) interview designed for children with special needs consists of two parts with two tasks in each part. It is concluded that, in the formulation of the tasks, it is necessary to take into account the principles of special methodology. This methodology stipulates targeting of the tasks considering special needs of learners with sensory disorders, serious speech disorders, physical-movement disabilities, delayed psychological development and autism spectrum disorders. The tasks require an assessment scale of their own. It is evident that the ideas of the article can be used in the design of the variants of the final (oral) interview adapted to the special educational needs of each category of learners with disabilities.
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Bestbier, Lana, and Tim I. Williams. "The Immediate Effects of Deep Pressure on Young People with Autism and Severe Intellectual Difficulties: Demonstrating Individual Differences." Occupational Therapy International 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/7534972.
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Background. Deep pressure is widely used by occupational therapists for people with autism spectrum disorders. There is limited research evaluating deep pressure. Objective. To evaluate the immediate effects of deep pressure on young people with autism and severe intellectual disabilities. Methods. Mood and behaviour were rated for 13 pupils with ASD and severe ID before and after deep pressure sessions. Results. Sufficient data was available from 8 participants to be analysed using Tau-U, a nonparametric technique that allows for serial dependence in data. Six showed benefits statistically. Five of these showed benefits across all domains, and one showed benefits on three out of five domains. Relevance to Clinical Practice. Deep pressure appears to be of immediate benefit to this population with autism and severe ID, but the heterogeneity of response suggests that careful monitoring of response should be used and deep pressure discontinued when it is no longer of benefit. Limitations. This is an open label evaluation study using rating scales. Recommendations for Future Research. Future studies of the use of deep pressure should use physiological response measures, in addition to blinded raters for aspects of behaviours such as attitude to learning psychological health not captured physiologically.
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Kukanov, A. A. "The influence of political, cultural and religious aspects on the perception of autism in children by parents from Southeast Asian countries." Современная зарубежная психология 11, no. 1 (2022): 116–23. http://dx.doi.org/10.17759/jmfp.2022110111.
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The article includes a literature review of scientific papers devoted to the study of political, cultural and religious aspects that influence the psychological state of parents raising children diagnosed with Autistic Spectrum Disorder, and published in Southeast Asian countries (India, Indonesia, China, Malaysia, Taiwan, South Korea). The author provides statistical data on the spread of ASD among the child population of these countries; highlights the stages of adoption of a “special” child by parents; presents the features of their emotional and personal sphere; examples of compensatory resources used by parents and existing programs for providing them with psychological assistance are given.
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VĂRĂŞTEANU, Raluca Cristina, Cezarina Daniela Stănescu BOŢAN, Raluca Dafina IONUŢIU, and Andrei KOZMA. "Cultural aspects of play. Implications for the psychological evaluation and therapy of children diagnosed with autism spectrum disorder." Romanian Journal of Medical Practice 15, no. 4 (December 31, 2020): 425–29. http://dx.doi.org/10.37897/rjmp.2020.4.11.
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Eapen, Valsamma, Rudi Črnčec, Amelia Walter, and Kwok Ping Tay. "Conceptualisation and Development of a Quality of Life Measure for Parents of Children with Autism Spectrum Disorder." Autism Research and Treatment 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/160783.
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Parents of children with autism spectrum disorder (ASD) tend to experience greater psychological distress than parents of typically developing children or children with other disabilities. Quality of Life (QoL) is increasingly recognised as a critical outcome measure for planning and treatment purposes in ASD. There is a need for ASD-specific QoL measures as generic measures may not capture all relevant aspects of living with ASD. This paper describes the conceptualisation and development of an autism-specific measure of QoL, the Quality of Life in Autism Questionnaire (QoLA) for parents and caregivers of children with ASD, that is suitable to clinical and research settings. Preliminary psychometric properties (reliability and validity) of the measure are also presented. The QoLA has 48 items in two subscales: one comprising QoL items and the second a parent report of how problematic their child’s ASD symptoms are. A study involving 39 families suggested the QoLA has excellent internal consistency as well as good known-groups validity between parents of children with ASD and those who were typically developing. The QoLA also showed good convergent validity with other measures of QoL and ASD symptom severity, respectively. The QoLA may be a valuable assessment tool and merits further psychometric evaluation.
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Atturu, H., and S. Lakhani. "Impact of COVID-19 on autism spectrum disorder management - a therapist perspective." European Psychiatry 64, S1 (April 2021): S104. http://dx.doi.org/10.1192/j.eurpsy.2021.301.
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IntroductionTherapist led interventions form a core element in the management of children with Autism Spectrum Disorder (ASD) in India. COVID-19 pandemic has disrupted several aspects of ASD management.ObjectivesThis study aims to understand the impact of COVID-19 pandemic on ASD therapies from a therapist perspective.MethodsAn online survey was conducted using a google form questionnaire disseminated among ASD therapists. The form was open for response between 23rd of June and 23rd of July 2020. The responses were extracted into an excel sheet and analysed using descriptive statistics.Results41 out of 75 therapists with mean age of 44 years (21 – 58 years) responded to the survey. 48% were women. Majority of them were either special educators (49%) or ASD therapists (32%) with professional experience of >5 years (63%). Majority of the therapists felt that there is significant disruption during the pandemic with reduction in conventional therapies (63% to 17%) and increase in online therapies (15% to 61%). They also felt that this disruption had moderate to severe impact on child’s learning (73%) and parents emotional and psychological well being (85%). Only 22% of therapists were using digital based therapy (DBT) before the pandemic. Although 51% of the therapists were not entirely sure whether DBT augments parents and therapists’ efforts, majority (65%) were willing to use them.ConclusionsCOVID-19 pandemic has significantly disrupted ASD therapy in India. Willingness to use online and digital based therapies could open up a new dimension. Reliable and effective Artificial-Intelligence based therapies are the need of the day.DisclosureMedical advisor for CognitiveBotics
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Gassner, Lucia, and Julia Mayer-Ferbas. "PP90 Effectiveness Of Music Therapy For Autism Spectrum Disorder, Dementia, Depression, Insomnia, And Schizophrenia." International Journal of Technology Assessment in Health Care 37, S1 (December 2021): 18. http://dx.doi.org/10.1017/s0266462321001094.
