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1
Liang, Bridget. "Divided Communities and Absent Voices: The Search for Autistic BIPOC Parent Blogs." Studies in Social Justice 16, no. 2 (March 11, 2022): 447–69. http://dx.doi.org/10.26522/ssj.v16i2.3407.
Повний текст джерелаАнотація:
Both autistic adults and families of autistic children rely heavily on blogs and other digital platforms to create community and gain experiential knowledge about autism, but research on autism blogs has failed to distinguish between the perspectives of autistic adults and neurotypical parent bloggers. Furthermore, intersections in the experiences of BIPOC autistics are rarely examined. Using a content analysis with a feminist Critical Disability Studies lens, I explore six autism parent blogs from diverse demographics: a white neurotypical father, a white autistic mother in an interracial relationship, a white neurotypical mother, an Indigenous autistic trans father, a Black autistic nonbinary mother, and a Black neurotypical mother. I examine the attitudes of these bloggers to get a sampling of their opinions on autism, how they parent autistic children, and how their social location, specifically race, impacts their experiences. More intersectional research needs to be done to boost the perspectives of BIPOC autistics and the expertise of autistic parents.
2
M.D., Majewska, Urbanowicz E., Rok-Bujko P., Namysłowska I., and Mierzejewski P. "Age-dependent lower or higher levels of hair mercury in autistic children than in healthy controls." Acta Neurobiologiae Experimentalis 70, no. 2 (June 30, 2010): 196–208. http://dx.doi.org/10.55782/ane-2010-1791.
Повний текст джерелаАнотація:
An association between autism and early life exposure to mercury is a hotly debated issue. In this study, 91 autistic Polish children, male and female, 3-4 and 7-9 years old, were compared to 75 age- and sex-matched healthy children with respect to: demographic, perinatal, clinical and developmental measures, parental age, birth order, morphometric measures, vaccination history, and hair mercury content. In demographic and perinatal measures there were no consistent differences between the autistic and control groups. Autistic children had a significantly greater prevalence of adverse reactions after vaccinations and abnormal development than controls. Between 45 and 80% of autistic children experienced developmental regress. Autistic children significantly differed from healthy peers in the concentrations of mercury in hair: younger autistics had lower levels, while older - higher levels than their respective controls. The results suggest that autistic children differ from healthy children in metabolism of mercury, which seems to change with age.
3
Nugrahaningsih, Zefanya Lintang, and Zefanya Lintang Nugrahaningsih. "Peran Lirik Lagu Dalam Meningkatkan Komunikasi Verbal Pada Anak Austisitk di Sekolah Bina Anggita Yogyakarta." PROMUSIKA 6, no. 2 (August 6, 2019): 77–82. http://dx.doi.org/10.24821/promusika.v6i2.2438.
Повний текст джерелаАнотація:
Penelitian ini bertujuan untuk meningkatkan komunikasi verbal pada anak autistik dengan menggunakan lirik pada lagu anak-anak, karena diharapkan dapat meningkatnya kemampuan bekomunikasi secara verbal bagi anak autistik. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus dan didukung dengan studi pustaka guna memberikan informasi-informasi secara lengkap tentang penelitian ini. Ada 4 tahapan yaitu: Tahapan pra-lapangan, Tahap Pekerjaan lapangan, dan Tahapan Hasil Pengumpulan Data. Subjek penelitian adalah siswa autistik di sekolah Bina Anggita Yogyakarta berjumlah 5 siswa. Pengumpulan data yang digunakan dalam penelitian ini adalah menggunakan pedoman observasi dan sebelumnya peneliti melakukan studi pustaka terlebih dahulu. Analisis data dalam penelitian ini menggunakan deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa peran lirik dalam lagu Balonku dan Pelangi-Pelangi dapat meningkatkan bahasa verbal anak autistik. Anak autistik terstimulus untuk menyanyi bersama saat dilibatkan untuk benyanyi bersama-sama. This study aims to improve verbal communication in autistic children by using lyrics on children's songs. Due to the expected increase in verbal skills for autistic children. This research is a qualitative research with case study approach and supported by literature study to provide complete information about this research. There are 4 stages: Preliminary Stage, Field Work Stage, and Data Collection Stages. Research subjects were autistic students in Bina Anggita Yogyakarta school amounted to 5 students. Data collection used in this research is using observation guideline and previous researcher do literature study first. Data analysis in this study using descriptive qualitative. The results of this study indicate that the role of lyrics in the song Balonku and Pelangi-Pelangi can improve the verbal language of autistic children. Autistic children are stimulated to sing together when involved to sing together.Keyword: Lyrics, Verbal, Autistic
4
Morales-Chávez, MC, M. Villarroel-Dorrego, and V. Salas. "Salivary Factors Related to Caries in Children with Autism." Journal of Clinical Pediatric Dentistry 43, no. 1 (January 1, 2019): 22–26. http://dx.doi.org/10.17796/1053-4625-43.1.5.
Повний текст джерелаАнотація:
Many predisposing factors to caries are present in autism, however, it is unlikely that autistic patients exhibit higher caries indexes than the rest of the population. Objective: To evaluate salivary factors related to caries in autistic patients. Study design: 34 autistics and 34 controls aged between 4–13 years old were included. Decayed, missing, and filled teeth (DMFT) index and oral hygiene simplified index (IHO-S) were assessed, as well as, pH, total proteins, phosphate, calcium and IgA in saliva. All data were analyzed by chi2 and Student t tests for independent samples. P values<0.05 were considered statistically significant. Results: Autistic patients showed less caries than controls (p≤0.001), DMFT was 1±1 and 3±2 respectively (p≤0.001). In relation to IHO-S, values increased (p=0.008) in autistic patients (2.25±0.78) compared to controls (1.79±0.59), however Salivary ph means were similar (7.20±0.48 and 7.27±0.34 respectively). Decreased calcium levels (p=0.013) were observed in autistics (0.621±0.35 mmol/L) compared to controls (0.89±0.51 mmol/L), but phosphate levels were similar (6.17±4.22 M, 5.51±4.86 M respectively). When total proteins of saliva were assessed, autistics showed a slight increment (2.65±1.81 mg/mL) compared to controls (2.24±1.27 mg/mL) and zymography showed a higher proteolytic activity in autistic children. Finally, IgA concentration reached 116.55±90.97 μg/mL in autistics and 161.61 ± 193.37μg/mL (p=0.527) in the control group. Conclusions: Even though patients with autism exhibited a poorer oral hygiene, caries indexes were lower, calcium levels in saliva were found to be lesser and phosphate levels higher.
5
Nugrahaningsih, Zefanya Lintang. "PERAN LIRIK LAGU DALAM MENINGKATAN KOMUNIKASI VERBAL PADA ANAK AUTISTIK DI SEKOLAH BINA ANGGITA YOGYAKARTA." DESKOVI : Art and Design Journal 2, no. 1 (June 30, 2019): 59. http://dx.doi.org/10.51804/deskovi.v2i1.411.
