Relevant bibliographies by topics / Autism spectrum disorders – Testing

Academic literature on the topic 'Autism spectrum disorders – Testing'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Autism spectrum disorders – Testing"

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Bauer, Sarah C., and Michael E. Msall. "Genetic testing for autism spectrum disorders." Developmental Disabilities Research Reviews 17, no. 1 (2011): 3–8. http://dx.doi.org/10.1002/ddrr.131.

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Chen, Lei-Shih, Jungkyung Min, Shixi Zhao, Yu-Chen Yeh, and Tse-Yang Huang. "Information needs in genetic testing: A needs assessment survey among Taiwanese parents of children with autism spectrum disorders." Autism 23, no. 4 (August 3, 2018): 902–9. http://dx.doi.org/10.1177/1362361318778903.

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We conducted the first needs assessment study by examining the information needs in genetic testing for autism spectrum disorders among parents of children with autism spectrum disorders in Taiwan. Parents of children with autism spectrum disorders in 236 public elementary schools with special education services were invited to complete a survey. About two-thirds of participants (65.7%) had never heard about genetic testing for autism spectrum disorders. Yet, the majority (71.4%) expressed an interest in learning about this testing. The top three topics participants identified to assist them in making informed decisions before undergoing genetic testing (for themselves, their affected children, or other family members) were testing accuracy (79.7%), genetic causes of autism spectrum disorders (79.4%), and the link between testing and treatment (79.4%). A health education brochure (47.2%) was the most desired educational approach. Our results can be utilized to develop information and counseling materials for genetic testing for autism spectrum disorders in Taiwan as well as to address the needs of parents of children with autism spectrum disorders, particularly in informed decisions-making. Moreover, to promote better communication between the providers and parents, when discussing genetic testing for autism spectrum disorders with Taiwanese parents of children with autism spectrum disorders, healthcare professionals’ priorities should be in line with the preferred topics identified in this study.
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Wetherby, Amy M., Whitney Guthrie, Jessica L. Hooker, Abigail Delehanty, Taylor N. Day, Juliann Woods, Karen Pierce, et al. "The Early Screening for Autism and Communication Disorders: Field-testing an autism-specific screening tool for children 12 to 36 months of age." Autism 25, no. 7 (May 7, 2021): 2112–23. http://dx.doi.org/10.1177/13623613211012526.

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There is a critical need for validated screening tools for autism spectrum disorder in very young children so families can access tailored intervention services as early as possible. Few screeners exist for children between the recommended screening ages of 18–24 months. This study examined the utility of a new autism-specific parent-report screening tool, the Early Screening for Autism and Communication Disorders for children 12–36 months. Field-testing was conducted from five sites with 471 children screened for communication delays in primary care or referred for familial risk or concern for autism spectrum disorder. The Early Screening for Autism and Communication Disorders was evaluated in three age groups: 12–17, 18–23, and 24–36 months. A best-estimate diagnosis of autism spectrum disorder, developmental delay, or typical development was made. Receiver operating characteristic curves were examined for all 46 items and the 30 items that best discriminated autism spectrum disorder from the non-spectrum groups. Area under the curve estimates for the total were greater than 0.90 across age groups. Cutoffs were established for each age group with sensitivity between 0.86 and 0.92 and specificity between 0.74 and 0.85. Results provide preliminary support for the validity of the Early Screening for Autism and Communication Disorders as an autism-specific screener in children 12–36 months with elevated risk of communication delay or autism spectrum disorder. Lay abstract There is a critical need for accurate screening tools for autism spectrum disorder in very young children so families can access tailored intervention services as early as possible. However, there are few screeners designed for children 18–24 months. Developing screeners that pick up on the signs of autism spectrum disorder in very young children has proved even more challenging. In this study, we examined a new autism-specific parent-report screening tool, the Early Screening for Autism and Communication Disorders for children between 12 and 36 months of age. Field-testing was done in five sites with 471 children screened for communication delays in primary care or referred for familial risk or concern for autism spectrum disorder. The Early Screening for Autism and Communication Disorders was tested in three age groups: 12–17, 18–23, and 24–36 months. A best-estimate diagnosis of autism spectrum disorder, developmental delay, or typical development was made. Analyses examined all 46 items and identified 30 items that best discriminated autism spectrum disorder from the non-spectrum groups. Cutoffs were established for each age group with good sensitivity and specificity. Results provide preliminary support for the accuracy of the Early Screening for Autism and Communication Disorders as an autism-specific screener in children 12–36 months with elevated risk of communication delay or autism spectrum disorder.
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Sorokin, A. B. "Intellectual Disability and Autism Spectrum Disorders." Современная зарубежная психология 7, no. 1 (2018): 38–44. http://dx.doi.org/10.17759/jmfp.2018070104.

