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Istiqomah, Adinda. "Efektifitas individual work system untuk meningkatkan kemandirian penyelesaian tugas anak dengan autisme." Persona:Jurnal Psikologi Indonesia 8, no. 2 (December 30, 2019): 278–93. http://dx.doi.org/10.30996/persona.v8i2.2727.
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Abstract Individual work systems develop independence by organizing tasks and activities that can be carried out by individuals with ASD (Autism Spectrum Disorder). This research develops a work system that can help organize the task using the visual-spatial strengths of children with ASD.The aim of this study is to investigate the effectiveness of Individual Work System for students with ASD making easier to understand the given instructions and respond appropriately. The research is being conducted by applying individual work system for students with ASD to improve completing the task. This research uses quasi experimental using reversal design A-B design in five subjects diagnosed with mild autism, aged elementary school, had problems in completing the tasks and have ability to simple instruction. The data collection tool uses observations that assess off-task/on-task behavior, teacher prompting, task completion. Data obtained were analyzed using the non-parametric Wilcoxon statistical test. The result showed that the intervention using that idividual work system was effective increase independence of task completion for student with autism. Keywords: Autism spectrum disorder (ASD); Independence of task completion; Individual work system AbstrakIndividual work systems atau sistem kerja individu mengembangkan kemandirian dengan cara mengorganisasikan tugas dan aktivitas yang dapat dipahami oleh individu dengan ASD (Autism Spectrum Disorder). Penelitian ini bertujuan untuk menguji efektivitas Individual Work System siswa dengan (ASD). Penelitian ini menciptakan struktur kerja yang dapat membantu mengorganisir penugasan yang dilakukan dengan memanfaatkan kekuatan visual-spasial anak ASD. Kurangnya kemandirian pada anak ASD terlihat pada seringkali guru membantu atau mengarahkan anak ASD dalam menyelesaikan tugas. Penelitian ini bertujuan untuk menguji efektifitas Individual Work System anak dengan ASD sehingga lebih mudah memahami intruksi yang diberikan dan berespon dengan tepat. Penelitian ini menggunakan desain reversal dengan jenis A-B design pada lima orang subjek yang telah didiagnosis autisme sedang, berusia sekolah dasar, mempunyai permasalahan dalam penyelesaian tugas dan telah mampu mengikuti perintah sederhana. Alat pengumpulan data menggunakan observasi yang disusun oleh peneliti yang terdiri dari respon off-task/on-task, teacher prompting, dan task completion. Data penelitian dianalisis dengan menggunakan uji statistik non-parametric Wilcoxon. Hasil analisis data statistik menunjukkan bahwa individual work system efektif meningkatkan kemandirian penyelesaian tugas anak ASD. Kata kunci: Autism spectrum disorder (ASD); Individual work system; Kemandirian penyelesaian tugas.
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Petrovska, Ivana Vasilevska, Natalia Petrevska, and Vladimir Trajkovski. "Stakeholders’ views on barriers and facilitators of optimal support of individuals with Autism Spectrum Disorder in Macedonia." Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica 13 (December 30, 2020): 27–42. http://dx.doi.org/10.24917/20845596.13.2.
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The aim of presented study was to explore barriers and facilitators of optimal support for social and developmental outcomes for people with ASD. The survey was based on the semistructured interviews with parents of people with ASD, as well as professionals supporting persons with ASD. Thematic analysis of the data was viewed with regard to positive and negative practices that essentially serve as barriers and facilitators of optimal support of individuals with ASD.
The results showed three levels of perceived barriers and facilitators of optimal support: (1) individual – related to the level of autistic impairment, (2) attitudinal – related to social interpretation of individual behaviour and needs, and (3) systemic – related to the education and welfare approach and practice at macro level. Insights from viewpoints of key stakeholders represent indispensable considerations in promotion of health, equity and well-beingof individuals with ASD and to inform the development of an individualized support system based on the person-centred planning approach.
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Hirvikoski, T., M. Boman, Q. Chen, B. M. D'Onofrio, E. Mittendorfer-Rutz, P. Lichtenstein, S. Bölte, and H. Larsson. "Individual risk and familial liability for suicide attempt and suicide in autism: a population-based study." Psychological Medicine 50, no. 9 (June 26, 2019): 1463–74. http://dx.doi.org/10.1017/s0033291719001405.
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AbstractBackgroundStudies on the individual gender-specific risk and familial co-aggregation of suicidal behaviour in autism spectrum disorder (ASD) are lacking.MethodsWe conducted a matched case-cohort study applying conditional logistic regression models on 54 168 individuals recorded in 1987–2013 with ASD in Swedish national registers: ASD without ID n = 43 570 (out of which n = 19035, 43.69% with ADHD); ASD + ID n = 10 598 (out of which n = 2894 individuals, 27.31% with ADHD), and 270 840 controls, as well as 347 155 relatives of individuals with ASD and 1 735 775 control relatives.ResultsThe risk for suicidal behaviours [reported as odds ratio OR (95% confidence interval CI)] was most increased in the ASD without ID group with comorbid ADHD [suicide attempt 7.25 (6.79–7.73); most severe attempts i.e. requiring inpatient stay 12.37 (11.33–13.52); suicide 13.09 (8.54–20.08)]. The risk was also increased in ASD + ID group [all suicide attempts 2.60 (2.31–2.92); inpatient only 3.45 (2.96–4.02); suicide 2.31 (1.16–4.57)]. Females with ASD without ID had generally higher risk for suicidal behaviours than males, while both genders had highest risk in the case of comorbid ADHD [females, suicide attempts 10.27 (9.27–11.37); inpatient only 13.42 (11.87–15.18); suicide 14.26 (6.03–33.72); males, suicide attempts 5.55 (5.10–6.05); inpatient only 11.33 (9.98–12.86); suicide 12.72 (7.77–20.82)]. Adjustment for psychiatric comorbidity attenuated the risk estimates. In comparison to controls, relatives of individuals with ASD also had an increased risk of suicidal behaviour.ConclusionsClinicians treating patients with ASD should be vigilant for suicidal behaviour and consider treatment of psychiatric comorbidity.
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Verma, Manvi, and Dinesh Kumar. "A Correlation-Based Feature Selection and Classification Approach for Autism Spectrum Disorder." International Journal of Information System Modeling and Design 12, no. 2 (April 2021): 51–66. http://dx.doi.org/10.4018/ijismd.2021040104.
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Autism spectrum disorder (ASD) is a medical condition in which an individual has certain behavior abnormalities, language impairment, and communication problems in the social world. It is a kind of a neurological setback that hinders the ability of an individual. In this work, an effort is made to propose an efficient machine learning-based classifier to assess the individuals on the parameters laid down for ASD based upon the traits captured from the ASD-affected individuals. The standard dataset of 1,054 toddlers is taken, which consists of two categories of toddlers, namely affected by ASD and not affected. The dataset contains 17 features, amongst which 12 features have been selected using correlation-based feature selection, and the random tree classifier gave the best overall performance with an accuracy of 98.9% with 17 features and 99.7% with the selected feature set. The results thus obtained have been compared with other state-of-the-art methods, and the proposed approach outperforms most of them.
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Sabet, Jessica, Lisa Underwood, Eddie Chaplin, Hannah Hayward, and Jane McCarthy. "Autism spectrum disorder, attention-deficit hyperactivity disorder and offending." Advances in Autism 1, no. 2 (October 29, 2015): 98–107. http://dx.doi.org/10.1108/aia-08-2015-0013.