Повний текст джерелаАнотація:
Penelitian ini bertujuan untuk meningkatkan komunikasi verbal pada anak autistik dengan menggunakan lirik pada lagu anak-anak, karena diharapkan dapat mempebanyak kosakata pada anak autistik sehingga kemampuan bekomunikasi secara verbal bagi anak autistik meningkat. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus dan didukung dengan studi pustaka guna memberikan informasi-informasi secara lengkap tentang penelitian ini. Ada 4 tahapan yaitu: Tahapan pra-lapangan, Tahap Pekerjaan lapangan, dan Tahapan Hasil Pengumpulan Data. Subjek penelitian adalah siswa autistik di sekolah Bina Anggita Yogyakarta berjumlah 5 siswa. Pengumpulan data yang digunakan dalam penelitian ini adalah menggunakan pedoman observasi dan sebelumnya peneliti melakukan studi pustaka terlebih dahulu. Analisis data dalam penelitian ini menggunakan deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa peran lirik dalam lagu Balonku dan Pelangi-Pelangi dapat meningkatkan bahasa verbal anak autistik. Anak autistik terstimulus untuk menyanyi bersama saat dilibatkan untuk benyanyi bersama-sama.This study aims to improve verbal communication in autistic children by using lyrics on children's songs. Due to the expected increase in verbal skills for autistic children. This research is a qualitative research with case study approach and supported by literature study to provide complete information about this research. There are 4 stages: Preliminary Stage, Field Work Stage, and Data Collection Stages. Research subjects were autistic students in Bina Anggita Yogyakarta school amounted to 5 students. Data collection used in this research is using observation guideline and previous researcher do literature study first. Data analysis in this study using descriptive qualitative. The results of this study indicate that the role of lyrics in the song Balonku and Pelangi-Pelangi can improve the verbal language of autistic children. Autistic children are stimulated to sing together when involved to sing together.
6
Eslami, Neda, Taraneh Movahed, and Masoumeh Asadi. "Parents' Perceptions of the Oral Health-related Quality of Life of their Autistic Children in Iran." Journal of Clinical Pediatric Dentistry 42, no. 6 (January 1, 2018): 422–26. http://dx.doi.org/10.17796/1053-4625-42.6.3.
Повний текст джерелаАнотація:
Objectives: The aim of this study was to evaluate parents' perception of the oral health-related quality of life (OHRQoL) of autistic children in Iran, and to determine the quality of life of their families in relation to child' oral health status. Study design: 70 families with at least one child with autism, and 70 families with normal children were enrolled. Parents' perceptions of the OHRQoL of children were assessed using pre-validated PedsQL oral health scale questionnaire. PedsQL Family Impact Module questionnaire was also used to evaluate the impact of having an autistic child on the quality of life of their families. Both of the questionnaires were filled by parents. Parents of children with autism spectrum filled a separate questionnaire for the sibling of the autistic child. In the control families, child-reported PedsQL oral health scale questionnaire was also filled by the child himself/herself. Mann-Whitney U-test, and chi-square were used for statistical analysis. Results: There was a significant difference in the mean total score of PedsQL oral health scale questionnaire between autistics and controls. Parents of normal children reported more oral problems (p<0.001). There was not a significant difference in the mean total score of PedsQL Family Impact Module questionnaire between the families of autistics and controls in the last 7 and 30 days. Conclusion: According to parents' point of view, oral health-related quality of life of autistic children was better than normal children. However, parents of autistic children had more problems in the social and communication issues.
7
Kusmiati, Yopi, and Achmad Syarifudin. "Extra Attention Toward Autistic Children: Islamic Psychology Perspective." Psikis : Jurnal Psikologi Islami 7, no. 1 (June 30, 2021): 31–44. http://dx.doi.org/10.19109/psikis.v7i1.7994.
Повний текст джерелаАнотація:
Having an autistic child is a challenge for some parents because an autistic child should be treated specifically, based on condition and ability. The autistic child needs more extra attention than a non-autistic child because the attention from family can accelerate the development and ability of an autistic child, but not all parents can do the treatment because of various reasons. This study aimed to reveal the family's treatment which had an autistic child, especially parent or autistic's sister and brother. The study was done by using qualitative method with a phenomenological approach. The findings showed that there were three treatments of the family to treat an autistic child in daily life, they were extra attention, attention, and inattention. Extra attention was the informant included in the category who gave extra attention to a child. They were strongly caring about their child’s ability, food, and education. The attention category was an informant who did not fully give attention to their child, and not all time. The inattention category was an informant who rarely cares for their child, it related to the development of the child, education, and life.
8
Wang, Binyan. "User Interface Design of an Interactive Story Application for Autistic Children and Parents." Lecture Notes in Education Psychology and Public Media 10, no. 1 (September 14, 2023): 270–80. http://dx.doi.org/10.54254/2753-7048/10/20230254.
Повний текст джерелаАнотація:
The prevalence of autism is increasing year by year. At the same time, the parents of autistic children often suffer from poor mental states, which brings heavy financial and emotional burdens to the family. With the popularization of electronic devices, its prospective to intervene autistic children with applications on electronic devices. It not only doesnt limit when and where we use it, but also enables parents to interact with autistic children while working outside, saving a lot of costs on the therapy. The application is designed to help autistic children solve the problems of stereotyped repetitive behaviors and communication difficulties. This article analyzes the visual, cognitive, and interactive habits of autistic children, and summarizes the preferences of autistic children. In order to encourage the participation of parents, the article also analyzes the ways that parents can get involved in the game, such as training and guidance. Through these analyses, the author summarizes the principles of UI design for autistic children. This article intends to design an application that can connect autistic children and parents through the internet and encourage autistic children to complete the tasks in the games under the guidance of parents voices and stories, which will intervene the autistic childrens therapy effectively. In this way, parents can grasp the learning process of their children, which will reduce parents anxiety and improve the relationship between parents and their children.
9
Usma Naeem, Irfan Abbas, and Iqra Majeed. "Impact of Computer-Aided Educational Applications on Communication and Learning Abilities of the Autists." sjesr 5, no. 3 (September 30, 2022): 57–67. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(57-67).
Повний текст джерелаАнотація:
Computer-aided instructions have significant potential in increasing the educational experiences and facilitating the development of children with special needs (autistic children). Early intervention for autistic children helps their learning, language, and communication skills. This study aimed to explore the perceptions of parents of autists and speech therapists regarding the use of computer-aided educational applications to improve the communication and learning of Autistic Students. A critical paradigm was used for this study, under this paradigm, mixed methods research was used. Under mixed methods research, an explanatory sequential design was used. All the parents of autists and speech therapists of Lahore were considered the population for this study. A purposive sampling technique was used to determine the desired sample size from the population. Seventy-three parents of autists and twenty-eight speech therapists participated in the study. For the quantitative phase, the purposive sampling technique was used. For the qualitative phase, only those parents of autists using mobile/computer applications for student communication and language development were selected. Four instruments were used in this study. The reliability for the parents of autists’ questionnaire was α=.77 and for the speech therapists' questionnaire was α=.96. Data was analyzed using SPSS. It is concluded that parents of autists and speech therapists have average to high perceptions (based on their means) regarding the usage of educational applications. However, positive perceptions were shared by the speech therapists and parents of autists about the educational applications using these applications for specific purposes. It is also noted that an individualized set of activities are essential for autistic children.
10
Khoirunnisa, Riza Noviana, and Mochammad Nursalim. "Studi Kasus Dinamika Emosi Pada Anak Autis." Jurnal Psikologi Teori dan Terapan 2, no. 2 (February 19, 2012): 108. http://dx.doi.org/10.26740/jptt.v2n2.p108-120.