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The article introduces the modern understanding of intellectual disability as a diagnostic category. It is based on the description of the structure, recommended for professional use in the USA. The necessity of intellect testing in individuals with autism spectrum disorders is discussed alongside with its place among other diagnostic measures
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Cop, Esra, Pinar Yurtbasi, Ozgur Oner, and Kerim Munir. "Genetic testing in children with autism spectrum disorders." Anatolian Journal of Psychiatry 16, no. 6 (2015): 426. http://dx.doi.org/10.5455/apd.1414607917.

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Sheldrick-Michel, T. M., B. T. Morten, B. Niels, and I. Mirolyuba. "Neurobiology of Autism Spectrum Disorders." European Psychiatry 41, S1 (April 2017): S45—S46. http://dx.doi.org/10.1016/j.eurpsy.2017.01.199.

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Autism Spectrum Disorders (ASD) is a group of neurodevelopmental disorders with heterogeneous etiology characterized by deficits in social cognition, communication, and behavioral flexibility. Disturbances on molecular and cellular level in early brain development incl. intercellular communication, an unbalanced ratio between certain neuronal populations and maturation/differentiation process, oxidative stress, happening in embryonal stages, might be promising candidates to explain the development of autistic symptoms.In order to get a deeper understanding of these processes, valid “disease models” are pivotal. A new cutting edge technique, named brain organoids, has been highlighted as a promising candidate for obtaining a better “disease model”.Brain organoids derived from patients induced pluripotent stem cells (iPSC) follow in vivo timeline development; they also have the ability to recreate the right complexity of the brains, developmental stages. On the cellular and gene expression level, organoids demonstrate a high similarity to the developing brain in vivo and can therefore recapitulate early stages of the neurogenesis. To date organoids are the most relevant cellular in vitro platform for the understanding of the mechanisms behind ADS pathology. Investigations of “mini brains” at different time points in their development will give a wider and more detailed picture of the disease dynamic and thus the development of therapeutic and prevention strategies. It is a tool that can be used for effective high throughput screening of chemical compounds as potential drugs (“in sphero” drug testing). Organoids are a good modeling system for elucidating the role of epigenetic and environmental factors for development of ASD.Disclosure of interestThe authors declare that they have no competing interest.
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Reading, Richard. "Clinical genetic testing for patients with autism spectrum disorders." Child: Care, Health and Development 36, no. 4 (June 15, 2010): 599. http://dx.doi.org/10.1111/j.1365-2214.2010.01117_5.x.

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Bardikoff, Nicole, and Margaret McGonigle-Chalmers. "Testing nonverbal IQ in children with Autism Spectrum Disorders." Research in Autism Spectrum Disorders 8, no. 9 (September 2014): 1200–1207. http://dx.doi.org/10.1016/j.rasd.2014.06.007.

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Shen, Y., K. A. Dies, I. A. Holm, C. Bridgemohan, M. M. Sobeih, E. B. Caronna, K. J. Miller, et al. "Clinical Genetic Testing for Patients With Autism Spectrum Disorders." PEDIATRICS 125, no. 4 (March 15, 2010): e727-e735. http://dx.doi.org/10.1542/peds.2009-1684.

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Fründt, Odette, Wiebke Grashorn, Daniel Schöttle, Ina Peiker, Nicole David, Andreas K. Engel, Katarina Forkmann, Nathalie Wrobel, Alexander Münchau, and Ulrike Bingel. "Quantitative Sensory Testing in adults with Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 47, no. 4 (February 3, 2017): 1183–92. http://dx.doi.org/10.1007/s10803-017-3041-4.

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Dissertations / Theses on the topic "Autism spectrum disorders – Testing"

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Staples, Kerri. "Development of a gross motor task to assess motor planning of children with autism spectrum disorders." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98584.