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Purpose – A wealth of research on autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD) has led to increased understanding and identification of each of these developmental disorders. Existing literature has sparked controversial discussions regarding whether aspects of ASD and ADHD predispose individuals to criminality. The purpose of this paper is to explore the link between these conditions and offending. Design/methodology/approach – A review of the literature on ASD, ADHD and offending was undertaken. This paper looks at the particular focus of the literature on the involvement of individuals with ADHD and ASD within the criminal justice system. Findings – There is some evidence of a link between ADHD and criminality. However, the relationship between ASD and offending is a little more difficult to ascertain. Complicating this further is the relatively unexplored subject of comorbid ASD/ADHD and criminal behaviour. This paper found that additional cognitive deficits and conduct problems are associated with comorbid ASD/ADHD, highlighting the need for further research and development of interventions. Originality/value – This paper seeks to examine whether predictions can be made with regards to what offending behaviour may look like in an individual with comorbid ASD/ADHD. This paper reviews the literature on offending in relation to both disorders to examine whether predictions can be made with regards to what the offending behaviour of an individual with ASD and ADHD may look like.
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Chen, Junfang, Han Cao, Tobias Kaufmann, Lars T. Westlye, Heike Tost, Andreas Meyer-Lindenberg, and Emanuel Schwarz. "Identification of Reproducible BCL11A Alterations in Schizophrenia Through Individual-Level Prediction of Coexpression." Schizophrenia Bulletin 46, no. 5 (March 31, 2020): 1165–71. http://dx.doi.org/10.1093/schbul/sbaa047.
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Abstract Previous studies have provided evidence for an alteration of genetic coexpression in schizophrenia (SCZ). However, such analyses have thus far lacked biological specificity for individual genes, which may be critical for identifying illness-relevant effects. Therefore, we applied machine learning to identify gene-specific coexpression differences at the individual subject level and compared these between individuals with SCZ, bipolar disorder, major depressive disorder (MDD), autism spectrum disorder (ASD), and healthy controls. Utilizing transcriptome-wide gene expression data from 21 independent datasets, comprising a total of 9509 participants, we identified a reproducible decrease of BCL11A coexpression across 4 SCZ datasets that showed diagnostic specificity for SCZ when compared with ASD and MDD. We further demonstrate that individual-level coexpression differences can be combined in multivariate coexpression scores that show reproducible illness classification across independent datasets in SCZ and ASD. This study demonstrates that machine learning can capture gene-specific coexpression differences at the individual subject level for SCZ and identify novel biomarker candidates.
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Monji, Akira, Toshihiko Maekawa, Kazuyuki Yanagimoto, Ichiro Yoshida, and Sadayuki Hashioka. "Carbamazepine may trigger new-onset epileptic seizures in an individual with autism spectrum disorders: a case report." European Psychiatry 19, no. 5 (August 2004): 322–23. http://dx.doi.org/10.1016/j.eurpsy.2004.06.001.
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AbstractWe herein report a case of new-onset epileptic seizures induced by carbamazepine in an individual with autism spectrum disorders (ASD). We clinicians should bear in mind the possibility that epileptic seizures may possibly be either precipitated or exacerbated by carbamazepine especially in individuals with ASD.
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Weerkamp Bartholomeus, Paula. "HOW TO TAILOR A TRANSDIAGNOSTIC INTERVENTION TO THE INDIVIDUAL STATE OF MIND OF INDIVIDUALS WITH ASD?" Journal for ReAttach Therapy and Developmental Diversities 1, no. 2 (February 16, 2019): 78–83. http://dx.doi.org/10.26407/2018jrtdd.1.14.
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Morgan, Robert L., and Jared C. Schultz. "Towards an Ecological, Multi-Modal Approach to Increase Employment for Young Adults with Autism Spectrum Disorder." Journal of Applied Rehabilitation Counseling 43, no. 1 (March 1, 2012): 27–35. http://dx.doi.org/10.1891/0047-2220.43.1.27.
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The diagnosis oj Autism Spectrum Disorder (ASD) is increasing at an alarming rate, which challenges school transition and adult service systems to provide necessary supports to these individuals. As a key variable to quality oj life and community living, employment should be a primary goal Jor adults with ASD. However, special education and rehabilitation service systems, already limited in their capacity to support youth and young adults with disabilities, will be increasingly challenged to place job seekers with ASD into employment. The diversity and severity oj functional limitations experienced by individuals with ASD require an approach to employment focusing on the individual and immediate environment, and utilizing multiple methods. This article examines research literature related to individuals with ASD and proposes an ecological, multi-modal approach for establishing employment of individuals with ASD. Data are presented regarding a case example involving one young adult with ASD to illustrate the approach.
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Ganz, Jennifer B., Rose A. Mason, Fara D. Goodwyn, Margot B. Boles, Amy K. Heath, and John L. Davis. "Interaction of Participant Characteristics and Type of AAC With Individuals With ASD: A Meta-Analysis." American Journal on Intellectual and Developmental Disabilities 119, no. 6 (November 1, 2014): 516–35. http://dx.doi.org/10.1352/1944-7558-119.6.516.
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Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS), speech-generating devices (SGDs), and other picture-based AAC. Effectiveness was measured via the Improvement Rate Difference. Results indicated that AAC has small to moderate effects on speech outcomes, and that SGDs appear to be most effective when considering any outcome measure with individuals with ASD without comorbid intellectual/developmental disorders (IDD). PECS appears to be most effective when considering any outcome measure with individuals with ASD and IDD. SGDs and PECS were the most effective type of AAC for preschoolers, when aggregating across outcome measures. No difference was found between systems for elementary-aged and older individuals.
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Pua, Emmanuel Peng Kiat, Phoebe Thomson, Joseph Yuan-Mou Yang, Jeffrey M. Craig, Gareth Ball, and Marc Seal. "Individual Differences in Intrinsic Brain Networks Predict Symptom Severity in Autism Spectrum Disorders." Cerebral Cortex 31, no. 1 (September 22, 2020): 681–93. http://dx.doi.org/10.1093/cercor/bhaa252.
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Abstract The neurobiology of heterogeneous neurodevelopmental disorders such as Autism Spectrum Disorders (ASD) is still unknown. We hypothesized that differences in subject-level properties of intrinsic brain networks were important features that could predict individual variation in ASD symptom severity. We matched cases and controls from a large multicohort ASD dataset (ABIDE-II) on age, sex, IQ, and image acquisition site. Subjects were matched at the individual level (rather than at group level) to improve homogeneity within matched case–control pairs (ASD: n = 100, mean age = 11.43 years, IQ = 110.58; controls: n = 100, mean age = 11.43 years, IQ = 110.70). Using task-free functional magnetic resonance imaging, we extracted intrinsic functional brain networks using projective non-negative matrix factorization. Intrapair differences in strength in subnetworks related to the salience network (SN) and the occipital-temporal face perception network were robustly associated with individual differences in social impairment severity (T = 2.206, P = 0.0301). Findings were further replicated and validated in an independent validation cohort of monozygotic twins (n = 12; 3 pairs concordant and 3 pairs discordant for ASD). Individual differences in the SN and face-perception network are centrally implicated in the neural mechanisms of social deficits related to ASD.