Повний текст джерелаАнотація:
This study aimed at exploring the emotional dynamics of children with autistic. A qualitative approach with case study method was employed. Two autistic children with average autism severity in Cita Hati Bunda School and Therapy Center for autistic children Sidoarjo were recruited as participants. Data were collected from interviews, observation, and relevant documents. The Plutchik’s concept of emotion components, namely stimulus event, inferred cognition, physiological arousal, feeling state, impulse to action, and overt behaviour and effect was used to invoke some psychological insight in the analysis. The study found that the dynamic of emotions that occurs in autistic children was influenced mainly by situational factors. The result suggested that autistic children need more times to perceive the contexts of stimuli. However, this study was not able to explain how these children make meanings of those stimuli.Abstrak: Penelitian ini bertujuan untuk mengeksplorasi dinamika emosional pada anak-anak autis. Pendekatan kualitatif dengan metode studi kasus diguna-kan. Dua anak autis dengan tingkat keparahan autisme rata-rata di Cita Hati Bunda Sekolah dan Terapi Pusat autis anak Sidoarjo direkrut sebagai partisipan. Data dikumpulkan dari wawancara, observasi, dan dokumen yang relevan. Konsep Plutchik tentang komponen emosi, yaitu stimulus event, inferred cogni-tion, physiological arousal, feeling state, impulse to action, overt behaviour dan effect digunakan untuk memberikan wawasan psikologis dalam menganalisis data. Studi ini menemukan bahwa meskipun ketika emosi itu bangkit anak-anak autistik ini tidak mampu mengontrolnya, namun dinamika emosi yang terjadi pada anak autistik sesungguhnya dipengaruhi terutama oleh faktor situasional. Hasil penelitian juga menunjukkan bahwa anak-anak autis perlu waktu yang lebih banyak untuk memahami konteks rangsangan. Namun, penelitian ini tidak dapat menjelaskan bagaimana anak-anak ini memaknai berbagai rangsangan yang mereka terima.
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Arneliza, Rudy Sutadi, and Yulia Darmawi. "Pembekalan Pengaturan Pola Makan serta pengolahan makanan untuk anak Autisi: Pada ibu-ibu anak Autisi." Media Abdimas 3, no. 1 (February 13, 2024): 52–59. http://dx.doi.org/10.37817/mediaabdimas.v3i1.3764.
Повний текст джерелаАнотація:
ABSTRAK Pembekalan kepada ibu-ibu anak autisi mengenai pengaturan pola makan dan pengolahanmakanan yang tepat. Autisme adalah gangguan perkembangan neurobiologis yang mempengaruhikemampuan komunikasi dan interaksi anak dengan lingkungannya. Ibu-ibu diberikan informasitentang makanan yang diperbolehkan dan dihindari bagi anak autisi, serta teknik pengolahanmakanan yang aman, untuk memastikan anak-anak menerima nutrisi yang cukup dan seimbangdengan bahan yang aman untuk autisi. Pembekalan ini bertujuan memberikan pemahaman yanglebih baik kepada ibu-ibu anak autisi tentang pentingnya pengaturan pola makan dan pengolahanmakanan bagi anak autis, serta memberikan mereka triks dan tips serta strategi yang diperlukanuntuk memberikan perawatan yang optimal dan mendukung perkembangan anak-anak autisimereka. Pada pembekalan ini juga membahas efek negatif dari makanan tertentu dan strategi untukmengatasi masalah efek kebocoran diet yang sering dialami oleh anak autisi, seperti tantrum dangangguan tidur. Metode pembekalan meliputi seminar, diskusi, dan demonstrasi memasak. Ibuibu dapat berbagi pengalaman dan belajar dari ahli serta mengikuti demonstrasi praktis tentangpengolahan makanan yang sesuai. Selain pembekalan offline, penelitian ini juga menyediakandukungan online melalui platform media sosial. Ini memungkinkan ibu-ibu untuk terusberinteraksi dan mendapatkan informasi tambahan setelah sesi pembekalan selesai. Penelitian inidiharapkan memberikan manfaat bagi ibu-ibu anak autis dalam merawat dan membesarkan anakanak autisi mereka melalui pengaturan pola makan yang tepat. Dengan pengetahuan danketerampilan yang diperoleh, ibu-ibu dapat memilih dan mengolah makan yang mendukungperkembangan anak autisi, dan meningkatkan kesehatan serta kualitas hidup mereka. ABSTRACT Guidance for Mothers of Autistic Children on Proper Diet Regulation and Food Processing.Autism is a neurobiological developmental disorder that affects a child's communicationand interaction abilities with their environment. Mothers are provided with in-depthinformation on foods that are allowed and avoided for autistic children and safe foodprocessing techniques to ensure that children receive adequate and balanced nutrition withautism-friendly ingredients. This guidance aims to enhance mothers' understanding of theimportance of diet regulation and food processing for autistic children and equip them withtricks, tips, and strategies necessary to provide optimal care and support the developmentof their autistic children. The guidance also addresses the negative effects of certain foodsand strategies to address the issues of leaky gut syndrome often experienced by autisticchildren, such as tantrums and sleep disorders. The methods of guidance include seminars,discussions, and cooking demonstrations. Mothers can share experiences, learn from experts, and participate in practical demonstrations of appropriate food processing. Inaddition to offline guidance, this research also provides online support through social mediaplatforms, allowing mothers to continue to interact and obtain additional information afterthe guidance sessions. This study is expected to benefit mothers of autistic children incaring for and raising their autistic children through proper diet regulation. With theknowledge and skills acquired, mothers can select and prepare foods that support thedevelopment of autistic children, improving their health and quality of life.
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Martland, Rebecca. "Support autistic children." Child Care 15, no. 10 (October 2, 2018): 2–3. http://dx.doi.org/10.12968/chca.2018.15.10.2.
Повний текст джерела
13
Grandin, Temple. "Motivating Autistic Children." Academic Therapy 22, no. 3 (January 1987): 297–302. http://dx.doi.org/10.1177/105345128702200310.
Повний текст джерела
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Russo, A. J. "Decreased serum Ou/Zn sOD in children with Autism." Nutrition and Metabolic Insights 2 (January 2009): NMI.S3733. http://dx.doi.org/10.4137/nmi.s3733.
Повний текст джерелаАнотація:
Aim To assess serum Cu/Zn SOD (Superoxide Dismutase) concentration in autistic children and evaluate its possible relationship to GI Symptoms. Subjects and Methods Serum from 50 autistic children (31 with chronic digestive disease (most with ileo-colonic lymphoid nodular hyperplasia (LNH) and inflammation of the colorectal, small bowel and/or stomach) and 19 autistic children without GI disease), and 29 non autistic controls (20 age matched non autistic children with no GI disease and 9 age matched non autistic children with GI disease) were tested for Cu/Zn SOD using ELISAs. Results Serum Cu/Zn SOD levels of autistic children were significantly lower than all non autistic controls (p < 0.0001). Serum Cu/Zn SOD of autistic children with severe GI disease was significantly lower than autistic children with no GI disease (p < 0.0001), non autistic children without GI disease (<0.0001) and non autistic children with GI disease (p = 0.0003). Discussion These results suggest an association between Cu/Zn SOD serum levels and autism, particularly autistic children with GI disease, and that the concentration of serum Cu/Zn SOD may be a useful biomarker for autistic children with severe GI disease.
15
Dawson, Michelle, Isabelle Soulières, Morton Ann Gernsbacher, and Laurent Mottron. "The Level and Nature of Autistic Intelligence." Psychological Science 18, no. 8 (August 2007): 657–62. http://dx.doi.org/10.1111/j.1467-9280.2007.01954.x.
Повний текст джерелаАнотація:
Autistics are presumed to be characterized by cognitive impairment, and their cognitive strengths (e.g., in Block Design performance) are frequently interpreted as low-level by-products of high-level deficits, not as direct manifestations of intelligence. Recent attempts to identify the neuroanatomical and neurofunctional signature of autism have been positioned on this universal, but untested, assumption. We therefore assessed a broad sample of 38 autistic children on the preeminent test of fluid intelligence, Raven's Progressive Matrices. Their scores were, on average, 30 percentile points, and in some cases more than 70 percentile points, higher than their scores on the Wechsler scales of intelligence. Typically developing control children showed no such discrepancy, and a similar contrast was observed when a sample of autistic adults was compared with a sample of nonautistic adults. We conclude that intelligence has been underestimated in autistics.