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Motor planning was assessed by performance of 10 male children (age range 9-12 years) with ASD on a simple obstacle course of horizontal barriers. The primary measures of motor planning were acts of hesitation and hesitation time. These measures, along with executive functioning scores from the BRIEF, and measures of movement execution were correlated to assess the validity of this obstacle course. Results of these correlations supported the validity of the motor planning inferences from the performance of the obstacle course since motor planning correlated in the expected directions with the BRIEF scores and movement execution measures. Internal consistency (Cronbach's alpha) was sufficiently high to support the reliability of this obstacle course, with the item analysis providing direction for the most reliable barrier heights. Therefore, the use of this obstacle course task provides both valid inferences and reliable measures of motor planning, although further development is warranted.
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Schaber, Abigail Nicole. "Genetic Counseling and Testing in a Pediatric Population with Autism Spectrum Disorder (ASD)." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155490405885201.

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Shaker, Nuha. "Examining the Influence and Role of Pharmacogenetics among Children with Autism Spectrum Disorder." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2037.

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Pharmacogenetics is the study of genomic-guided individualized drug prescription that plays an important role in preventing the severe adverse effects of drugs, decreasing the time and cost of therapeutic choices, and directing healthcare professionals to choose medications that are effective and safe. It is noteworthy that this approach becomes highly beneficial in patients suffering from chronic diseases or disorders, since these conditions may require multiple and long term pharmacological therapies, as in children with autism spectrum disorder (ASD). However, public acceptance is a major challenge when implementation of pharmacogenetics merges into clinical practice. The purpose of this study is a) to investigate, among small cohort group of children with ASD, several genetic variants of enzymes that influence the metabolism of commonly prescribed drugs to treat ASD and b) to inspect the knowledge of, attitude towards and future expectations with regards to pharmacogenetics among parents of children with ASD. A group of 15 school-aged participants with ASD were recruited for the study. Approximately 5 ml of venous blood was drawn for each participant to analyze the genotype of enzymes implicated in drug metabolism via pharmacogenetics testing. Thereafter, the parents of these children attended a training session to help them gain a better understanding of the pharmacogenetics results depicted in the drug panel results. A pre-training and post-training survey was conducted to assess the knowledge of, attitude towards and future expectations of pharmacogenetics among the children’s parents.
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Haddock, Katie. "Social skills in adolescents with autism : testing the specificity of the deficit, and development of a DVD training intervention." Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/social-skills-in-adolescents-with-autism--testing-the-specificity-of-the-deficit-and-development-of-a-dvd-training-intervention(3c1dd749-d5e5-4e37-8edb-f962abc88ad0).html.

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Current diagnostic criteria for autism are guided by the 'Triad of Impairments' (Wing & Gould, 1979), of which 'social impairment' forms an individual category. Social difficulties have been observed in children with autism under the age of two years and the difficulties continue throughout adulthood. Few studies have used computer-based training packages (CBTP's) to facilitate social competency in individuals with autistic spectrum disorder (ASD). The present study was completed in two phases: Phase I -compared 14 individuals with ASD (IQ ý: 70), ten individuals with no disabilities (ND) and eight individuals with mild mental retardation (MR; IQ 50-70) on their ability to identify appropriate and inappropriate social interactions using 12 scenarios on a tailor-made DVD. Phase H- the ASD group was divided into two groups. Eight individuals were trained using six of the scenarios from Phase I and eight new scenarios. Following training, both groups with ASD re-viewed the 12 scenarios shown in Phase I. The results showed that individuals with ASD were less able_to identify appropriate and inappropriate social skills than individuals with MR (t (18) = 4.9, p<00 1) or ND (t (13) = 7.5, p<00 1). The severity of the autistic symptoms negatively impacted on performance (r (14) =- . 83, p<. 001). The training group significantly improved their performance (z = -2.52, p= . 05) on both trained (z = -2.207, p= . 027) and untrained scenarios (z = -2.032, p . 042). The untrained group scores showed no significant difference between Phase I and Phase II. The current study identified that individuals with autism have more difficulty understanding inappropriate and appropriate behaviour than their MR and ND peers. However the DVD was an effective method of training a component of social competency for this population. Within the trained group, ability improved on untrained as well as trained scenarios, this suggests a generalisation of skills rather than rote learning or practice effects. Future studies would benefit from addressing how to generalise this skill from computers to 'real-life' situations.
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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.