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Kostin, I. "Supporting Persons with Autism Disorders Entering Adulthood." Psychological-Educational Studies 9, no. 2 (2017): 116–27. http://dx.doi.org/10.17759/psyedu.2017090211.
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The article affirms the desirability of a long-time psychocorrectional support of individuals with autism spectrum disorders (ASD) and their families, including in adulthood. The term developing social environment for an adult autistic individual is uncovered. Two important areas of psychological correction of ASD starting from younger adolescence are identified. These are: 1. teaching of skills of appropriate social behavior and 2. increase of understanding himself and the world of people and their relationships by autistic individual. The specifics of each of these areas of work and the methods used in each of them are briefly described. In particular, forming social skills has “good habits” and social roles developing as a base. The author supposes psychological support shouldn’t be equaled exclusively to the development of social skills which individual needs.
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Davis, Tonya N., and Mandy Rispoli. "Introduction to the Special Issue: Interventions to Reduce Challenging Behavior Among Individuals With Autism Spectrum Disorder." Behavior Modification 42, no. 3 (April 5, 2018): 307–13. http://dx.doi.org/10.1177/0145445518763851.
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The prevalence of autism spectrum disorder (ASD) is on the rise. In addition to the social communication skill deficits and restrictive repetitive behaviors and interests, many individuals with ASD engage in challenging behavior. Challenging behavior is associated with a multitude of negative outcomes. Challenging behavior may cause harm to the individual with ASD as well as limit opportunities for educational, vocational, and social participation and development. In addition, caregivers experience high stress and low quality of mental health. As a result, challenging behavior warrants intervention that is specifically tailored to the unique characteristics of individuals with ASD. The purpose of this Special Issue is to showcase recent research in the treatment of challenging behavior for individuals with ASD. This two-part Special Issue contains 12 studies that range from systematic and quality reviews of the intervention literature, to innovative treatment approaches, to studies that develop and evaluate treatments for restrictive and repetitive behaviors and interests.
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Hu, Valerie W. "Subphenotype-Dependent Disease Markers for Diagnosis and Personalized Treatment of Autism Spectrum Disorders." Disease Markers 33, no. 5 (2012): 277–88. http://dx.doi.org/10.1155/2012/835728.
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Autism spectrum disorders (ASD) are a collection of neurodevelopmental disorders that are currently diagnosed solely on the basis of abnormal reciprocal language and social development as well as stereotyped behaviors. Without genetic or molecular markers for screening, individuals with ASD are typically not diagnosed before the age of 2, with milder cases diagnosed much later. Because early diagnosis is tantamount to early behavioral intervention which has been shown to improve individual outcomes, an objective biomarker test that can diagnose at-risk children perinatally is a medical imperative. The rapidly increasing prevalence of ASD in the United States (now estimated at 1 in 88 individuals) also makes early diagnosis and intervention a public health imperative. This article reviews recent genome-wide (genomic) approaches to the identification of disease markers that may be used not only for diagnosis of ASD, but also for the informed development of novel drugs that target specific core symptoms of ASD. Because of the heterogeneity of clinical manifestations associated with the ASD population, this review also addresses the importance of dividing individuals with ASD into clinically relevant subphenotypes in the quest to identify appropriate biomarkers.
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Williams, Diane L. "Language Processing in Autism Spectrum Disorders: Insights from Neuroscience." Perspectives on Language Learning and Education 19, no. 3 (August 2012): 98–107. http://dx.doi.org/10.1044/lle19.3.98.
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Language is an area of difficulty even for verbal, high-functioning individuals with autism spectrum disorders (ASD). Behavioral measures have provided limited understanding of the bases for these differences, as verbal individuals with ASD frequently score within the average range on standardized language measures, even as they have difficulty with the comprehension and use of language in daily life. Positron emission tomography (PET) scanning has yielded some insight into the neurofunctional basis of linguistic processing in ASD but has limited application due to the need for intravenous injection of a chemical radiotracer. Functional magnetic resonance imaging (fMRI) is a noninvasive methodology that has provided an unprecedented opportunity to examine the underlying neural processing while an individual performs a cognitive task. FMRI studies have been completed with young children, adolescents, and adults with ASD using a variety of language tasks. These studies have revealed differences in the way individuals with ASD process language even without differences in behavioral performance. Although still preliminary, these results provide speech-language pathologists with valuable insight into the cognitive processing challenges associated with ASD that can inform the design of interventions to address the problems individuals with ASD have in the comprehension and production of language.
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Torres, Elizabeth Barbara. "Atypical signatures of motor variability found in an individual with ASD." Neurocase 19, no. 2 (April 2013): 150–65. http://dx.doi.org/10.1080/13554794.2011.654224.
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Venker, Courtney E., Elizabeth R. Eernisse, Jenny R. Saffran, and Susan Ellis Weismer. "Individual Differences in the Real-Time Comprehension of Children with ASD." Autism Research 6, no. 5 (May 20, 2013): 417–32. http://dx.doi.org/10.1002/aur.1304.
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van Belle, Janna, Branko M. van Hulst, and Sarah Durston. "Developmental differences in intra-individual variability in children with ADHD and ASD." Journal of Child Psychology and Psychiatry 56, no. 12 (April 13, 2015): 1316–26. http://dx.doi.org/10.1111/jcpp.12417.
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de Vries, Marieke, and Hilde M. Geurts. "Beyond individual differences: are working memory and inhibition informative specifiers within ASD?" Journal of Neural Transmission 121, no. 9 (May 6, 2014): 1183–98. http://dx.doi.org/10.1007/s00702-014-1225-z.
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Torsney, Kathleen. "A-90 Personality Tests in Neuropsychological Assessment: Determining the Presence of Psychotic and Obsessive Compulsive Disorders in 3 Individuals with Autism Spectrum Disorder." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1137. http://dx.doi.org/10.1093/arclin/acab062.108.
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Abstract Objective The assessment of personality and psychopathology in an individual who has symptoms of autism spectrum disorder (ASD) can be a challenging task due to the overlap of characteristic behaviors associated with ASD and markers of psychopathology. Through the examination of key factors in 3 case studies of neuropsychological assessments, this poster outlines steps to facilitate the correct diagnosis of psychiatric disorders in persons with autism spectrum disorder. Method This poster explores 3 case studies in which an individual exhibited signs of a psychiatric disorder as well as ASD. The author describes how the personality tests such as the MMPI-2 and MMPI-RF were administered and interpreted and how case history and test taking behavior affected the understanding of the results. Results The poster highlights critical factors in differentiating psychiatric disorders and symptoms that are part of the ASD. For example, in all 3 case studies, the individuals had significant difficulty with the computerized version of the test and needed to take it with paper and pencil. The author also outlines examples where the symptoms are manifestations of the ASD, such as perseveration and rigid thinking and when they are attributable to an obsessive–compulsive disorder. Further, the author differentiates signs of psychosis in a person with ASD from the typical tangential and circumstantial speech associated with ASD. Conclusion The author offers suggestions for administering personality tests to persons with ASD, for interpreting the results of the tests, and for conducting future research to facilitate the differentiation between symptoms consistent with ASD and with psychopathology.
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Westman Andersson, Gunilla, Carmela Miniscalco, and Christopher Gillberg. "Autism in Preschoolers: Does Individual Clinician’s First Visit Diagnosis Agree with Final Comprehensive Diagnosis?" Scientific World Journal 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/716267.