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Russo, A. J., A. Krigsman, B. Jepson, and Andrew Wakefield. "Decreased Serum Hepatocyte Growth Factor (HGF) in Autistic Children with severe Gastrointestinal Disease." Biomarker Insights 4 (January 2009): BMI.S3656. http://dx.doi.org/10.4137/bmi.s3656.
Повний текст джерелаАнотація:
Aim To assess serum Hepatocyte Growth Factor (HGF) levels in autistic children with severe gastrointestinal (GI) disease and to test the hypothesis that there is a relationship between GI pathology and HGF concentration. Subjects and Methods Serum from 29 autistic children with chronic digestive disease (symptoms for a minimum of 6–12 months), most with ileo-colonic lymphoid nodular hyperplasia (LNH—markedly enlarged lymphoid nodules) and inflammation of the colorectum, small bowel and/or stomach), and 31 controls (11 age matched autistic children with no GI disease, 11 age matched non autistic children without GI disease and 9 age matched non autistic children with GI disease) were tested for HGF using ELISAs. HGF concentration of autistic children with GI disease was compared to GI disease severity. Results Autistic children with GI disease had significantly lower serum levels of HGF compared to controls (autistic without GI disease; p = 0.0005, non autistic with no GI disease; p = 0.0001, and non autistic with GI disease; p = 0.001). Collectively, all autistic children had significantly lower HGF levels when compared to non autistic children (p < 0.0001). We did not find any relationship between severity of GI disease and HGF concentration in autistic children with GI disease. Discussion These results suggest an association between HGF serum levels and the presence of GI disease in autistic children and explain a potential functional connection between the Met gene and autism. The concentration of serum HGF may be a useful biomarker for autistic children, especially those with severe GI disease.
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Chen, Yizhao. "The Impact of Autism on Children’s Memory." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2314–18. http://dx.doi.org/10.54097/ehss.v8i.4710.
Повний текст джерелаАнотація:
Much evidence showed that most autistic individuals had defects in executive function. These defects are more obvious in children. Among them, the influence of memory is widely concerned. The spatial working memory, episodic memory, and autobiographical memory of autistic children have been significantly affected. Although some memory performance of autistic individuals is not good, they still retain part of the complete memory system. The differences between autistic children and healthy children may change over time. There are also significant differences in memory performance between autistic children and adult autistic individuals. Due to the plasticity of the brain, the poor memory performance of autistic individuals can be improved through some training. This study aims to compare the memory system of autistic children, adult autistic individuals, and healthy children. Based on previous studies further show what impact autism will have on children’s memory. The causes of these impairments and what training can improve the executive function of autistic children.
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Hamid, Zoshita, Sarmin Sultana, Saika Nizam, Rabeya Yasmin, M. H. Faruquee, and S. K. Akhtar Ahmad. "Socioeconomic characteristics of autistic children: a comparative study." International Journal Of Community Medicine And Public Health 7, no. 8 (July 24, 2020): 2914. http://dx.doi.org/10.18203/2394-6040.ijcmph20203363.
Повний текст джерелаАнотація:
Background: Prevalence of autism is increasing and growing as an important public health problem. Prevention of autism is still a complicated issue. Thus, the management and rehabilitation of autistic children socially could be the main option. For which the role of socio-economic factors of the autistic children needs to be considered.Methods: This was a cross-sectional comparative study conducted among the autistic and non-autistic children to compare their socioeconomic characteristics. A total of 90 autistic children from two specialized schools and age-matched 180 non-autistic children from nearby schools were included in this study.Results: Overall the mean age of the children was 8.01±2.974 years. More than fourth-fifths (84.4%) of the autistic children were male. In comparison to non-autistic children, significantly (p<0.05) autistic children had small family size (4.79) and higher family income (Taka=34588). Higher education of both father and mother was also found to be significantly associated with autistic children. However, logistic regression analysis revealed that post-graduate education of the father had the strongest (6.4 times) ability to predict the occurrence of autism. The mean age of the mother at birth of autistic children was significantly higher (31.16 years) and logistic regression analysis revealed that higher age of the mother at birth had 1.3 times ability to predict the occurrence of autism. Moreover, the analysis revealed that mothers who were housewife 2.3 times more likely to predict the occurrence of autism.Conclusions: The study revealed that some socio-economic factors were significantly related to autistic children compared to those of non-autistic children.
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Ignesius, Nikita Christy. "The Genius Painter and Other Stories : A Children Picture Book About Stigma of Autistic Children." k@ta kita 10, no. 3 (December 20, 2022): 416–26. http://dx.doi.org/10.9744/katakita.10.3.416-426.
Повний текст джерелаАнотація:
This thesis discusses stigma that harm autistic children that can harm the mental health of autistic children. Using children picture book as the medium and realistic fiction as the genre, this creative work shows how autistic children’s mental health is harmed by stigma and how autistic children cope with the stigma. The stories incorporated stigma theory which explains how the stigma affects the main characters’ self-confidence self-concept. Coping mechanisms of camouflaging, disclosing, and reframing are used for the main characters to cope against the stigma toward them. Other than coping mechanism, autistic children can get support from other people who are also against the stigma of autistic people.
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Khotibuddin, Muhammad, and Riska Shellia. "The Role of Family Function and Support to Nutritional Status in Autistic Children." Mutiara Medika: Jurnal Kedokteran dan Kesehatan 22, no. 1 (January 31, 2022): 50–56. http://dx.doi.org/10.18196/mmjkk.v22i1.11598.
Повний текст джерелаАнотація:
The role of the family is substantial in determining the nutritional status of children. However, not many studies have revealed this role in autistic children in Indonesia. This study aims to assess the role of family function and family support for the nutritional status of autistic children in Yogyakarta. This study used a cross-sectional design to observe at least 14 children divided into three groups: autistic-overweight, autistic-normal, and non-autistic-normal. The APGAR score measured the family function, while family support was measured by a questionnaire consisting of 5 aspects: information, respect, instrumental, emotional, and social. The difference test between the three groups used the Anova test. Total family support in the autistic-overweight group (73,17±4,45) was lower than autistic-normal (80.6±3.36) and non-autistic (78.33±3.21). This difference was significant between autistic-overweight and autistic-normal (p 0.022), but not with the non-autistic group. Furthermore, there was no difference in family function (APGAR score) between the three study groups. There was less family support among autistic-overweight children.
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Brady, Mary T. "Autistic states in children." International Journal of Psychoanalysis 103, no. 3 (May 4, 2022): 535–38. http://dx.doi.org/10.1080/00207578.2021.2010562.
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Taft, Lawrence T. "PARENTS OF AUTISTIC CHILDREN." Developmental Medicine & Child Neurology 11, no. 1 (November 12, 2008): 104–6. http://dx.doi.org/10.1111/j.1469-8749.1969.tb01402.x.
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Gombosi, Peter G. "Parents of Autistic Children." Psychoanalytic Study of the Child 53, no. 1 (January 1998): 254–75. http://dx.doi.org/10.1080/00797308.1998.11822486.
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Shahrokhi, H., M. Mahmood Aliloo, L. Mehdizadeh Fanid, S. Amiri Azizabaad, and N. Yadegari. "Intelligence in autistic children." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S206. http://dx.doi.org/10.1016/j.neurenf.2012.04.426.