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Doctor of Philosophy
Aim. 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.
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Winslow, Hayley R. "Pre- and Post-Test Parent Perceptions of Genetic Testing for Children with Autism Spectrum Disorder (ASD)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492505122437373.

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Clark, Jessica. "Parental Preferences for Genetic Testing Factors in a Pediatric Neurodevelopmental Disorder Population." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553513617894087.

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Woods, Aleta Marcel. "EVALUATING NORMALIZED SAMPLES OF PEAK TRAINING." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1533.

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The PEAK Relational Training Program has been recently published and favorable results for reliability and validity measures have been reported (Dixon, 2014). Results of two studies have demonstrated a high correlation with scores on the PEAK assessment scores, IQ scores as well as high reliability in scoring the PEAK assessments (Dixon, Carman, Tyler, Whiting, Enoch, & Daar, In press; Dixon, Whiting, Rowsey, & Belisle, In press). The current study evaluated normative data for Module 1 using 45 children ages 1 through 6 to validate it's utility in measuring the language of typically developing individuals. Normative data was collected and a strong positive correlation was identified between participants' age and PEAK assessment scores (r=.832, p=<.001). Implications support the use of PEAK to teach language and learning and continual investigation of its psychometric properties.
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Christon, Lillian. "Practices of professionals providing services to children with autism spectrum disorders: Testing the theory of planned behavior in predicting use of evidence-based interventions and family-centered care." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2879.

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Autism spectrum disorders (ASDs) are chronic and pervasive developmental disorders; children with ASDs require more multidisciplinary services than children with other developmental, behavioral, and emotional disorders (Kogan et al., 2008). Little research has been done on the practices and perspectives of the professionals providing services to children with ASDs. Evidence-based practice (combining use of evidence-based interventions [EBIs], family-centered care [FCC] respecting patient/family values, and clinical expertise) leads to the best outcomes for children with ASDs (APA Presidential Task Force on Evidence-Based Practice, 2006). The aim of this study was to assess the extent to which psychological constructs (attitudes, subjective norms, perceived behavioral control) within the Theory of Planned Behavior (Ajzen, 1991) are helpful for understanding the behavior of professionals in regards to two areas of evidence-based practice: recommending and/or providing EBIs and using a FCC approach to care with children with ASDs. Professionals (N=709) providing direct services to children with ASDs were recruited from different disciplines (Education, Medicine/Nursing, Occupational and Physical Therapy, Psychology, Social Work, Speech Language Pathology/Audiology) and were asked to fill out an Internet or paper survey including measures on TPB constructs and EBI and FCC behavior. Participants were recruited from a convenience Internet sample and a stratified random sample of online provider listings (from professional and autism-specific organizations). Professionals’ attitudes and familiarity with EBIs significantly predicted their self-reported recommendation and provision of EBIs in the positive direction. Professionals’ attitudes, perceived-behavioral control, and years in practice significantly predicted self-reported use of an FCC approach with children with ASDs in the positive direction. There was a trend for explicit training on EBI or FCC to predict professionals’ behavior, but these findings did not reach conventional levels of significance. Subjective norms did not significantly predict EBI or FCC behavior. Discipline membership did not moderate the relationship between TPB and EBI and FCC self-reported behavior measures. The TPB is a useful framework for better understanding professionals’ evidence-based practice behavior. This study sheds light on practices and perspectives of professionals working with children with ASDs and highlights areas for future research and training with this population.
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Williams, Joanna Gwendolyn. "Screening for autism spectrum disorders." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615931.

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Books on the topic "Autism spectrum disorders – Testing"

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Autism spectrum disorders. Minneapolis: Twenty-First Century Books, 2011.

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Sicile-Kira, Chantal. Autism Spectrum Disorders. New York: Penguin Group USA, Inc., 2008.

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Zager, Dianne. Autism Spectrum Disorders. Fourth editon. | New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315794181.

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Autism spectrum disorders. New York: Oxford University Press, 2011.

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Zager, Dianne, David F. Cihak, and Angi Stone-MacDonald. Autism Spectrum Disorders. 5th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003255147.

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1957-, Hollander Eric, ed. Autism spectrum disorders. New York: Dekker, 2003.