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Comprehensive clinical diagnosis based on all available information is considered the “gold standard” in autism spectrum disorders (ASD). We examined agreement across independent assessments (clinical judgment) of 34 young children (age 24–46 months) with suspected ASD, assessed by a multidisciplinary team, and final comprehensive clinical diagnosis. Agreement across settings and between each clinician’s assessment and final diagnosis was moderate. The poorest fit was found at assessment in connection with psychological evaluation and the best with preschool observation and parent interview. Some individual clinicians had good and others had poor fit with final diagnosis. Disagreement across assessments was pronounced for girls. The findings suggest that multidisciplinary assessments remain important and that comprehensive clinical diagnosis should still be regarded as the gold standard in ASD.
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Alexander, Elizabeth, and Lisa Dille. "Professional perceptions of the effectiveness of visual communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder." Autism & Developmental Language Impairments 3 (January 2018): 239694151774746. http://dx.doi.org/10.1177/2396941517747468.
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Background & aims This study investigated the perceptions of educational professionals in regard to the effectiveness of visual communication systems and their applications as a functional communication intervention for individuals with Autism Spectrum Disorder (ASD). Methods One hundred and one individuals from diverse educational backgrounds, school districts, educational services, and various states were surveyed for this study. All participants in this study served individuals with Autism Spectrum Disorder in a clinical and/or school setting. Results The study found that aided augmentative and alternative communication (AAC) systems were widely utilized, and participants perceived these systems as the most effective for individuals with Autism Spectrum Disorder. It also found that the use of low level tech aided augmentative communication systems such as Picture Exchange System and high level tech systems such as voice output systems that were strictly computer based, were dependent on the individual's abilities and needs. Finally, the study found that the use of photography and photo journaling techniques had positive outcomes for individuals diagnosed with Autism Spectrum Disorder and other students in the learning environment. Conclusions The results revealed that the overall consensus of educational professionals that serve individuals with ASD agreed that aided AAC systems were more effective methods to foster and enhance functional communication. In terms of effectiveness of the level of technology utilized within the system, it depends on the needs and abilities of the individual with ASD. Participants, however, did agree that photography and photo journaling techniques may provide positive attributes to all students and not only those diagnosed with ASD. Implications The ability to modify or alter the ways in which AAC systems are created and implemented may address the need to individualize the systems in terms of the needs and abilities of the individual with ASD. The results inform educational practices as they highlight that a majority of the professionals that participated in this study need further professional development with the understanding and application of these systems in order to better understand their benefits and what they have to offer individuals with ASD. The results also provided a lens through the professionals' experiences into the classrooms by providing information from professionals that utilize and implement these systems daily including their successes in aiding communication effectively.
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Kawakami, Sayaka, Shota Uono, Sadao Otsuka, Sayaka Yoshimura, Shuo Zhao, and Motomi Toichi. "Atypical Multisensory Integration and the Temporal Binding Window in Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 50, no. 11 (March 24, 2020): 3944–56. http://dx.doi.org/10.1007/s10803-020-04452-0.
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Abstract The present study examined the relationship between multisensory integration and the temporal binding window (TBW) for multisensory processing in adults with Autism spectrum disorder (ASD). The ASD group was less likely than the typically developing group to perceive an illusory flash induced by multisensory integration during a sound-induced flash illusion (SIFI) task. Although both groups showed comparable TBWs during the multisensory temporal order judgment task, correlation analyses and Bayes factors provided moderate evidence that the reduced SIFI susceptibility was associated with the narrow TBW in the ASD group. These results suggest that the individuals with ASD exhibited atypical multisensory integration and that individual differences in the efficacy of this process might be affected by the temporal processing of multisensory information.
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Turner, Daniel, Peer Briken, and Daniel Schöttle. "Sexual Dysfunctions and Their Association with the Dual Control Model of Sexual Response in Men and Women with High-Functioning Autism." Journal of Clinical Medicine 8, no. 4 (March 28, 2019): 425. http://dx.doi.org/10.3390/jcm8040425.
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Adults with an Autism Spectrum Disorder (ASD) are characterized by impairments in social interaction and communication, repetitive and stereotyped interests and behaviours as well as hyper- and/or hyposensitivities. These disorder specific symptoms could be associated with the development of sexual disorders. The Dual Control Model of Sexual Response presents one approach that is frequently used to explain the emergence of sexual dysfunctions. The aim of the present study was to assess the extent of symptoms of sexual dysfunctions in men and women with ASD and to evaluate their association with the individual propensity of sexual excitation and inhibition as defined by the Dual Control Model. Both men and women with ASD were more likely to report about sexual dysfunctions than individuals from the control group. In men with ASD, sexual inhibition was significantly correlated with the emergence of sexual dysfunctions, while there was no association between sexual functioning and sexual excitation. In women, the opposite pattern was found. Especially the peculiarities in sensitive perception could be responsible for the observed problems with sexual functioning in individuals with ASD. The present findings highlight the great need for specialized treatment programs addressing the frequently observed sexuality-related problems in individuals with ASD. However, up to now such treatment programs are lacking.
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Lord, Catherine, James B. McCauley, Lauren A. Pepa, Marisela Huerta, and Andrew Pickles. "Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism." Autism 24, no. 7 (May 20, 2020): 1691–703. http://dx.doi.org/10.1177/1362361320919246.
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Longitudinal data on the functioning of adults referred for possible autism as children are sparse and possibly different from datasets consisting of adult clinical referrals. A total of 123 young adults, mean age of 26, referred for neurodevelopmental disorders in early childhood were categorized into three outcome groups: autism spectrum disorder (ASD) diagnosis at some point and current intelligence quotient (IQ) ⩾ 70 (Ever ASD-Higher IQ), ever ASD and current IQ < 70 (Ever ASD-Lower IQ), and individuals who never received an ASD diagnosis (Never ASD). Independence and well-being were assessed through direct testing, questionnaires, and interviews. Verbal IQ, beyond intellectual disability status, accounted for group differences in employment; autistic features (Autism Diagnostic Observation Schedule Calibrated Severity Score) were uniquely related to adaptive skills and friendships. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, lower well-being and fewer positive emotions were related to ASD diagnosis across IQ. The Ever ASD-Lower IQ group had the highest levels of irritability, hyperactivity, and medications. Families played a major role in supporting adults with and without ASD at all intellectual levels. Realistic ways of increasing independence should be developed through working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence, and autism symptoms across neurodevelopmental disorders. Lay abstract It is important to better understand how adults with autism are functioning in adulthood. Studies that have tracked individuals across the lifespan can help identify developmental factors influence differences in adult outcomes. The present study examines the independence, well-being, and functioning of 123 adults that have been closely followed since early childhood. Autism diagnosis and cognitive assessments were given frequently throughout childhood and during adulthood. We examined differences between adults who had received an autism diagnosis at some point with higher cognitive abilities (Ever ASD-High IQ) and lower cognitive abilities (Ever ASD-Low IQ), as well as adults who never received a diagnosis of autism in the course of the study (Never ASD). We found that autistic features specifically related to adaptive skills and friendships, and verbal intelligence related to work outcomes. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, adults with ASD tended to have lower well-being and fewer positive emotions. Families played a major role in supporting adults with and without ASD at all intellectual levels. The findings suggest that realistic ways of increasing independence need to be developed by working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence and autism symptoms across neurodevelopmental disorders.