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Jure, R., I. Rapin, and R. F. Tuchman. "HEARING-IMPAIRED AUTISTIC CHILDREN." Developmental Medicine & Child Neurology 33, no. 12 (November 12, 2008): 1062–72. http://dx.doi.org/10.1111/j.1469-8749.1991.tb14828.x.
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Foerster, Alice. "Treatment of autistic children." Behaviour Research and Therapy 27, no. 3 (1989): 314–15. http://dx.doi.org/10.1016/0005-7967(89)90066-1.
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Polyxeni Ntaountaki, Georgia Lorentzou, Andriana Lykothanasi, Panagiota Anagnostopoulou, Vasiliki Alexandropoulou, and Agathi Stathopoulou. "Robotics for Autistic Children." International Journal of Science and Research Archive 9, no. 2 (August 30, 2023): 548–59. http://dx.doi.org/10.30574/ijsra.2023.9.2.0556.
Повний текст джерелаАнотація:
A range of chronic difficulties known as autism spectrum disorders interfere with social interactions and communication. The state of the art shows how robots in particular can provide potential methods to advance ASD research and treatment. This review aims to investigate how robot-assisted therapy techniques support children with autism in increasing social contact and in imitating, recognizing, and expressing their feelings. If robots appear to be useful tools for assistive therapies was one of the paper's main questions. The study team behind this publication came to the conclusion that robots are extremely effective in the intervention process and provide ASD youngsters with a predictable and secure setting. In addition to the aforementioned, this project also discusses ethical concerns that therapists and researchers should keep in mind while human-robot interaction is taking place.
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Bryden, Jennifer. "Autistic and peudo-autistic traits in ongoing complex trauma." BJPsych Open 7, S1 (June 2021): S241. http://dx.doi.org/10.1192/bjo.2021.644.
Повний текст джерелаАнотація:
AimsTo compare the neurodevelopmental profiles of Albanian street children to those predicted by the Coventry grid.BackgroundA street children's centre had requested help to meet children's emotional needs. No program exists for children experiencing ongoing complex trauma. With input from widely-experienced consultant psychiatrist and consultant psychologist, a very low-intensity program of coping skills was piloted. Extensive anonymised notes were taken as part of the piloting.The Coventry grid is a clinical tool comparing patterns of difficulties typically seen in autistic spectrum disorder (ASD) versus attachment difficulties. It's based on clinical experience and invites ongoing feedback.Method12 Children aged 5–12 years completed the two-week program. The notes were examined for their relevance to areas of the Coventry Grid.ResultThe children showed both traits typical of ASD and of attachment problems. Identifying emotions was impossible for the youngest group (5–7 years); while the older groups could say whether someone was likely to feel “good” or “bad” but struggled to differentiate further.Fantasy and symbolic play were hard for the younger children. If asked to imagine a situation, they replied “but that's not happening”. One child constantly hugged a stuffed doll, but couldn't use it for play. Both younger groups found it hard to imagine a safe-place, though they could say what they wanted in it (chocolate and a working lightbulb). The oldest group all chose a real place related to the centre.Generalising was difficult for all the children. The older children could say whether a story character was a good friend, but not apply this to real life. The youngest children were told a story about a dangerous stranger. Afterwards, the children said they would still go away with strangers as only the man in the story had said he wanted to harm children.The younger children were diffusely attached, but the boys’ eye contact, gesturing, and language were normal in all age groups. All children formed friendships easily, played in a group and were intensely loyal to siblings. They didn't show restricted interests, distress at changes to routine or sensory difficulties. They showed good awareness of the widely divergent social rules at the centre and at home.ConclusionThe children showed a mix of traits usually associated with attachment difficulties and those usually associated with ASD. They may be different from UK clinic samples as they continued to experience severe trauma.
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Chen, Jing, Esben Strodl, Li-Hua Huang, Jing-Yi Chen, Xin-Chen Liu, Jian-Hui Yang, and Wei-Qing Chen. "Associations between Prenatal Education, Breastfeeding and Autistic-Like Behaviors in Pre-Schoolers." Children 8, no. 2 (February 9, 2021): 124. http://dx.doi.org/10.3390/children8020124.
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This study aimed to investigate the association between prenatal education and autistic-like behaviors of preschoolers as well as the mediating role of breastfeeding in their associations. A cross-sectional study via a structured questionnaire was conducted with 67,578 preschool children and parents from Longhua District of Shenzhen, China. Hierarchical logistic regression models were performed to explore the associations between maternal participation in prenatal education and autistic-like behaviors in preschoolers, as well as the mediating effect of breastfeeding in the associations. After controlling for potential confounders, logistic regression analysis indicated that maternal participation in prenatal education could significantly increase the prevalence of breastfeeding, and the strength of the association was enhanced with the increase frequency of prenatal education visits (ORs ranging from 1.191 to 1.899). While both maternal participation in prenatal education (ORs ranging from 0.732 to 0.798) and breastfeeding (OR = 0.773) were significantly associated with the lower presence of autistic-like behaviors in preschoolers. The crossover analysis indicated that children with both maternal prenatal education and breastfeeding had the lower risk of presence of autistics-like behaviors (OR = 0.569). Furthermore, mediation analysis illustrated that breastfeeding mediated the association between maternal participation in prenatal education and the presence of autistic-like behaviors in preschoolers, with a mediating effect of approximately 14.3%. Our findings suggest that maternal participation in prenatal education is significantly associated with a decreased risk of autistic-like behaviors in preschool children through increased breastfeeding in the mothers who attended prenatal education.
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Giang, Nguyen Thi. "UTTERANCE STRUCTURE OF AUTISTIC CHILDREN FROM THE AGE OF 3 TO 6 YEARS: A COMPARATIVE STUDY IN VIETNAM." American Journal of Social Science and Education Innovations 05, no. 05 (May 31, 2023): 84–92. http://dx.doi.org/10.37547/tajssei/volume05issue05-16.
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By observing and taking notes on all the processes of teaching autistic children to learn to speak, this research statistics the number of speech structures of 15 Vietnamese autistic children (at three levels) from 3 to 6 years old to evaluate, analysis of component structures developed: one-component utterance, two-component utterances, three-component utterances and complex utterance. The autistic children were observed by using descriptive qualitative study to evaluate and analyze component structure development. This research indicated that there was a considerable difference in the number of utterances between groups of autistic children at different levels. Compared to mild autistic children, the more severely autistic children were, the more structure utterances appeared and the simpler structure utterance used.
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Handajani, Rinawati Pudji, and Rizky H. Pramesti. "Mapping the Motion Space of Children in Autism Treatment Center of Malang City with TEACCH Approach (Treatment and Education of Autistic and Related Communication Handicapped Children)." Review of Urbanism and Architectural Studies 18, no. 1 (June 30, 2020): 64–72. http://dx.doi.org/10.21776/ub.ruas.2020.018.01.6.
Повний текст джерелаАнотація:
The Autism Treatment Center in Malang City applies structured teaching-learning methods, namely the TEACCH approach (Treatment and Education of Autistic and Related Communication Handicapped Children) with four essential components: physical structure, schedule, work system, and visual structure. The four components are interrelated with each other so that the goal of helping the development of autistic children can be achieved. The physical structure is the first step to encourage the interest of autistic children. An excellent physical arrangement of space can minimize the tantrum effect of autistic children. Thus, this paper aims to research the space for autistic children with the TEACCH approach. This study used behavioral mapping in the form of person-centered mapping, place centered mapping, and physical trace that aims to determine the pattern of activity, furniture layout, and trace activities of autistic children during therapy activities. The results show the motion space mapping of autistic children.