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IntroductionMusic therapy (MT) is a complementary creative arts treatment aimed at maintaining, restoring, and furthering physical, emotional, and mental health. This systematic review aimed to assess the effectiveness of MT for the treatment of autism spectrum disorder, dementia, depression, insomnia, and schizophrenia. In addition, the MT methods used for these indications were analyzed.MethodsFor this update of five Cochrane reviews, four databases (Medline, Embase, The Cochrane Library, and PsycINFO) were systematically searched for studies published from 2013 to 2020. Two review authors independently performed the study selection and data extraction. The methodological quality of the included trials was assessed using the Risk of Bias in Non-randomised Studies - of Interventions (ROBINS-I) tool and the Cochrane Risk of Bias tool for randomized controlled trials.ResultsTen RCTs (1,248 patients) met the inclusion criteria. For schizophrenia, no study could be included. MT improved the following: behavior, social communication, and the parent-child relationship in patients with autism; mood for patients with depression; and sleep quality for patients with insomnia. In patients with dementia, MT enhanced mood, behavior (severe disease stage), and cognitive function, whereas cognition was unchanged. Memory was improved only in the mild disease stage. None of the studies observed any significant long-term effects of MT in these patient groups. Both active (playing music) and receptive (listening to music) methods were used for dementia, whereas active methods were applied for autism spectrum disorder and depression. For insomnia, only receptive methods were used.ConclusionsThe findings of this update of reviews provides evidence that MT may help patients diagnosed with an autism spectrum disorder, dementia, depression, insomnia, or schizophrenia. It is crucial to focus on patient-related evidence-based health care. MT improves physical, psychological, and social aspects, but more research investigating the long-term effects of MT in these patient groups is needed as it is crucial to know how long the effects of MT last.
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Herrera, Gerardo, Rita Jordan, and Lucí Vera. "Agency and Presence: A Common Dependence on Subjectivity?" Presence: Teleoperators and Virtual Environments 15, no. 5 (October 1, 2006): 539–52. http://dx.doi.org/10.1162/pres.15.5.539.
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This paper argues that presence, as shown in virtual environments, can usefully be seen as comprising various subtypes and that these in turn may have common conceptual and ontological features with a sense of agency as defined by Russell (1996, Agency: Its Role in Mental Development, Erlbaum.). Furthermore, an analysis of Russell's characterization of the concept of agency may be useful for acquiring insight into the sense of presence itself and the variables affecting it. Empirical evidence from cognitive developmental research and the positive results of attempts to develop symbolic understanding in people with autism spectrum disorders (ASD) in virtual environments suggest that presence may be more about experiencing agency than either pretending to be there or constructing and reconstructing mental models in real time. This analysis is used to shed some light on the current issues of presence research and to open up new philosophical and psychological aspects, in relation to both presence and ASD.
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Ibrahim Aliyeva, Kamala. "Pedagogical principals of teaching the social skills to little school aged autistic children." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 22–25. http://dx.doi.org/10.36719/2663-4619/59/22-25.
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The article called "Pedagogical principals of teaching the social skills to little school aged autistic children" deals with the ways of teaching social skills to the children with Autism Spectrum Disorder. In the begining of 20 th century teaching the social skills to the children who fell behind their peers in terms of psychological development began to improve. Following this, some approaches appeared and played a significant role in the development of children in this regard. In education process, besides prossesing academic knowledge, teaching social skills is important for these children to be able to live independitly (without dependence on anyone) in the society and behave in the frame of social norms. The explanation of learning social skills is noted, based on different theoretical aspects in the article and this facilitates teaching process of social skills. Key words: social skills, social learning, direct learning, learning theories, autism, little school age period, social performance
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Yaacob, Wan Natrah Wan, Lili Husniati Yaacob, Rosediani Muhamad, and Maryam Mohd Zulkifli. "Behind the Scenes of Parents Nurturing a Child with Autism: A Qualitative Study in Malaysia." International Journal of Environmental Research and Public Health 18, no. 16 (August 12, 2021): 8532. http://dx.doi.org/10.3390/ijerph18168532.
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Many parents have experienced difficulties in parenting children with autism. We, therefore, consider a more in-depth understanding that is necessary to explore the challenges facing parents and families to provide a better outcome for both. We interviewed 21 parents of 24 children with autism spectrum disorder (ASD) to qualitatively explore the challenges they experienced through a phenomenological framework. Four main aspects emerged as challenges to the parents: inadequate knowledge, psychological distress and stigma, lack of support, and barriers to services. These four themes reflect a lack of balance between the needs of caregivers and the services and resources or support available in the community to meet those needs. Our study contributes to an understanding of how parents perceive challenges, making it easier to take necessary action to meet their needs and ease their burden of stress. A concerted effort is needed to coordinate services across all disciplines to address these challenges.
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Reed, Phil, Ashleigh Giles, Shonagh White, and Lisa A. Osborne. "Actual and perceived speedy diagnoses are associated with mothers’ unresolved reactions to a diagnosis of autism spectrum disorder for a child." Autism 23, no. 7 (March 12, 2019): 1843–52. http://dx.doi.org/10.1177/1362361319833676.