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Woodman, Ashley C., Marsha R. Mailick, and Jan S. Greenberg. "Trajectories of internalizing and externalizing symptoms among adults with autism spectrum disorders." Development and Psychopathology 28, no. 2 (November 27, 2015): 565–81. http://dx.doi.org/10.1017/s095457941500108x.
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AbstractIndividuals with autism spectrum disorder (ASD) experience higher rates of psychopathology than their typically developing peers or peers with other intellectual or developmental disabilities. Little is known about the developmental course of psychiatric symptoms such as internalizing and externalizing behaviors in this population. Individual characteristics and aspects of the family environment may explain variability in outcomes for adults with ASD. The present study extends our current understanding of psychopathology among individuals with ASD by examining group-based trajectories of internalizing and externalizing symptoms in adulthood. Overall, the results showed that symptoms became less severe over time. Distinct patterns of change in psychopathology were observed and associated with differential profiles of psychotropic medication use, comorbid mental health diagnoses, and residential placement. The likelihood of following each developmental trajectory was estimated based on characteristics of the adults with ASD (gender, adaptive behavior, and autistic symptoms) and maternal expressed emotion (criticism and warmth). Maternal criticism and warmth were identified as key risk and protective factors, respectively, with important implications for future research and intervention for individuals with ASD.
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Ditchman, Nicole M., Jennifer L. Miller, and Amanda B. Easton. "Vocational Rehabilitation Service Patterns: An Application of Social Network Analysis to Examine Employment Outcomes of Transition-Age Individuals With Autism." Rehabilitation Counseling Bulletin 61, no. 3 (May 31, 2017): 143–53. http://dx.doi.org/10.1177/0034355217709455.
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Young adults with autism spectrum disorder (ASD) face poor employment outcomes following transition from school to adult life. Social network analysis is a useful approach for examining service patterns associated with employment success for this population. An advantage of this approach is its focus on the interdependence of variables rather than individual predictors. This study applies network methodology to examine the relations between vocational rehabilitation services and young adults with ASD to predict employment status. Using the Rehabilitation Services Administration (RSA-911) data set, participants included 2,219 individuals with ASD between the ages of 16 and 24 served by the public vocational rehabilitation system and closed as either competitively employed or not employed. A two-mode network was constructed such that a relation was defined for each service an individual received. Results from a core-periphery analysis indicated that of the 22 services available, core services included assessment, counseling/guidance, job placement, on-the-job support, job search support, and transportation services. Follow-up analyses suggested that the greater number of these six core services an individual received, the better the employment outcome. Findings highlight that these services should be viewed as interconnected and suggest a set of six core services that may be particularly beneficial for this population.
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Marzano, Gilberto, Simone Zorzi, and Valeria Tambato. "IMPROVING SOCIAL COMMUNICATION SKILLS IN AUTISM SPECTRUM DISORDERS USING PROGRAMMABLE TOY ROBOTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 173–84. http://dx.doi.org/10.17770/sie2021vol3.6149.
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Autism spectrum disorders (ASD) are a group of lifelong disabilities that affect people’s ability to communicate and understand social cues. An individual with ASD has difficulties in recognizing body language, making eye contact, and understanding other people’s emotions. Rapid progress in technology offers increasing possibilities for innovation in treatment for individuals with ASD.In recent years, advances have enabled programmable toy robots (PTRs) to help individuals improve their social skills and communication abilities. Over the past decade, the use of PTRs with autistic children has received considerable attention, even though research on this topic is in its infancy.This article analyzes the recent progress in the use of PTRs in the ASD scope. It illustrates an exploratory research conducted on four adolescents with ASD aimed at defining an experiment to evaluate the effectiveness of PTRs in their social communication.The exploratory research results are encouraging, although they demonstrated the complexity in determining the feasibility and validity of robots in the social communication of autistic people.
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Graf, William D., Geoffrey Miller, Leon G. Epstein, and Isabelle Rapin. "The autism “epidemic”." Neurology 88, no. 14 (March 8, 2017): 1371–80. http://dx.doi.org/10.1212/wnl.0000000000003791.
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Classic autism has gradually evolved into the concept of a larger “spectrum disorder.” The rising prevalence of autism and autism spectrum disorder (autism/ASD) diagnoses can be largely attributed to broader diagnostic criteria, adoption of dimensional assessment strategies, increased awareness, linking of services to diagnosis, and the inclusion of milder neurodevelopmental differences bordering on normality. The spectrum disorder diagnosis raises numerous bioethical issues for individuals and society. Three groups of caregivers have important ethical, legal, and social obligations to individuals with autism/ASD: (1) families and advocates of individuals with autism/ASD; (2) health care and other professionals; and (3) governments. Each group may have different views of autism/ASD diagnostic criteria, screening, testing, and the effectiveness of various interventions. All see timely diagnosis as desirable, but earlier diagnosis may not be better, morally or practically. The growing practice of genetic testing in milder ASD raises ethical questions because of its uncertain scientific validity and limited clinical utility. Individuals with autism/ASD have various kinds of needs but all want acceptance and most deserve better accommodations. Governments struggle to provide a fair allocation of appropriate special education and supportive services. This article examines the evolving dimensions of the autism/ASD diagnosis, outlines certain bioethics principles related to its evaluation and management, reviews relevant laws and disability rights, and emphasizes the societal obligation to recognize neurodevelopmental variation and human neurodiversity. Future directions in the evaluation and care of autism/ASD should attempt to integrate the roles and responsibilities of all agents caring for each unique autistic individual.
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Habelrih, Emily, Richard Hicks, and Daisy Vanstone. "A Study of the Wellbeing of Siblings of Children with Autism Spectrum Disorders: Sibling Efficacy, Positive and Negative Affect, and Coping Strategies." International Journal of Psychological Studies 10, no. 2 (May 28, 2018): 102. http://dx.doi.org/10.5539/ijps.v10n2p102.
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Autism spectrum disorders (ASD) include pervasive developmental disorders characterised by communication deficits, difficulty with social understanding, and repetitive behaviors. Few studies have compared the efficacy, affect, and coping strategies of siblings of typically developing children with siblings of children with ASD. Typically developing siblings are understood to be at an increased risk of externalising and internalising problems. The current study examined whether siblings of children with ASD differed in levels of efficacy, affect, and coping from siblings of typically developing children. Participants (156) included an Australia-wide sample involving 82 siblings of children with ASD, and 74 siblings of typically developing individuals. Participants completed The Self-Efficacy Scale for Children (assessing social, emotional, and academic efficacy), the Positive and Negative Affect Scales, the Brief COPE Scale, and other scales as part of the larger study. Results showed that ASD siblings reported lower scores on emotional efficacy, social efficacy, and positive affect, and higher negative affect, than did the comparison group siblings. However, no significant differences were found in coping strategies or academic efficacy between the ASD siblings and the typically developing siblings. Consistent with earlier research findings, there are perceived negative effects or risks from being a sibling of an individual with ASD, suggesting support interventions may assist the development of emotional and social efficacy and increased positive affect for these individuals.
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Yılmaz, Medine, Hatice Yildirim Sari, Gülhan Kuzu Coşansu, Nursen Nahcivan, Betül Aktaş, Zeliha Tiraki, and Devrim Dogruyol. "Health problems of individuals with autism spectrum disorder." British Journal of Neuroscience Nursing 15, no. 4 (August 2, 2019): 170–78. http://dx.doi.org/10.12968/bjnn.2019.15.4.170.