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Tuchman, Roberto F., Isabelle Rapin, and Shlomo Shinnar. "Autistic and Dysphasic Children. II: Epilepsy." Pediatrics 88, no. 6 (December 1, 1991): 1219–25. http://dx.doi.org/10.1542/peds.88.6.1219.
Повний текст джерелаАнотація:
In a previously described population of 314 autistic and 237 dysphasic nonautistic children, after exclusion of 12 autistic girls with Rett syndrome, 14% (42 of 302) of autistic children and 8% (19 of 237) of dysphasic children had epilepsy (P = .03). The major risk factors for epilepsy were severe mental deficiency and the combination of severe mental deficiency with a motor deficit. In autistic children without severe mental deficiency, motor deficit, associated perinatal or medical disorder, or a positive family history of epilepsy, epilepsy occurred in 6% (10 of 160) which was analogous to the 8% (14 of 168) found in similar dysphasic nonautistic children. The language subtype of verbal auditory agnosia is associated with the highest risk of epilepsy in autistic (41%, 7 of 17) and dysphasic (58%, 7 of 12) children. The higher percentage of epilepsy in autistic girls, 24% (18 of 74) compared with boys 11% (25 of 228) (P = .003), is attributed to the increased prevalence of cognitive and motor deficit in girls. Once the risk attributable to associated cognitive and motor disabilities is taken into account, there is no difference in the risk of epilepsy between autistic and nonautistic dysphasic children.
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Poole, Daniel, Emma Gowen, Ellen Poliakoff, and Luke A. Jones. "‘No idea of time’: Parents report differences in autistic children’s behaviour relating to time in a mixed-methods study." Autism 25, no. 6 (April 30, 2021): 1797–808. http://dx.doi.org/10.1177/13623613211010014.
Повний текст джерелаАнотація:
An emerging body of research suggests that temporal processing may be disrupted in autistic children, although little is known about behaviours relating to time in daily life. In the present study, 113 parents of autistic and 201 parents of neurotypical children (aged 7–12 years) completed the It’s About Time questionnaire and open-ended questions about their child’s behaviour relating to time. The questionnaire scores were lower in the autistic compared with the neurotypical group, suggesting that behaviours are affected. Three key themes were identified using thematic analysis: autistic children had problems with temporal knowledge, learning about concepts relating to time, such as how to use the clock and language around time. There were differences in prospection with autistic children having more difficulties with how they thought about the future and prepared themselves for upcoming events. The final theme, monotropism, described how autistic children viewed their time as precious so they could maximise engagement in their interests. The present study indicates that behaviours relating to time can have a considerable impact on the daily lives of autistic children and their families. Further work exploring the development of temporal cognition in autism would be valuable for targeting effective educational and clinical support. Lay abstract Many everyday activities require us to organise our behaviours with respect to time. There is some evidence that autistic children have problems with how they perceive and understand time. However, little is currently known about this, or the ways in which behaviours related to time are impacted in daily life. In this study, 113 parents of autistic children and 201 parents of neurotypical children completed a questionnaire and open-ended questions about their child’s behaviour relating to time. Questionnaire scores were lower in the autistic group compared with neurotypicals, which suggests that behaviours relating to time are affected in autistic children. The open-ended responses further confirmed that the autistic children struggled with time and that this impacted on them and their family. Three key themes were identified. Theme 1: autistic children have problems with learning about concepts relating to time such as telling the time from a clock and using words to describe time (hours, minutes, etc.) appropriately. Theme 2: autistic children think about the future differently. Planning and working under time pressure were described as a problem. Theme 3: autistic children have strong interests which take up a lot of their attention and worrying about having sufficient time to pursue these interests causes anxiety. This research indicates that behaviours related to time can have a considerable impact on the lives of autistic children and that targeted support may be required.
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Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev та D. Omarova. "Сomprehensive support of children with autistic spectrum disorders". Bulletin of the Karaganda University. Pedagogy series 101, № 1 (29 березня 2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.
Повний текст джерелаАнотація:
Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In many cases, children with ASD who come to school have unformed learning behaviors. For the successful development of the program material in children with ASD, it is necessary to form a stereotype of educational behavior, on which all school education is based. Deficits in the formation of these skills can lead to a longer period of adaptation of the child in school and to difficulties in mastering the program. In this article, we consider the necessary skills, the formation of which is aimed at psychological and pedagogical assistance to a child with ASD in preparation for school.
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Shao, Jin. "Reasons for visually impaired children and autistic children participating in regular classrooms." SHS Web of Conferences 180 (2023): 02006. http://dx.doi.org/10.1051/shsconf/202318002006.
Повний текст джерелаАнотація:
With the rapid development of Internet media, people have a variety of ways to obtain information. Special children are coming into the public’s vision, and the life and learning of many visually impaired children and autistic children are also attracting more and more people’s attention, which also enables more people to truly understand these special worlds. Whether these visually impaired children and autistic children are included in ordinary teachers has also become a hot topic. Based on real cases in reality, some blind people receive general education, which is more conducive to their future development. Some celebrity writers, etc., also realize their life value. By collecting the academic performance and psychological emotions of visually impaired and autistic children, this paper analyses prior studies which conduct surveys and test questionnaire data. The present study also makes a comparative analysis of the data, to explore whether visually impaired children and autistic children should receive general education. The result reveals that blind and autistic children need to receive formal education to develop social and learning skills.
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Elkhatib Smidt, Stacey D., Nalaka Gooneratne, Edward S. Brodkin, Maja Bucan, and Jonathan A. Mitchell. "Sufficient sleep duration in autistic children and the role of physical activity." Autism 26, no. 4 (January 6, 2022): 814–26. http://dx.doi.org/10.1177/13623613211053671.
Повний текст джерелаАнотація:
Emerging evidence suggests that physical activity may be associated with improved sleep in autistic children. We aimed to determine whether physical activity associated with sufficient sleep duration in children and whether this association was modified by reported autism spectrum disorder (ASD) status. We analyzed existing data of children 6–17 years old whose caregivers completed the 2018 National Survey of Children’s Health (nonautistic N = 20,845; ASD N = 681). Logistic regression determined whether physical activity (days active in the past week) associated with sufficient sleep duration. Physical activity-by-ASD interactions were included to determine whether the association differed for autistic children. Physical activity-by-ASD-by-sex and physical activity-by-ASD-by-age-group interactions were also modeled. Physical activity was associated with increased odds of sufficient sleep duration (e.g. 0 days vs 4–6 days: odds ratio (OR) = 1.85; 95% confidence interval (CI): 1.48–2.32). We did not observe an overall statistically significant interaction between physical activity and reported ASD status; however, the positive association between physical activity and sufficient sleep duration was weaker in autistic children, especially those with more severe ASD, female autistic children, and autistic children ages 6–12 years old. In conclusion, physical activity is a promising approach to improve sufficient sleep duration but with nuanced findings in autistic children. Lay abstract Higher levels of physical activity may be associated with improved sleep in children, but this relationship is still being determined, especially in autistic children. In this study, we used existing data from the 2018 National Survey of Children’s Health. Caregivers of children 6–17 years old, including caregivers of autistic children, completed a questionnaire that included questions about physical activity (days active in the past week) and sleep duration. We then determined if children were obtaining the recommended hours of sleep for their age (i.e. sufficient sleep). We found that higher physical activity levels were associated with sufficient sleep duration, but this finding was weaker in autistic children. In particular, this association was not observed in autistic children with more severe autism spectrum disorder, female autistic children, and autistic children 6–12 years old. In conclusion, physical activity is a promising approach to help children obtain sufficient sleep duration. However, more personalized approaches to improving sleep may be needed for certain groups of autistic children.