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Reaction to a child’s diagnosis can strongly affect the parent, but little is known about the aspects of the diagnostic process associated with such reactions. The pre-diagnostic levels of anxiety, depression, and parenting stress of 67 volunteer mothers of children subsequently diagnosed with autism spectrum disorder were assessed, along with the children’s functioning. The speed and number of professionals involved in the diagnosis were recorded, and mothers completed a post-diagnosis assessment of their perceptions of the process. Longer actual and perceived diagnosis speeds predicted resolved reactions to diagnosis. Mothers’ psychological states pre-diagnosis did not predict reactions to diagnosis. Providing a measured diagnostic process, and strong relationship with mothers, rather than aiming for speed alone, may well be more productive for the parent and child.
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Mukhtar, Desvi Yanti, Amitya Kumara, T. Dicky Hastjarjo, and M. G. Adiyanti. "Beban Pengasuhan yang Dialami Oleh Orangtua yang Memiliki Anak dengan Gangguan Spektrum Autis." Talenta Conference Series: Tropical Medicine (TM) 1, no. 1 (October 2, 2018): 163–70. http://dx.doi.org/10.32734/tm.v1i1.42.
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Penelitian ini bertujuan untuk mengetahui beban yang dialami oleh orangtua dalam mengasuh anak dengan gangguan spektrum autis. Hasil penelitian ini diharapkan dapat membantu tenaga profesional dalam memberikan dukungan bagi orangtua yang memiliki anak autis. Penelitian ini merupakan penelitian deskriptif yang menggunakan metode campuran sekuensial. Pengumpulan data dilakukan dengan menggunakan teknik kelompok terarah dan angket. Pada tahap pertama, penelitian ini melibatkan 7 responden (6 ibu, 1 ayah) sedangkan tahap kedua 31 responden (18 ibu, 13 ayah). Hasil penelitian menunjukkan bahwa orangtua yang memiliki anak dengan gangguan autis mengalami beban pengasuhan yang dapat dikelompokkan dalam tiga dimensi. Pertama, beban yang terkait dengan aspek personal orangtua yaitu munculnya masalah-masalah psikologis seperti merasa malu dengan kondisi anak, muncul perasaan bersalah, atau merasa jenuh dengan kehidupan yang dijalani. Kedua, beban yang terkait dengan hambatan yang dialami anak autis seperti kesulitan mengontrol perilaku dan emosi anak. Dan ketiga, beban yang terkait dengan peran pengasuhan secara umum, misalnya menjadi sering bertengkar dengan pasangan. Hasil penelitian juga menunjukkan ada beberapa faktor yang membantu menguatkan orangtua dalam mengasuh anak autis. Pertama, faktor personal seperti adanya keikhlasan menerima kondisi anak, kedekatan pada Tuhan, serta cara berpikir yang positif. Kedua, adanya dukungan sosial terutama yang didapat dari pasangan.
This study aimed to determine the burdens experienced by parents in caring for children with autistic spectrum disorders. It is expected that the results of this study help professionals provide support for parents who have autistic children. This study employed descriptive research using sequential mixed method. Data were collected by using focus group techniques and questionnaires. In the first stage, this study involved 7 respondents (6 mothers and 1 father) while the second stage involved 31 respondents (18 mothers and 13 fathers). The results showed that parents who had children with autistic disorders experienced parenting burdens that could be classified into three dimensions. First, burdens associated with the personal aspects of parents, i.e. the presence of psychological disorders, such as feeling ashamed of the children condition, feeling guilty, or feeling bored with the life. Second, burdens associated with difficulties experienced by children with autism such as being difficult to control children behaviors and emotions. And third, burdens associated with parenting roles in general, for example quarreling frequently with couple. The results also showed that there were several factors that help strengthen parents in caring for children with autism. First, personal factors such as sincerity in accepting the children's condition, closeness to God, and positive ways of thinking. Second, the presence of social support, especially from the couple.
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Veselinović, Aleksandra, Snježana Petrović, Vladica Žikić, Miško Subotić, Vladimir Jakovljević, Nevena Jeremić, and Vesna Vučić. "Neuroinflammation in Autism and Supplementation Based on Omega-3 Polyunsaturated Fatty Acids: A Narrative Review." Medicina 57, no. 9 (August 28, 2021): 893. http://dx.doi.org/10.3390/medicina57090893.
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Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts and restricted, repetitive patterns of behavior, interests and activities. The maternal status of polyunsaturated fatty acids (PUFA) regulates microglial activity and neuroinflammatory pathways during a child’s brain development. In children with ASD, the metabolism of PUFA is thought to be deficient or abnormal, leading to increased production of proinflammatory cytokines, increased oxidative stress and an imbalance in the formation and action of neurotransmitters. In addition, nutritional deficits in omega-3 PUFA may affect gut microbiota and contribute to ASD by the gut–brain axis. The aim of this study was to review the possible role of neuroinflammation in ASD development and the effect of omega-3 PUFA supplementation in children with ASD. Due to a wide heterogeneity across RCTs, no definitive conclusion about omega-3 PUFA effects in ASD can be drawn. Supplementation with PUFA could be considered as one of the aspects in regulating the biological status of the organism and could provide added value to standard medical and psychological interventions for reducing behavioral deficits.
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Bitsika, Vicki, and Christopher F. Sharpley. "Which psychological resilience attributes are associated with lower aspects of anxiety in boys with an autism spectrum disorder? Implications for guidance and counselling interventions." British Journal of Guidance & Counselling 42, no. 5 (August 28, 2014): 544–56. http://dx.doi.org/10.1080/03069885.2014.931929.