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Aim: The purpose of this study is to determine the health needs of individuals with autism spectrum disorder (ASD) using the Problem Classification Scheme (PCS), one of the main components of the Omaha System. The data obtained are expected to guide health programmes focusing on the needs of individuals with ASD. Method: This descriptive study was conducted at a special education implementation centre providing daytime education for individuals with ASD. Data obtained by the institutional nurse during the daily diagnosis and examination procedures of the ambulatory treatment unit in the centre were defined by another researcher according to the PCS forms. Routine health care was provided for all the individuals whose condition was diagnosed. Results: The 10 most frequently documented problems were personal care (83.78%), mental health (62.84%), speech and language (61.49%), social contact (50%), interpersonal relationship (42.57%), cognition (32.43%), income (28.38%), medication regimen (24.32 %), nutrition (22.30%) and neglect (18.92%). Conclusion: The results indicate that it is useful to use the Omaha System in determining the health needs of an individual with autism holistically, and in assessing and evaluating the individual's care, as it provides a standardised language. Impact statements: The Omaha PCS System can be used by nurses in the holistic diagnosis of the health status of individuals with ASD.
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Kataoka, Satoshi. "Anxiety and Autism Spectrum Disorders (ASD)—From the Perspective of an Individual with ASD Who Is Also a Peer Supporter." Anxiety Disorder Research 5, no. 2 (2014): 110–15. http://dx.doi.org/10.14389/adr.5.110.
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Samadi, Hadi, and Sayyed Ali Samadi. "Understanding Different Aspects of Caregiving for Individuals with Autism Spectrum Disorders (ASDs) a Narrative Review of the Literature." Brain Sciences 10, no. 8 (August 14, 2020): 557. http://dx.doi.org/10.3390/brainsci10080557.
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Background: There has been a considerable endeavor to understand associated challenges of caregiving for a child with Autism Spectrum Disorders (ASDs) and to develop the necessary skills and approaches to assist parents of children with ASD. Different studies have been stressed the importance and need for parental involvement in the intervention process to increase positive impacts. Methods: The process of caregiving and the associated challenges should be understood from different aspects to be able to facilitate parent involvement in intervention implementation. In a narrative literature review, ten selected reviews were considered and each review considered a special aspect of caregiving for an individual with ASD. Results: Five main different factors in the available literature and reviews were considered as different themes that needed to be reconsidered in the studies on the impacts of caregiving for an individual with ASD. Conclusions: It is concluded that to facilitate parental involvement in the intervention process, and to support caregivers of this group of individuals this review highlights the need for improved research in some proposed areas in this field and to bridge the gap between research and practice in this field.
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Bjørklund, Geir, Nagwa Abdel Meguid, Maryam Dadar, Lyudmila Pivina, Joanna Kałużna-Czaplińska, Jagoda Jóźwik-Pruska, Jan Aaseth, et al. "Specialized Diet Therapies: Exploration for Improving Behavior in Autism Spectrum Disorder (ASD)." Current Medicinal Chemistry 27, no. 40 (November 26, 2020): 6771–86. http://dx.doi.org/10.2174/0929867327666200217101908.
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As a major neurodevelopmental disorder, Autism Spectrum Disorder (ASD) encompasses deficits in communication and repetitive and restricted interests or behaviors in childhood and adolescence. Its etiology may come from either a genetic, epigenetic, neurological, hormonal, or an environmental cause, generating pathways that often altogether play a synergistic role in the development of ASD pathogenesis. Furthermore, the metabolic origin of ASD should be important as well. A balanced diet consisting of the essential and special nutrients, alongside the recommended caloric intake, is highly recommended to promote growth and development that withstand the physiologic and behavioral challenges experienced by ASD children. In this review paper, we evaluated many studies that show a relationship between ASD and diet to develop a better understanding of the specific effects of the overall diet and the individual nutrients required for this population. This review will add a comprehensive update of knowledge in the field and shed light on the possible nutritional deficiencies, metabolic impairments (particularly in the gut microbiome), and malnutrition in individuals with ASD, which should be recognized in order to maintain the improved socio-behavioral habit and physical health.
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Brady, Danielle I., Donald H. Saklofske, Vicki L. Schwean, Janine M. Montgomery, Keoma J. Thorne, and Adam W. McCrimmon. "Executive Functions in Young Adults With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 32, no. 1 (July 26, 2016): 31–43. http://dx.doi.org/10.1177/1088357615609306.
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Researchers have proposed that autism spectrum disorder (ASD) is characterized, at least in part, by executive function (EF) difficulties associated with the integrity of the frontal lobe. Given the paucity of research regarding EFs in young adults with high functioning ASD (HF-ASD), this research involves an examination of various indices of EF related to inhibition, planning, and generativity. Results indicate that although young adults with HF-ASD as a group met normative expectations on all measures of EF, they also exhibited considerable individual variability relative to their age- and sex-matched typically developing peers. These findings have important research and clinical implications, including the need to carefully consider the impact of the research comparison group, and to recognize individual variability in executive functioning among young adults with HF-ASD.
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Knaus, Tracey A., Helen Tager-Flusberg, and Anne L. Foundas. "Sylvian Fissure and Parietal Anatomy in Children with Autism Spectrum Disorder." Behavioural Neurology 25, no. 4 (2012): 327–39. http://dx.doi.org/10.1155/2012/817390.
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Autism spectrum disorder (ASD) is characterized by deficits in social functioning and language and communication, with restricted interests or stereotyped behaviors. Anatomical differences have been found in the parietal cortex in children with ASD, but parietal subregions and associations between Sylvian fissure (SF) and parietal anatomy have not been explored. In this study, SF length and anterior and posterior parietal volumes were measured on MRI in 30 right-handed boys with ASD and 30 right-handed typically developing boys (7–14 years), matched on age and non-verbal IQ. There was leftward SF and anterior parietal asymmetry, and rightward posterior parietal asymmetry, across groups. There were associations between SF and parietal asymmetries, with slight group differences. Typical SF asymmetry was associated with typical anterior and posterior parietal asymmetry, in both groups. In the atypical SF asymmetry group, controls had atypical parietal asymmetry, whereas in ASD there were more equal numbers of individuals with typical as atypical anterior parietal asymmetry. We did not find significant anatomical-behavioral associations. Our findings of more individuals in the ASD group having a dissociation between cortical asymmetries warrants further investigation of these subgroups and emphasizes the importance of investigating anatomical relationships in addition to group differences in individual regions.
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Neuhaus, Emily, Sara J. Webb, and Raphael A. Bernier. "Linking social motivation with social skill: The role of emotion dysregulation in autism spectrum disorder." Development and Psychopathology 31, no. 3 (April 8, 2019): 931–43. http://dx.doi.org/10.1017/s0954579419000361.
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AbstractAutism spectrum disorder (ASD) is associated with pervasive social deficits as well as marked emotion dysregulation across the life span. Decreased social motivation accounts in part for social difficulties, but factors moderating its influence are not fully understood. In this paper, we (a) characterize social and emotional functioning among children and adolescents with ASD, (b) explore contributions of socialmotivationand emotion dysregulation to socialskill, and (c) consider biological sex and intellectual functioning as moderators of these associations. In a sample of 2,079 children and adolescents with ASD from the Simons Simplex Collection, we document direct effects of social motivation, internalizing symptoms, aggression, attention problems, irritability, and self-injurious behavior on children's social skills. Furthermore, dysregulation in several domains moderated the association between social motivation and social skill, suggesting a blunting effect on social motivation in the context of emotional difficulties. Moreover, when considering only individuals with intellectual skills in the average range or higher, biological sex further moderated these associations. Findings add to our understanding of social–emotional processes in ASD, suggest emotion dysregulation as a target of intervention in the service of social skill improvements, and build on efforts to understand sources of individual difference that contribute to heterogeneity among individuals with ASD.