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Iskandar, Siska, Indaryani, Maritta Sari, and Nengke Puspita Sari. "Stimulasi Perkembangan Motorik Anak Autis Melalui Terapi Bermain : Snakers And Ladders Di Sekolah Pendidikan Khusus dan Pendidikan Layanan Khusus Mutiara Bunda Kota Bengkulu." JURNAL BESEMAH 3, no. 1 (January 10, 2024): 15–20. http://dx.doi.org/10.58222/jurnalbesemah.v3i1.373.
Повний текст джерелаАнотація:
Autism or Autism Spectrum Disorder (ASD) is a general neurodevelopmental disorder that is genetic and heterogeneous with underlying cognitive characteristics and usually occurs together with other conditions such as being unable to carry out social interactions and seeming to live in one's own world. One of the problems with autistic children is the behavioral aspect. One effort that nurses can make to overcome motor problems is through play therapy. The community service methods used are socialization and training carried out at the Mutiara Bunda Special Education and Special Service Education School (PK-PLK), Bengkulu City. After carrying out community service activities targeting parents and autistic children with motor development disorders, the results obtained were that there was an increase in parents' knowledge about how to stimulate motor skills in autistic children as well as an increase in motor skills in autistic children. It is hoped that the development of children with special needs, especially autistic children, can develop optimally and can improve the health status of autistic children so that autistic children can become great children in the future.
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Newbutt, Nigel, Louis Rice, Séverin Lemaignan, Joe Daly, Vicky Charisi, and Iian Conley. "Co-designing a social robot in a special educational needs school." Interaction Studies 23, no. 2 (December 31, 2022): 204–42. http://dx.doi.org/10.1075/is.21031.new.
Повний текст джерелаАнотація:
Abstract Social robots have the potential to support autistic school children with their wellbeing. This research reveals how a co-design approach with autistic children and their teachers was undertaken. Focus groups with autistic children and teachers collaboratively identified user requirements for the social robot and robot behaviours within the school ecosystem in order to improve student wellbeing. The results reveal the importance of including autistic children in the co-design process to ensure their voices are heard and also that the role of the robot is appropriate and targeted to the users’ needs and requirements. Autistic children and their teachers report multiple potential benefits for social robots supporting emotional wellbeing in the school. Autistic children were supportive of the introduction of a social robot in their school, mostly expressing positive attitudes towards the robot. The research is significant in revealing how a user-centred co-design approach involving autistic children and social robots may support emotional wellbeing.
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Zhang, Yajing, Kun Zhang, Jingying Chen, Lili Liu, Meijuan Luo, Qian Chen, Xiao Zeng, and Guangshuai Wang. "Eye Tracking Study of Social Intensity on Social Orientation of Autistic Children." Behavioral Sciences 12, no. 9 (September 5, 2022): 322. http://dx.doi.org/10.3390/bs12090322.
Повний текст джерелаАнотація:
Some previous studies indicate that impaired social attention mainly results in social disorders in autistic children. In the social attention mode of autistic children, social orientation and joint attention are particularly important. The influence of different social intensity and ecological validity on them are worthy of further study. This study used realistic paintings with moderate ecological validity as experimental materials, to design isolated individual scene and social interaction scene, and to explore the impact of social interaction on the social orientation of autistic children. It found that in the scenes without social interaction, the attention patterns of autistic children and typical developing children were the same, while the attention patterns of autistic children were abnormal in the scenes with social interaction. From the eye tracking data, it was shown that the gaze processing process of autistic children was not as smooth as that of typical developing children. Compared with cartoons and other social scenes with low ecological validity, realistic painting could better restore the proportion of real scenes. Moreover, it could reduce the complexity of information which could not be done in real scenes. The findings of this study provide support for training and education of autistic children. Intervention with realistic paintings is conducive to the migration of autistic children.
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Zheng, Jinpeng, Tao Lu, Yihe Tian, Junyuan Huang, and Jiang Li. "Design and Development of a Companion Toy for Children with Autism." Academic Journal of Management and Social Sciences 3, no. 3 (July 20, 2023): 79–83. http://dx.doi.org/10.54097/ajmss.v3i3.11084.
Повний текст джерелаАнотація:
Globally, there are more than 67 million people with autism, 40% of whom are children, and the number of children with autism in China has reached more than 2 million, with a rising trend year by year. The lack of social skills is the core deficit of autistic children, which seriously affects their social development. Early intervention treatment is especially important for autistic children. With the progress of the times and the development of technology, the research on the use of modern technology for autism intervention is increasing, and based on the characteristics of autistic children's "pro-objects", more and more intelligent products play an important role in helping autistic children's rehabilitation and education. In China, there is less research on products for autistic children, especially on intelligent products, and most of the intelligent products on the market are designed abroad. Against this background, this project explores the needs of autistic children in intervention therapy by studying the social interaction ability of autistic children, exploring the design strategies related to them and practicing the design from the perspective of smart companion products guiding the social intervention of autistic children.
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Tuchman, Roberto F., Isabelle Rapin, and Shlomo Shinnar. "Autistic and Dysphasic Children. I: Clinical Characteristics." Pediatrics 88, no. 6 (December 1, 1991): 1211–18. http://dx.doi.org/10.1542/peds.88.6.1211.
Повний текст джерелаАнотація:
Autism and dysphasia are behaviorally defined disorders of higher cerebral function which in preschool children share the common core symptom of impairment of language. In this study we describe the clinical characteristics of 314 autistic and 237 dysphasic nonautistic children evaluated by one child neurologist. There was no significant difference between autistic and dysphasic children in gestational age, birth weight, or prevalence of associated medical disorders, all of which were infrequent, although a positive history of resuscitation or ventilatory support was more common in dysphasic than autistic children (P = .03). As a group autistic children are more likely than dysphasic children to have language subtypes affecting central processing and formulation, a family history of psychiatric disorders and autism, and a history of regression of language and behavior. After excluding 12 girls with autistic symptoms who met the clinical criteria for Rett syndrome, we found that there was no significant difference in the number of autistic and dysphasic children with an abnormal sensorimotor examination. Girls with autism were more likely than boys to have severe mental deficiency (38% of autistic girls vs 23% of boys) (P = .012) and a motor deficit (27% vs 11%) (P = .0009).
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Floríndez, Lucía I., Dominique H. Como, Daniella C. Floríndez, Francesca M. Floríndez, Evelyn Law, Jose C. Polido, and Sharon A. Cermak. "Toothbrushing and Oral Care Activities of Autistic and Non-Autistic Latino Children." Children 9, no. 5 (May 18, 2022): 741. http://dx.doi.org/10.3390/children9050741.
Повний текст джерелаАнотація:
Background: Oral care activities, e.g., toothbrushing, are habitual occupations often considered routine. However, for autistic children, performing these routine dental practices can be challenging due to the child’s sensory sensitivities, unique executive function, and the complicated way in which autistic children conceptualize structure and habits. Limited research exists exploring the nuances of oral care routines in the autistic population, and more knowledge is needed to support targeted education interventions to improve oral care and address health inequities. The purpose of this study was to examine videos of oral care routines in the home to understand how oral care activities, such as toothbrushing, were performed by autistic and non-autistic Latino/a children. Methods: Parents/caregivers from eighteen Latino/a families with children between 6 and 12 years old (n = 10 autistic children and n = 8 non-autistic children) video recorded their child’s oral care routines for three days. The research team blindly coded and analyzed these videos using an oral care observation template to understand how these activities were uniquely performed by the children. Results: Eighty-five oral care videos were analyzed for this study. In addition to noting areas of oral care that can be improved, which included length of brushing and using the correct brushing technique, we identified two themes related to the differences between oral care practices in the autistic and non-autistic children: parent involvement and modifications. Conclusions: Qualitative findings show that parental involvement was documented especially in the case of autistic children, and that two types of modifications, habitual and sensory, were observed that demonstrated parents being aware of the needs of their autistic child and modifying the oral care activity to meet those needs. By synthesizing observations from the oral care videos into suggestions for practitioners working with families, we hope to supplement knowledge about effective oral care practices for autistic and non-autistic Latino/a children, thereby improving overall oral health and reducing oral health inequities in this population.