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Miller, Ronald B., Brian Ashley, Kristin Mount, Samantha Tuepker, Thomas Powell, David O'Leary, Michele Fouts, et al. "Further Developments in the Panel of Psychological Inquiry Method of Case Study Research: The Case of "Ronan"." Pragmatic Case Studies in Psychotherapy 17, no. 2 (August 5, 2021): 129–209. http://dx.doi.org/10.14713/pcsp.v17i2.2095.
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In 2011 our research group published a pilot study—the Case of "Anna"—employing the Panel of Psychological Inquiry (PPI) Clinical Case Study Method. The present study—the Case of "Ronan"—is a second example of the PPI method in action. The Case of Ronan has a number of modifications in method compared to the Case of Anna. First, the Case of Ronan involves the evaluation of a more complex and controversial written case study of a 20-month old boy who was diagnosed with moderate to severe autism spectrum disorder (ASD), and who was treated in a comprehensive therapeutic daycare center program where the core approach was based upon Greenspan’s (2009) "Developmental, Individual-differences, Relationship-based" ("DIR"/ "Floortime") model. DIR/Floortime was originally developed for use by parents in their own homes, and the Case of Ronan demonstrates how a therapeutic pre-school environment can use DIR/Floortime as a model for most adult-child interactions in a pre-school therapeutic environment. In addition to the application of the PPI model to a radically different clinical diagnosis, there were modifications to the methodology itself including: (a) reduction in the number of judges from five to three; (b) having a key witness in the case testify remotely before the Panel; (c) the writing of a much more detailed judges’ opinion on the aspects of the case that most influenced their decisions; and (d) a further development of the logic of a quasi-judicial approach to clinical case studies in psychology. By examining how the civil law’s basic framework for proving causality in cases of personal injury (who did what harm to whom), the process by which knowledge claims that emerge out of clinical practice (who provided what benefit to whom) is further explicated.
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Kälbli, Katalin, Judit Gombás, Mónika Kaj, Anita Király, and Tamás Csányi. "Health-related quality of life of Hungarian children and adolescents with disabilities." Gyermeknevelés 10, no. 2–3 (May 7, 2022): 272–90. http://dx.doi.org/10.31074/gyntf.2022.3.272.290.
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This study presents a comparative analysis of the HRQOL (health related quality of life) of Hungarian children and adolescents with disabilities. This empirical research was carried out during the academic years of 2016/2017, 2017/2018, and 2018/2019. Gathered via the KIDSCREEN-27 questionnaire, the data provide information on the HRQOL of 2,631 children with typical development (TD) (1,411 boys and 1,220 girls, mean age 14.88±2.68 yrs) and 1,056 children with a disability (diagnosed with special educational needs – SEN) (702 boys and 354 girls, mean age 15.72±2.6 yrs). QOL was examined from various aspects. Results in the various subsamples were first compared to Hungarian reference data. Then, an analysis of variance (ANOVA) was performed to detect differences between the subsamples in the five dimensions of QOL. When comparing the QOL of Hungarian children with SEN to Hungarian reference data, we found that only children within an autism spectrum disorder (ASD) had low HRQOL in the dimension of social support and peers. The comparison of the T-values characterising the HRQOL of the subsamples showed that children with other psychological developmental disorders (OPDD), those with ASD, and children with hearing impairment (HI) experience significantly poorer HRQOL T-values in several dimensions compared to children with TD or other disabilities. The physical well-being of children with OPDD is lower than that of students with TD or a mild intellectual disability (MID). In addition, children with OPDD show significantly lower levels of QOL in the school environment dimension compared to other subsamples (children with physical disabilities /PD/, with MID, or with low vision /LV/). Students with HI or ASD showed lower rates of QOL compared to other subsamples in the dimensions of autonomy and parent relations, social support and peers, and school environment. The lower QOL found in the different dimensions will help experts plan and determine the foci of intervention.
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Lancastle, Deborah, Joanna Hill, Susan Faulkner, and Alecia L. Cousins. "“The stress can be unbearable, but the good times are like finding gold”: A phase one modelling survey to inform the development of a self-help positive reappraisal coping intervention for caregivers of those with autism spectrum disorder." PLOS ONE 17, no. 3 (March 3, 2022): e0264837. http://dx.doi.org/10.1371/journal.pone.0264837.
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Caregivers of individuals with ASD can experience various practical, psychological, and social demands and need effective ways of coping to ameliorate the negative effects of caregiving. Numerous coping strategies are available, but the literature shows that caregivers can still struggle to cope, suggesting that interventions to support coping efforts could be beneficial. The MRC framework advocates the systematic development and evaluation of interventions, and this study was conducted to inform the future development of a self-help Positive Reappraisal Coping Intervention (PRCI) for these caregivers. The aim was to establish whether positive reappraisal coping strategies were used and associated with greater psychological wellbeing, prior to developing such an intervention. Method. Caregivers of individuals with ASD (N = 112) responded to items from an existing PRCI (Lancastle, 2006; Lancastle & Boivin, 2008), by writing about aspects of caregiving that reflected the meaning of each item. They also completed questionnaires assessing resilience, caregiving burden, and positive and negative emotions. Results. Participants provided significantly more positive responses than negative responses to PRCI items, demonstrating their use of positive reappraisal coping. Thematic analyses showed that positive responses focused on factors such as their loved one’s personality and achievements, the contributions caregivers had made to this person’s progress, the support received, and their own personal development. Positive reappraisal coping was associated with greater resilience, more positive and less negative emotions, and a lesser sense of caregiver burden. Conclusion. This modelling study suggests that positive reappraisal strategies were used by caregivers and associated with greater psychological wellbeing. The findings will inform the development of a self-help PRCI for the caregivers of those with ASD. Future studies will systematically evaluate that PRCI to determine the nature of intervention effects and mediators and moderators of effects.