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Spain, Debbie, Lucy O'Neill, Laura Harwood, and Eddie Chaplin. "Psychological interventions for adults with ASD: clinical approaches." Advances in Autism 2, no. 1 (January 4, 2016): 24–30. http://dx.doi.org/10.1108/aia-09-2015-0016.
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Purpose – Empirical research indicates that adults who have autism spectrum disorders (ASD) can derive clinically and statistically meaningful benefits from individual and group-based psychological interventions, specifically those which employ skills-based, behavioural, and cognitive techniques. Given the inherent socio-communication, executive functioning, and theory of mind impairments that individuals with ASD can experience, it is deemed necessary to modify the design and delivery of interventions so as to enhance engagement and outcomes. The paper aims to discuss these issues. Design/methodology/approach – This general review provides a summary of the extant literature and clinical guidelines for the provision of psychological interventions for adults with ASD. Findings – Adaptations to the structure, process, content, and outcome measurement are outlined. It is likely that optimal treatment gains for adults with ASD are contingent on a prolonged assessment phase, pre-therapy interventions including psycho-education and skills-based interventions, thoughtful regard to the formulation of presenting difficulties, and consideration of, and methods to overcome, the difficulties that may arise when seeking to implement change, identify goals, and manage endings. Originality/value – This is one of the first reviews to condense the clinical implications for providing psychological interventions for adults with ASD.
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Hunsche, Michelle C., and Connor M. Kerns. "Update on the effectiveness of psychotherapy for anxiety disorders in children and adolescents with ASD." Bulletin of the Menninger Clinic 83, no. 3 (September 2019): 326–52. http://dx.doi.org/10.1521/bumc.2019.83.3.326.
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A growing body of research has examined the efficacy of varying formats (individual, group, linear, modular) of cognitive-behavioral therapy (CBT) as a treatment for anxiety disorders in children and youth with autism spectrum disorders (ASD). The present review utilized Chambless and Hollon's (1998) criteria for efficacious treatments to: (1) critically review the current evidence base for the efficacy of CBT for anxiety disorders in ASD; and (2) provide recommendations for future research. Findings identify two probably efficacious CBT programs (one group and one individual program) and five possibly efficacious programs, but no well-established programs. Similarities and differences in the components of these programs, which range from unmodified to specifically developed for ASD populations, are highlighted. In addition, the steps required to demonstrate well-established efficacy, and ultimately effectiveness, are discussed alongside other recommendations for refined future research.
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Shave, Kassi, and Bonnie Lashewicz. "Support Needs of Fathers of Children with ASD: Individual, Family, Community and Ideological Influences." Journal of Applied Research in Intellectual Disabilities 29, no. 6 (July 14, 2015): 495–507. http://dx.doi.org/10.1111/jar.12204.
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Dandil, Yasemin, Claire Baillie, and Kate Tchanturia. "Cognitive Remediation Therapy as a Feasible Treatment for a Young Person With Anorexia Nervosa and Autism Spectrum Disorder Comorbidity: A Case Study." Clinical Case Studies 19, no. 2 (November 28, 2019): 115–32. http://dx.doi.org/10.1177/1534650119890425.
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Anorexia nervosa (AN) is a challenging illness to treat with inefficiencies in central coherence and set-shifting known to be cognitive maintaining factors for the eating disorder. AN is further complicated by comorbidities such as autism spectrum disorder (ASD). Cognitive remediation therapy (CRT) aims to address problems with cognitive style and meta-cognition by stimulating the neural connections involved in cognitive processing through cognitive tasks, reflection, and behavioral experiments. However, to date, no reported studies are supporting individual CRT for patients with AN and ASD comorbidity. This single complex case study provides preliminary evidence to support the efficacy of individual CRT in the treatment of a 21-year-old female patient with AN and ASD comorbidity. Clinical and self-report data collected before and after CRT indicate improvements in cognitive flexibility and central coherence, alongside an increase in body mass index (BMI). This case study reflects the possible ways to adapt and calibrate treatment to individual needs and the efficacy of CRT, before proceeding to more complex individual psychological work, such as cognitive behavioral therapy.
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Erez, Asnat Bar-Haim, and Eynat Gal. "Quality of life: A universal or a disability specific concept?" Canadian Journal of Occupational Therapy 87, no. 1 (December 4, 2019): 4–11. http://dx.doi.org/10.1177/0008417419831552.
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Background. Quality of life (QoL) is an important outcome of occupational therapy practice. Autism spectrum disorder (ASD) is a neurodevelopmental disorder that impacts the individual throughout their lifespan and may substantially affect QoL. Measuring QoL of people with ASD presents a challenge and a debate whether to use general versus disability-specific adapted measures. Purpose. This paper aims to (a) revisit the construct of QoL and discuss specific dilemmas pertaining to its measurement, and (b) discuss implications to the assessment of QoL in individuals with ASD while highlighting the potential contribution of occupational therapy to the development of measures. Key Issues. We suggest adding the domain of accessibility into QoL assessments, including, physical, sensory, social, and cognitive aspects, and to use disability-specific QoL measures. Implications. The paper presents a call for occupational therapists to be involved in developing specific ASD disability-oriented measures that consider the unique characteristics of the disorder and environmental supports.
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Faccini, Lino, and Clare S. Allely. "Rare instances of individuals with autism supporting or engaging in terrorism." Journal of Intellectual Disabilities and Offending Behaviour 8, no. 2 (June 12, 2017): 70–82. http://dx.doi.org/10.1108/jidob-11-2016-0022.
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Purpose The prevalence of individuals with an autism spectrum disorder (ASD) being associated with terroristic threats, lone wolf terrorism or affiliating with terroristic groups is rare. This paper aims to discuss this issue. Design/methodology/approach However, several cases are presented, where individuals with autism are involved in making a naïve, empty terroristic threat or uttering serious serial terroristic threats. Other cases are also presented of individuals being at risk for an abduction or being used by a terrorist group, and finally committing an act of domestic lone wolf terrorism. Findings Essential to the analysis was establishing a functional connection between autism-based deficits and the terroristic threats, terrorism, and when to not criminalize naïve, empty terroristic threats or acts. Originality/value Currently, tools available to law enforcement and prosecutors exploit the vulnerabilities and liabilities which arise as a result of group interactions, a “preventive” approach to terrorism that is not applicable to the solitary, “lone wolf” terrorist. There has been relatively little research (including case studies) examining individuals with ASD who engage in terrorism. For instance, when dealing with an individual with ASD who is charged with terrorism, it is crucial to consider how the diagnosis of autism may have presented as a contextual vulnerability, and to make sure that justice, rehabilitation and management, are informed by an understanding of the person’s diagnosis of ASD.
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Zamora, Irina, Eliza K. Harley, Shulamite A. Green, Kathryn Smith, and Michele D. Kipke. "How Sex of Children with Autism Spectrum Disorders and Access to Treatment Services Relates to Parental Stress." Autism Research and Treatment 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/721418.