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Bowler, Dermot. Autism Spectrum Disorders. New York: John Wiley & Sons, Ltd., 2006.

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Autism spectrum disorder. St. Catharines, Ontario: Crabtree Publishing Company, 2014.

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Hollander, Eric. Textbook of autism spectrum disorders. Washington, DC: American Psychiatric Pub., 2011.

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Goldstein, Sam, and Jack A. Naglieri, eds. Interventions for Autism Spectrum Disorders. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5301-7.

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Book chapters on the topic "Autism spectrum disorders – Testing"

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Hogan, Thomas P., and Christie P. Karpiak. "Projective Testing." In Encyclopedia of Autism Spectrum Disorders, 1–8. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_2012-3.

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Roesser, Jessica L. "Metabolic Testing." In Encyclopedia of Autism Spectrum Disorders, 1–4. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_33-3.

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg, et al. "Educational Testing." In Encyclopedia of Autism Spectrum Disorders, 1063. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1459.

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Hutchins, Tiffany, Giacomo Vivanti, Natasa Mateljevic, Roger J. Jou, Frederick Shic, Lauren Cornew, Timothy P. L. Roberts, et al. "Modified Testing." In Encyclopedia of Autism Spectrum Disorders, 1894–95. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1769.

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Hogan, Thomas P., and Christie P. Karpiak. "Projective Testing." In Encyclopedia of Autism Spectrum Disorders, 2386–93. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_2012.

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Maye, Melissa. "Achievement Testing." In Encyclopedia of Autism Spectrum Disorders, 39–42. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_220.

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Hutchins, Tiffany, Giacomo Vivanti, Natasa Mateljevic, Roger J. Jou, Frederick Shic, Lauren Cornew, Timothy P. L. Roberts, et al. "Metabolic Testing." In Encyclopedia of Autism Spectrum Disorders, 1847–49. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_33.

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Goyette-Ewing, Michele. "Educational Testing." In Encyclopedia of Autism Spectrum Disorders, 1613. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1459.

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Hogan, Thomas P., and Christie P. Karpiak. "Projective Testing." In Encyclopedia of Autism Spectrum Disorders, 3697–704. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_2012.

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Brucker, Pamela. "Modified Testing." In Encyclopedia of Autism Spectrum Disorders, 2948. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1769.

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Conference papers on the topic "Autism spectrum disorders – Testing"

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Junaidi, Ahsan Romadlon, Muchamad Irvan, Joko Yuwono, Dimas Arif Dewantoro, Yuli Pramesti, and Eka Puput Puspitasari. "Usability Testing of Emotion Recognition Assistance Application for Children with Autism Spectrum Disorder." In 2022 8th International Conference on Education and Technology (ICET). IEEE, 2022. http://dx.doi.org/10.1109/icet56879.2022.9990633.

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Subramani, Guru, Aubrey M. Fisher, Moria F. Bittmann, Andrea H. Mason, Brittany G. Travers, and Michael R. Zinn. "Development of a Robotic Motor Skills Assessment System for Children With Autism." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3447.

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Autism is a developmental disorder characterized by atypical social interactions and repetitive behaviors/restricted interests[1]. It is found that children with autism also experience delayed or impaired motor skills development [2]. It would be advantageous to develop methods that precisely evaluate these motor skills impairments. The use of robots for evaluating upper limb motor competency have been looked at in the stroke literature [3]. We would like to leverage robotic tools for motor skills assessment but with focus for children with autism spectrum disorder. Robotic methodologies provide a unique way of testing upper limb motor skills. For instance, if a person holds on to the end of a robot arm and moves the robot arm in space, the robot can apply forces and prevent or assist the person with these motions. In this fashion, the robot can apply perturbations in a repeatable and precise manner with high fidelity. Since individuals with autism have anxieties interacting with other individuals[4], using an impersonal robot would alleviate the anxiety of social interactions. These individuals learn motor skills best with consistent repetition and strong reinforcement, qualities that robots provide. Therefore, a robot based evaluation strategy and therapy paradigm for children with Autism would be beneficial for the community.
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Saihi, Afef, and Hussam Alshraideh. "Development of an Autism Screening Classification Model for Toddlers." In 3rd International Conference on Machine Learning & Applications (CMLA 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111508.