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Hagedorn, Christina, Tanner Sorensen, Adam Lammert, Asterios Toutios, Louis Goldstein, Dani Byrd, and Shrikanth Narayanan. "Engineering Innovation in Speech Science: Data and Technologies." Perspectives of the ASHA Special Interest Groups 4, no. 2 (April 15, 2019): 411–20. http://dx.doi.org/10.1044/2018_pers-sig19-2018-0003.
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Purpose As increasing amounts and types of speech data become accessible, health care and technology industries increasingly demand quantitative insight into speech content. The potential for speech data to provide insight into cognitive, affective, and psychological health states and behavior crucially depends on the ability to integrate speech data into the scientific process. Current engineering methods for acquiring, analyzing, and modeling speech data present the opportunity to integrate speech data into the scientific process. Additionally, machine learning systems recognize patterns in data that can facilitate hypothesis generation, data analysis, and statistical modeling. The goals of the present article are (a) to review developments across these domains that have allowed real-time magnetic resonance imaging to shed light on aspects of atypical speech articulation; (b) in a parallel vein, to discuss how advancements in signal processing have allowed for an improved understanding of communication markers associated with autism spectrum disorder; and (c) to highlight the clinical significance and implications of the application of these technological advancements to each of these areas. Conclusion The collaboration of engineers, speech scientists, and clinicians has resulted in (a) the development of biologically inspired technology that has been proven useful for both small- and large-scale analyses, (b) a deepened practical and theoretical understanding of both typical and impaired speech production, and (c) the establishment and enhancement of diagnostic and therapeutic tools, all having far-reaching, interdisciplinary significance. Supplemental Material https://doi.org/10.23641/asha.7740191
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Talbott, Shawn M., Julie A. Talbott, Bret J. Stephens, and Marc P. Oddou. "Effect of Coordinated Probiotic/Prebiotic/Phytobiotic Supplementation on Microbiome Balance and Psychological Mood State in Healthy Stressed Adults." Functional Foods in Health and Disease 9, no. 4 (April 30, 2019): 265. http://dx.doi.org/10.31989/ffhd.v9i4.599.
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Background: Interest in and knowledge of the gut microbiome has increased exponentially in the past decade. This once overlooked component of the gastrointestinal tract is now implicated in multiple aspects of human health, including mental (e.g. depression, anxiety, stress), metabolic (e.g. diabetes/obesity), neurological (e.g. Alzheimer’s, Parkinson’s, Autism Spectrum Disorder), gastrointestinal (e.g. irritable bowel syndrome, Crohn’s), and immunological (e.g. inflammation, cancer) wellness, among others. Previous research has demonstrated the “strain specificity” of probiotic therapy (e.g. Lactobacillus helveticus R0052 for serotonin/depression; Bifidobacterium longum R0175 for GABA/anxiety; Lactobacillus rhamnosus R0011 for cortisol/stress). Similarly, probiotic bacteria demonstrate different growth trajectories based on availability of preferred fiber substrates (e.g. prebiotics) and phytonutrients such as flavonoids/polyphenols (e.g. phytobiotics). Thus, our objective was two-fold: to determine the change in microbiome ecology/balance and to evaluate the psychological mood state following a coordinated pro-/pre-/phyto-biotic supplementation regimen.Methods: Thirty-two healthy subjects screened for “moderate” levels of psychological stress were randomly assigned to 1-month of Supplement (Amare Fundamentals, N=21) or matching Placebo (N=11). Microbiome balance was assessed in fecal samples using a PCR-based analysis (BiomeTracker) that has previously compared favorably to 16S sequencing for abundance quantification for major phyla/families of bacteria. Psychological mood state parameters were assessed using the validated Profile of Mood States survey (POMS) to generate scores for Global Mood State, and six sub-scales (Depression, Tension, Fatigue, Anger, Confusion, and Vigor).Results: Following supplementation, there was a significant increase in populations of “good” bacteria in the Supplement group (+28% Lactobacillus; +30% Bifidobacterium) and overall composite score (+17%) versus Placebo (p<0.05). Psychological indices were significantly improved in the Supplement group for both positive (+25% Global Mood; +44% Vigor) and negative (-64% Fatigue; -55% Depression; -54% Anger; -45% Tension; -43% Confusion) mood state parameters versus Placebo (p<0.05).Conclusion: The World Health Organization has identified mental wellness issues as the leading contributor to global health burden – highlighting the urgency to develop lifestyle interventions to effectively manage depression, anxiety, and stress. These results demonstrate the close relationship between microbiome balance and psychological parameters – and the utility of targeted supplementation to positively influence the gut-brain-axis for improved mental wellness.Keywords: Lactobacillus helveticus, Bifidobacterium longum, Lactobacillus rhamnosus, depression, anxiety, stress, vigor, mood state, mental wellness
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Schaefer, G. "Clinical Genetic Aspects of Autism Spectrum Disorders." International Journal of Molecular Sciences 17, no. 2 (January 29, 2016): 180. http://dx.doi.org/10.3390/ijms17020180.
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Brown, Carolyn. "Autism Spectrum Disorders: What can psychological services contribute?" Educational Psychology in Scotland 12, no. 1 (2011): 17–20. http://dx.doi.org/10.53841/bpsepis.2011.12.1.17.