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Parents of children with autism spectrum disorders (ASD) experience higher levels of stress in comparison to parents of neurotypical children and consequently are more susceptible to negative health and social outcomes (Dunn et al., 2001). However, less is known about how individual child characteristics impact stress levels in parents of children with ASD. In this study, we examined the relationship between individual characteristics (i.e., sex) of children with ASD and parental stress. Access to comprehensive treatment services was also examined as a contributing factor to parental stress. Parenting stress was higher for parents of girls than for parents of boys, and for parents of girls (but not boys) fewer services predicted higher parental distress. Findings highlight the importance of providing parents of girls with ASD with more tailored support.
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Satkoske, Valerie, Joann M. Migyanka, and David Kappel. "Autism and Advance Directives: Determining Capability and the Use of Health-Care Tools to Aid in Effective Communication and Decision-Making." American Journal of Hospice and Palliative Medicine® 37, no. 5 (November 21, 2019): 354–63. http://dx.doi.org/10.1177/1049909119888621.
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With the growing number of individuals with Autism Spectrum Disorder (ASD) reaching the age of consent, health-care providers must be prepared to bridge gaps in their knowledge of ASD. This is especially true for clinicians who may have to determine if a person with ASD has the capacity to engage in end-of-life decision making, complete advance directives, or act as a surrogate decision maker for someone else. This paper provides an overview of the unique characteristics of autism as related to the communication, cognitive processing, and the capability to participate in advance care planning and, when acting as a surrogate decision maker, to consider the values and preferences of others. In addition, we examine the roles and responsibilities of clinician as facilitator of shared health-care decision making communication with the individual who has autism. Consideration is given to determining capacity, planning for atypical responses, the impact or lack of influence of the framing effect, and strategies for presenting information. Finally, we will offer health-care providers information and examples for adapting their existing end-of-life decision-making tools and conversation guides to meet the communication needs of persons with ASD.
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Sng, Cheong Ying, Mark Carter, and Jennifer Stephenson. "Teaching a Student With Autism Spectrum Disorder On-Topic Conversational Responses With an iPad: A Pilot Study." Australasian Journal of Special Education 41, no. 1 (July 13, 2016): 18–34. http://dx.doi.org/10.1017/jse.2016.6.
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Scripts in written or auditory form have been used to teach conversational skills to individuals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an individual with ASD, and further research is warranted.
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Islam, Md Nazrul, Farzana Sultana Bari, Sampad Malakar Chayon, Farhana Yesmin, Sharmin Akter, and Salma Bintey Kashem. "A cross-sectional study on nutritional status and dietary patterns of children with autism." Malaysian Journal of Nutrition 26, no. 3 (November 23, 2020): 401–10. http://dx.doi.org/10.31246/mjn-2019-0126.
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Introduction: Literature revealed that individuals with Autism Spectrum Disorders (ASD) experience significantly more feeding problems and obesity compared to their peers. This study was designed to investigate the nutritional status and dietary patterns of children with autism in different age groups in Dhaka city, Bangladesh. Methods: This cross-sectional study was conducted among 193 individuals with ASD. A questionnaire was used as a tool to collect information from the mother of the respondents and anthropometric assessments were conducted by measuring height and weight. The dietary patterns of the respondents were taken using a food frequency questionnaire. Results: The age range of the participants were between 3-18 years. It was found that 11.9%, 19.7% and 23.3% of the participants were underweight, overweight and obese, respectively according to Body Mass Index (BMI)-for-age. About 70% of the respondents had medium Individual Dietary Diversity Score (IDDS). In addition, the association between IDDS and obesity was significantly correlated (p=0.00). Individuals with ASD exhibited similar food preferences across most age groups with little changes. Conclusion: Our study figured out that the prevalence of overweight increased in accordance with age among children with ASD. They have a tendency to prefer likeness and routine in their diet, which expands the tendency to have an imbalanced diet. A dietary guideline including seven food groups should be followed to improve their nutritional status and dietary practices.
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Stelmakh, S. A., Y. I. Barabanova, I. K. Маtckevich, D. B. Ospanova, and N. A. Ladzina. "Formation of communication skills in individual work with children with an autism spectrum disorder." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 182–96. http://dx.doi.org/10.32523/2616-6895-2020-133-4-182-196.
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The article presents the results of correctional work on the program of communication development for children with autism spectrum disorders. The need for initial work on the development of communication skills in children with autism in an individual format, with an adult (defectologist) as the impetus and driver of communication, has been substantiated. The main components of communication, characteristics of the development of these components in children with ASD and their ways of formation and development have been given. The main methods included in the correctional and developmental program are sensory integration methods, music therapy, elements of ABA therapy, and game therapy. The structure of the program and the main principles on which it is based has been described. The results of implementing this program on three children with ASD have been analyzed, and the dynamics of changes in communication skills through the ABLLS-R questionnaire and the RCDI-2000 scale were tracked. It was found that the program for the formation of communication skills of children with ASD with the use of sensory integration methods, music therapy,elements of ABA therapy, and game therapy forms the basic components of communication and takes into account the specific features of the development of children in this category. There are noticeable improvements in the development of the emotional and volitional sphere of children, it has become much easier for them to express their emotions, preferences, desires and attitude to the situation, communicative motivation has begun to form, and basic prerequisites for communication have appeared.
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Rosenberg, Rebecca E., Rebecca Landa, J. Kiely Law, Elizabeth A. Stuart, and Paul A. Law. "Factors Affecting Age at Initial Autism Spectrum Disorder Diagnosis in a National Survey." Autism Research and Treatment 2011 (2011): 1–11. http://dx.doi.org/10.1155/2011/874619.
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Entry into early intervention depends on both age of first parent concern (AOC) and age at initial autism spectrum disorder (ASD) diagnosis (AOD). Using data collected from a national online registry from 6214 children diagnosed with an ASD between 1994 and 2010 in the US, we analyzed the effect of individual, family, and geographic covariates on AOC and AOD in a multivariate linear regression model with random effects. Overall, no single modifiable factor associated with AOC or AOD emerged but cumulative variation in certain individual- and family-based features, as well as some geographic factors, all contribute to AOC and AOD variation. A multipronged strategy is needed for targeted education and awareness campaigns to maximize outcomes and decrease disparities in ASD care.
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Shargorodskaya, L. V. "Features of the Development of the Educational Route for Children with Autism Spectrum Disorders." Autism and Developmental Disorders 18, no. 1 (2020): 62–75. http://dx.doi.org/10.17759/autdd.2020180107.
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The difficulties in developing an educational route for students with autism spectrum disorders (ASD) de- termined by both the heterogeneity of this group of students and the wide variation in the severity of autistic disorders in specific children. In addition, the lack of systematization of the experience of involving school- children with autism in the Russian educational system is other point. The individual educational route for a child with ASD, presented in the article, involves a phased metered expansion of social contacts of a student with ASD with adults and children in the process of training. Child’s abilities, corresponding to the level of his self-control and self-awareness, as well as the actual experience of the child’s involvement in social relations primarily taken into account in the development of individual education environment at each of educational stages. This gives an opportunity to develop an educational environment aimed at preventing of pathological forms of autistic protection and which has a developing potential. The following stages of teaching at a school of a student with an ASD described: individual stage, stage of including in the group, education in a special class of low occupancy, integrative stage.