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Autism spectrum disorder ASD is a neurodevelopmental disorder associated with challenges in communication, social interaction, and repetitive behaviors. Getting a clear diagnosis for a child is necessary for starting early intervention and having access to therapy services. However, there are many barriers that hinder the screening of these kids for autism at an early stage which might delay further the access to therapeutic interventions. One promising direction for improving the efficiency and accuracy of ASD detection in toddlers is the use of machine learning techniques to build classifiers that serve the purpose. This paper contributes to this area and uses the data developed by Dr. Fadi Fayez Thabtah to train and test various machine learning classifiers for the early ASD screening. Based on various attributes, three models have been trained and compared which are Decision tree C4.5, Random Forest, and Neural Network. The three models provided very good accuracies based on testing data, however, it is the Neural Network that outperformed the other two models. This work contributes to the early screening of toddlers by helping identify those who have ASD traits and should pursue formal clinical diagnosis.
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Romadlon Junaidi, Ahsan, Muchamad Irvan, Joko Yuwono, Dimas Arif Dewantoro, Yovie Alamsyah, and Nur Wagis Mulyawati. "Usability Testing of Developed Virtual Reality Environment to Enhance Communication Skills for Children with Low Functioning Autism Spectrum Disorder." In 2022 2nd International Conference on Information Technology and Education (ICIT&E). IEEE, 2022. http://dx.doi.org/10.1109/icite54466.2022.9759890.

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Dubynin, V. A., N. Yu Sarycheva, Ya V. Krushinskaya, and V. R. Gedzun. "EXPERIMENTAL MODELS FOR AUTISM SPECTRUM DISORDERS." In MODERN PROBLEMS IN SYSTEMIC REGULATION OF PHYSIOLOGICAL FUNCTIONS. NPG Publishing, 2019. http://dx.doi.org/10.24108/5-2019-confnf-26.

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Santos, Maria Isabel, Ana Breda, and Ana Margarida Almeida. "Learning Environment for Autism Spectrum Disorders." In DSAI 2016: 7th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3019943.3019967.

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Gorbachevskaya, Natalia. "NEUROPHYSIOLOGICAL STUDIES OF AUTISM SPECTRUM DISORDERS." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1001.sudak.ns2020-16/155-156.

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Parish-Morris, Julia, Mark Liberman, Neville Ryant, Christopher Cieri, Leila Bateman, Emily Ferguson, and Robert Schultz. "Exploring Autism Spectrum Disorders Using HLT." In Proceedings of the Third Workshop on Computational Lingusitics and Clinical Psychology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-0308.

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Bugnariu, Nicoleta, Coen de Weerd, Carolyn Young, Robert Longnecker, Carolyn Garver, Edwin van Loon, Katelyn Rockenbach, and Rita M. Patterson. "Motor function in children with Autism spectrum disorders." In 2013 International Conference on Virtual Rehabilitation (ICVR). IEEE, 2013. http://dx.doi.org/10.1109/icvr.2013.6662080.

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"Medical Assistance for Children with Autism Spectrum Disorders." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium243-246.

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Reports on the topic "Autism spectrum disorders – Testing"

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Wang, Xiaoxi. A Meta-Analysis of Acupuncture for Autism Spectrum Disorders. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2020. http://dx.doi.org/10.37766/inplasy2020.4.0087.

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Mong, Jessica. Etiology of Sleep Disorders in ASD (Autism Spectrum Disorders): Role for Inflammatory Cytokines. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada581407.

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Manoach, Dara. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada612865.

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Manoach, Dara. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada614050.

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Manoach, Dara, and Susan Santangelo. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada575709.

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Santangelo, Susan L., and Dara Manoach. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada583969.

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Sweeney, John A. Family Studies of Sensorimotor and Neurocognitive Heterogeneity in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, November 2014. http://dx.doi.org/10.21236/ada613859.

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Shin, Su-Jeong Hwang, Brianna Smith, and Kristi Gaines. Investigation of Therapy Clothing Products for Children with Autism Spectrum Disorders. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1151.

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Platt, Michael L. Neural Basis of Empathy and Its Dysfunction in Autism Spectrum Disorders (ASD). Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada612863.

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Costa-Mattioli, Mauro. The Role of the New mTOR Complex, MTORC2, in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada613836.

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