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Howlin, Patricia. "Evaluating psychological treatments for children with autism-spectrum disorders." Advances in Psychiatric Treatment 16, no. 2 (March 2010): 133–40. http://dx.doi.org/10.1192/apt.bp.109.006684.
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SummaryThe internet abounds with promises of ‘miracle cures’ for autism and within the published research literature there are numerous claims and counter-claims for the effectiveness of specific therapies. Systematic evaluations, however, indicate that few treatment programmes have a sound evidence base, and even those interventions that do produce positive findings are not successful for all children. To date, the best researched programmes are those involving intensive, early, home-based intervention, and those with a focus on communication and parent–child interaction. This article assesses the evidence base for some of the better evaluated therapies. There is, as yet, no evidence that any one programme is superior to all others. Indeed, large individual differences in response to intervention suggest that the focus of research now needs to shift to the study of which components of therapy work best for which children and under which conditions.
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Zabirova, K. R., R. G. Gamirova, E. A. Gorobets, D. D. Gaynetdinova, and S. Ya Volgina. "Features of neurological status in children with autism spectrum disorders." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 67, no. 5 (November 18, 2022): 153–57. http://dx.doi.org/10.21508/1027-4065-2022-67-5-153-157.
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The article analyzes the features of the neurological status, characterizes group differences in motor functions in children with autism spectrum disorders depending on the presence and severity of delayed psychological and speech development.Material and methods. The analysis of data on the neurological status of children with autism spectrum disorders was based on 51 patients records for the period from 2016 to 2021; 43 boys (84%) and 8 girls (16%) aged 3 to 10 years. All patients were divided into 2 groups according to the criterion of the presence or absence of a severe delay in psychological and speech development. The first group included children with severe forms of delayed psychological and speech development — 23 (45%), the second — 28 (55%) patients with mild forms or without delayed psychological and speech development.Results. The children in the first group were characterized by the predominance of diffuse muscular hypotension (96%); stereotypies manifested in movements looking like «wings» (22%), other stereotyped movements (48%); disorders such as echolalia, ataxia, pyramidal insufficiency syndrome, and strabismus were equally common in both groups.Conclusion. Analysis of the data showed the predominance of several neurological disorders in children with autism spectrum disorders who have a severe delay in psychological and speech development and made it possible to identify neurological characteristics of children with autism spectrum disorders regardless of the level of psychological and speech development.
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Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev, and D. Omarova. "Сomprehensive support of children with autistic spectrum disorders." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.
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Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In many cases, children with ASD who come to school have unformed learning behaviors. For the successful development of the program material in children with ASD, it is necessary to form a stereotype of educational behavior, on which all school education is based. Deficits in the formation of these skills can lead to a longer period of adaptation of the child in school and to difficulties in mastering the program. In this article, we consider the necessary skills, the formation of which is aimed at psychological and pedagogical assistance to a child with ASD in preparation for school.
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Avdjieva-Tzavella, D. "Genetic and Non Genetic Aspects of Autism Spectrum Disorders." Balkan Journal of Medical Genetics 11, no. 1 (January 1, 2008): 3–10. http://dx.doi.org/10.2478/v10034-008-0012-2.
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Genetic and Non Genetic Aspects of Autism Spectrum DisordersChromosome abnormalities have long been recognized as an important cause of learning disabilities and multiple malformation syndromes. About 0.8% of live born infants have numerical or structural chromosomal anomalies that result in an abnormal phenotype. Identification of such anomalies is important clinically and also for accurate genetic counseling. Recently, molecular cytogenetic and array-based techniques have enabled higher resolution screens for chromosome anomalies. This brief review of the etiology of autism spectrum disorders (ASD) focuses on the heritable and non heritable risk factors that underlie this major neuro-developmental disorder. Since all patients with a chromosomal imbalance are dysmorphic, the association of ASD with a facial dysmorphism seems to be a good indication for chromosomal anomaly screening.
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Nydén, Agneta, Lena Niklasson, Ola Stahlberg, Henrik Anckarsater, Elisabet Wentz, Maria Rastam, and Christopher Gillberg. "Adults with autism spectrum disorders and ADHD neuropsychological aspects." Research in Developmental Disabilities 31, no. 6 (November 2010): 1659–68. http://dx.doi.org/10.1016/j.ridd.2010.04.010.
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Spain, Debbie, Laura Harwood, and Lucy O'Neill. "Psychological interventions for adults with autism spectrum disorders: a review." Advances in Autism 1, no. 2 (October 29, 2015): 79–86. http://dx.doi.org/10.1108/aia-05-2015-0007.
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Purpose – Adults who have autism spectrum disorders (ASD) experience a range of core and co-morbid characteristics which impede daily functioning and quality of life. Children and adolescents with ASD derive clinically meaningful benefits from psychological interventions, including those designed to reduce socio-communication deficits and mental health conditions. Relatively little is known about the effectiveness of these interventions for the adult ASD population. The paper aims to discuss this issue. Design/methodology/approach – A selective search of English language, peer-reviewed publications was undertaken, in order to summarise the empirical data pertaining to psychological interventions for adults with high-functioning ASD (HF-ASD). Findings – Thus far, social skills interventions, cognitive behaviour therapy techniques, and mindfulness-based approaches have been researched most extensively. Interventions have primarily sought to: reduce the impact of core ASD characteristics; enhance skills; and improve co-morbid mental health symptoms. Methodological and clinical heterogeneity render it difficult to generalise study findings across population samples, but overall, interventions appear to be associated with reductions in co-morbid symptom severity, and improved functioning. Research limitations/implications – Further studies that seek to improve functioning, reduce co-morbid characteristics, and enhance the propensity for attaining and maintaining independence are now needed. Practical implications – Adaptations to standard treatment protocols are likely required in order to enhance engagement and optimise treatment gains. Originality/value – This is one of the first reviews to focus specifically on psychological interventions for adults with HF-ASD.
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Razzhivina, M. I. "PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 10, no. 4 (39) (December 31, 2022): 417–22. http://dx.doi.org/10.23888/humj2022104417-422.
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Schnabel, Alexandra, George J. Youssef, David J. Hallford, Eliza J. Hartley, Jane A. McGillivray, Michelle Stewart, David Forbes, and David W. Austin. "Psychopathology in parents of children with autism spectrum disorder: A systematic review and meta-analysis of prevalence." Autism 24, no. 1 (May 9, 2019): 26–40. http://dx.doi.org/10.1177/1362361319844636.
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Parents of children with autism spectrum disorder appear to experience high levels of psychological distress, yet little is known about the prevalence of psychological disorders in this population. The aim of this systematic review and meta-analysis was to estimate the proportion of these parents who experience clinically significant psychopathology. Articles reporting proportions of psychological disorders in a sample of parents of children with autism spectrum disorder were located. The initial search returned 25,988 articles. Thirty-one studies with a total sample of 9208 parents were included in the final review. The median meta-analytic proportions were 31% (95% confidence interval = [24%, 38%]) for depressive disorders, 33% (95% confidence interval = [20%, 48%]) for anxiety disorders, 10% (95% confidence interval = [1%, 41%]) for obsessive-compulsive disorder, 4% (95% confidence interval = [0%, 22%]) for personality disorders, 2% (95% confidence interval = [1%, 4%]) for alcohol and substance use disorders and 1% (95% confidence interval = [0%, 5%]) for schizophrenia spectrum disorders. Significant heterogeneity was detected in these categories. Further research is needed to gain more insight into variables that may moderate parental psychopathology. This review and meta-analysis is the first to provide prevalence estimates of psychological disorders in parents of children with autism spectrum disorder.
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Morozov, S. A., S. S. Morozova, and T. I. Morozova. "Certain Inclusion Problems in Autism Spectrum Disorders." Autism and Developmental Disorders 18, no. 1 (2020): 51–61. http://dx.doi.org/10.17759/autdd.2020180106.
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The term “Inclusion” is not identical to the concepts of “Inclusive education”, which is much wider. The educational system of children with autism spectrum disorders (ASD) in Russia is only developing and the focus on inclusion is a great achievement. Inclusive education in autistic disorders is a special case. The most difficulties in organizing of inclusion of children with ASD caused by main symptoms — communication and social interaction disorders, repeated stereotypical patterns of behavior, interests and activities. After all, these symptoms create a special development situation that makes necessary to solve the following problems: improving the organization of the inclusive process, feasibility and possibility of inclusion process. Typical difficulties faced by domestic and foreign experts reviewed, for example: increased social anxiety in children, lack of trained personnel, and lack of diagnostic in children. Emphasized that the success of inclusion process depends on several things: the readiness for inclusion of the child with autism, the readiness of the environment where inclusion carried out, the level of its tolerance and, finally, the competence of psychological and pedagogical staff. The age of the child and the environment plays a large role: ceteris paribus, the early onset of inclusion contributes to the stability of inclusive readiness of the environment.
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V, Indiramma, Seema P. Uthaman, and Shoba Srinath. "Handling the Psychological Distress of Parents of Children with Autism Spectrum Disorders:." Artha - Journal of Social Sciences 11, no. 1 (January 13, 2012): 35. http://dx.doi.org/10.12724/ajss.20.3.
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Autism Spectrum Disorders are pervasive developmental disorders affecting many children today. Parenting a child with special needs, such as children with autism, is very taxing, as they need intensive and life-long intervention in diverse areas. This paper is an attempt to assess the need of those parents of children with autism and to develop an intervention programme to take care of the psychosocial issues. The study had two phases. In the first phase 120 parents of children with autism spectrum disorders were interviewed using a semi structured interview schedule and GHQ 28. In the second phase, an intervention module was prepared and implemented with 20 parents. The results show that the mean psychological distress was significantly higher for mothers compared to fathers. The scores on subscales show that mothers have higher level of somatic symptoms, anxiety and insomnia, social dysfunction and depression compared to fathers. The pre and post analysis of the group intervention shows that there is a drop in the level of distress and increase in the awareness on child’s illness in parents after the group intervention. The findings show that addressing parental needs in a group setting can be very effective and beneficial in helping parents reduce their distress levels and hence making them better equipped to look after their child with a disability like autism.
Keywords: Autism, parent intervention module, psychological distress, group work
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Borodina, L. G. "Medical aspects of support to children with autism spectrum disorders." Autism and Developmental Disorders 15, no. 3 (2017): 3–8. http://dx.doi.org/10.17759/autdd.2017150301.
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A multiyears experience of medical assistance of children with autism spectrum disorders on the base of the Federal Resource Center for Organization of Comrehencive Support for Children with Autism Spectrum Dizorders is summed up in the article. The forms of psychiatrists’ co-work with teachers and psychologists are discussed, as well as the possibilities and effectiveness of farmacological intervention. The compliance questions are raised. A special accent on the importance of psychotherapy for families having children with ASD is made.
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Özerk, Kamil, and Elise Öksendal. "Educational Psychological Counselling and Collective Competence Improvement Related to Autism/Autism Spectrum Disorders (ASD)." lnternational Electronic Journal of Elementary Education 10, no. 3 (January 4, 2018): 339–54. http://dx.doi.org/10.26822/iejee.2018336192.
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Gallagher, L., and J. McGrath. "Autism spectrum disorders: current issues and future directions." Irish Journal of Psychological Medicine 39, no. 3 (August 15, 2022): 237–39. http://dx.doi.org/10.1017/ipm.2022.34.
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AbstractThis edition of Irish Journal of Psychological Medicine is a Special Themed Issue on Autism Spectrum Disorders (ASD). Mental health services are not currently meeting the needs of autistic people across the lifespan. We have limited evidence based treatments for core symptoms and comorbidities and there is lack of awareness and under-recognition of ASD, particularly in adults and certain groups of individuals. The key themes in this edition focus on challenges with recognition and diagnosis and address these from both clinical and research perspectives. Co-occurring conditions also feature, which are also under-recognised and can contribute to less optimal outcomes. New and existing research developments in stratification for clinical trials and neuroimaging are also discussed. We hope this Issue highlights relevant current issues in ASD, and provides insights which can help address the challenges in providing evidence based pathways to better meet the needs of autistic people into the future.
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Samsonova, E. V., and M. N. Alekseeva. "Educating Students with Autism Spectrum Disorders: Organizational Problems." Психологическая наука и образование 21, no. 3 (2016): 97–104. http://dx.doi.org/10.17759/pse.2016210311.
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The article presents data of applied socio-psychological research devoted to the study of difficulties encountered by educational institutions when teaching children with autism spectrum disorders (ASD). The research involved analysis of theoretical issues and practical experience on the subject; a survey of administrative and teaching staff; an exploration of organizational problems related to the education of children with ASD, in particular, the need for methodological support in teachers providing such education. The findings of the research indicated the following problems in educational institutions teaching children with ASD: 1) Education models for children with ASD require personnel and economic support; 2) teachers are not provided with special training necessary for working with children with ASD and for developing adapted teaching programmes; 3) institutions lack methodological and didactic support necessary for working with children with ASD; 4) there’s no communication between educational and medical institutions concerning the assistance to children with ASD and their families.
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Durdona Gafurjon qizi, Nurmatova. "Autism features and disorders in emotional relationships." International Journal on Integrated Education 3, no. 8 (August 6, 2020): 6–11. http://dx.doi.org/10.31149/ijie.v3i8.519.
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The article presents practical aspects of the psychological study of the problem of autism. The results of the experimental studies conducted on this scientific problem are given. Psychological characteristics of problem solutions are briefly analyzed. The essence of theories on autism syndrome and the interpretation of these theories today have been described, in addition to which the problems with early detection and correction of this syndrome are covered. The article describes the features of autism syndrome and disorders in relationships, as well as clinical signs of the syndrome, diagnostic criteria.
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Sidenko, Yuliia, and Oleksandr Kolyshkin. "THE USE OF CORRECTIVE TECHNOLOGIES IN THE PROCESS OF PREPARING SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER FOR LEARNING ACTIVITIES." EUREKA: Social and Humanities 4 (July 31, 2020): 47–52. http://dx.doi.org/10.21303/2504-5571.2020.001355.
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The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.
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Griesi-Oliveira, Karina, and Andréa Laurato Sertié. "Autism spectrum disorders: an updated guide for genetic counseling." Einstein (São Paulo) 15, no. 2 (June 2017): 233–38. http://dx.doi.org/10.1590/s1679-45082017rb4020.
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ABSTRACT Autism spectrum disorder is a complex and genetically heterogeneous disorder, which has hampered the identification of the etiological factors in each patient and, consequently, the genetic counseling for families at risk. However, in the last decades, the remarkable advances in the knowledge of genetic aspects of autism based on genetic and molecular research, as well as the development of new molecular diagnostic tools, have substantially changed this scenario. Nowadays, it is estimated that using the currently available molecular tests, a potential underlying genetic cause can be identified in nearly 25% of cases. Combined with clinical assessment, prenatal history evaluation and investigation of other physiological aspects, an etiological explanation for the disease can be found for approximately 30 to 40% of patients. Therefore, in view of the current knowledge about the genetic architecture of autism spectrum disorder, which has contributed for a more precise genetic counseling, and of the potential benefits that an etiological investigation can bring to patients and families, molecular genetic investigation has become increasingly important. Here, we discuss the current view of the genetic architecture of autism spectrum disorder, and list the main associated genetic alterations, the available molecular tests and the key aspects for the genetic counseling of these families.
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Gorbachevskaya, N., D. S. Pereverzeva, V. Yu Voinova, A. B. Sorokin, A. A. Koval-Zaitsev, K. R. Salimova, S. A. Tyushkevich, et al. "Factors Influencing the Success Of Autism Spectrum Disorders Overcoming." Autism and Developmental Disorders 14, no. 4 (2016): 39–50. http://dx.doi.org/10.17759/autdd.2016140407.
Full textAbstract:
No more than 10—20% of children with autism, as becoming adults can adapt to a relatively independent life. Despite many publications dedicated to autism, relatively little work has examined the output characteristics and pathomorphosis of psychic and cognitive disorders in people with autism spectrum disorders (ASD). Only few longitudinal studies allow us to represent what happens in later life with people who have ASD. For conducting effective correctional interventions overcomingwith children with ASD there is need to identify predictors of successful overcome of disorders. The basis for the study, conducted by a team of psychologists and neuroscientists, was the assumption that the information about the features of violations of basic neurobiological mechanisms in people with autism spectrum disorders should determine the tactics of assistance. Genetic, neurophysiological and psychological factors, causing more successful overcoming of these disorders in children are revealed.