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Sankhala, Surendra Singh, Singh Deeepeshwar, Shivakumar Kotikalapudi, and Srideep Chaterjee. "Determining bioenergy field of autistic and normal healthy children: an electrophotonic imaging study." International Journal Of Community Medicine And Public Health 7, no. 4 (March 26, 2020): 1547. http://dx.doi.org/10.18203/2394-6040.ijcmph20201472.
Повний текст джерелаАнотація:
Background: Currently assessment of autistic behavior is done based on learning disabilities, personal observation of behavioral patterns and standard autistic scales. Electrophotonic imaging (EPI) instrument is used to assess health status based on bio-energy field of various organ and organ system of human body. And can be useful to determine the early diagnosis of autistic symptoms and degree of improvement for any therapeutic intervention given to these autistic children on a regular basis. This study aimed to investigate the differences of EPI parameters of autistic children and healthy children of the same age group.Methods: This study was carried out by taking the EPI images of 33 autistic and 36 healthy children of age group 4 to 14 years from an autistic center and nearby school in Bangalore. The statistical analysis on acquired data were done using IBM SPSS Version 20.0.Results: The variables activation coefficient, integral area, sacrum, hypothalamus, thyroid gland, pancreas and coronary vessels showed a significant statistical difference in their mean value for autistic and healthy children (p<0.05).Conclusions: The EPI parameters for autistic and healthy children open up the possibility of using EPI based instrument for early diagnosis. Deeper analysis of the differing parameters gave us more insight into the type of intervention to be selected for improving the health of autistic children.
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Odabaş Özgür, Bahar, Mürşit Aksoy, Mensure Aydın, Serkan Koçkaya, and Bergün Meriç Bingül. "Determination of mothers’ depression levels by the type of special educational services they get for their autistic children." Journal of Human Sciences 13, no. 3 (December 30, 2016): 6092. http://dx.doi.org/10.14687/jhs.v13i3.4269.
Повний текст джерелаАнотація:
The purpose of this study is to determine the depression levels of mothers by the type of special educational services they got for their autistic children. Mothers of 20 male autistics and 5 female autistics participated in the study as volunteers. %24 of families got educational services from life coaches, %48 from O.Ç.E.M (Autistic Children Education Centers) and %28 from rehabilitation centers. Beck depression scale applied to volunteers to determine the depression levels (SCORES, Life Coach =16±7,05, O.Ç.E.M =13,83±7,05, Rehabilitation Center =25,57±9,28). Data were presented as mean, SD, frequency for description purpose. Variables were analyzed and were calculated by using Kruskal Wallis Test and Mann Whitney U tests. There is a significance difference at level of P<0.05 (p=0,035) between parents which get different types of special educational services. As a result; significant difference has found in the depression levels of parents which get special educational services from rehabilitation centers found more depressive then O.Ç.E.M and life coach services.
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Annisa, Rifka, Masrifan Djamil, and Ari Suwondo. "RABA (Rifka's Applied Behaviour Analysis) Model To Improve Tooth Brushing Skills of Autistic Children." Jurnal Kesehatan Gigi 11, no. 1 (June 7, 2024): 26–32. http://dx.doi.org/10.31983/jkg.v11i1.10217.
Повний текст джерелаАнотація:
Autistic children experience barriers to social interaction, communication, behavior, language, emotion and imagination. Autistic children have different characteristics from children in general. Children are not yet able to brush their teeth properly and there is no special dental health program for children with autism. The RABA (Rifka's Applied Behavior Analysis) is arranged according to their characteristics.This study aimed to develop RABA (Rifka's Applied Behavior Analysis) to improve brushing skills and decrease debris index in children with autistic children.This type of research is uses RD method and model trial (Quasi-Experiment Pretest and Posttest with Control Group Design). The research subjects of autistic children were divided into 2 groups. The results of the model design are validated by experts. Data were tested using intraclass correlation coefficient, Chi Square, Shapiro wilk, repeated measure annova, independent sample t-test.Expert validation of RABA (Rifka's Applied Behaviour Analysis) model averaged 85.46 (very feasible) to improve brushing skills and decrease debris index of autistic children with a p-value of 0.000. This model effectively to improve the brushing skills of autistic children with a p-value (0.033) and decrease the debris index of autistic children with p-value (0.004) compared to the control group. The application of the RABA (Rifka's Applied Behavior Analysis) model was effective to improve brushing of autistic children compared to the control group.
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Veryawan, Armanila Sri Inda Lestari, Sri Inda Lestari, Indah, and Veryawan. "PERILAKU ANAK AUTIS : PERKEMBANGAN DAN PENANGAN." Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini 5, no. 1 (January 14, 2023): 150–55. http://dx.doi.org/10.35473/ijec.v5i1.1980.
Повний текст джерелаАнотація:
R.A Baiturrofiqoh there is one hyperactive autistic child, therefore the researchers tried to examine this which aims to find out how the development of autistic children, stimulation of handling autistic children is clarified by supporting factors and inhibiting wear and tear in early childhood. The results of this study are the development of autistic children has begun to calm down when learning with teacher handling stimulation, namely trying to provide learning that is easily accepted by autistic children as well as inhibiting factors for children with learning difficulties and supporting factors for children or women. This study uses a descriptive qualitative research method in which all data were obtained through observation, interviews and documentation in accordance with the problem to be studied. Therefore, researchers hope to help teachers in teaching autistic children. Â
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Liu, Bennett M., Kelley Paskov, Jack Kent, Maya McNealis, Soren Sutaria, Olivia Dods, Christopher Harjadi, Nate Stockham, Andrey Ostrovsky, and Dennis P. Wall. "Racial and Ethnic Disparities in Geographic Access to Autism Resources Across the US." JAMA Network Open 6, no. 1 (January 23, 2023): e2251182. http://dx.doi.org/10.1001/jamanetworkopen.2022.51182.
Повний текст джерелаАнотація:
ImportanceWhile research has identified racial and ethnic disparities in access to autism services, the size, extent, and specific locations of these access gaps have not yet been characterized on a national scale. Mapping comprehensive national listings of autism health care services together with the prevalence of autistic children of various races and ethnicities and evaluating geographic regions defined by localized commuting patterns may help to identify areas within the US where families who belong to minoritized racial and ethnic groups have disproportionally lower access to services.ObjectiveTo evaluate differences in access to autism health care services among autistic children of various races and ethnicities within precisely defined geographic regions encompassing all serviceable areas within the US.Design, Setting, and ParticipantsThis population-based cross-sectional study was conducted from October 5, 2021, to June 3, 2022, and involved 530 965 autistic children in kindergarten through grade 12. Core-based statistical areas (CBSAs; defined as areas containing a city and its surrounding commuter region), the Civil Rights Data Collection (CRDC) data set, and 51 071 autism resources (collected from October 1, 2015, to December 18, 2022) geographically distributed into 912 CBSAs were combined and analyzed to understand variation in access to autism health care services among autistic children of different races and ethnicities. Six racial and ethnic categories (American Indian or Alaska Native, Asian, Black or African American, Hispanic or Latino, Native Hawaiian or other Pacific Islander, and White) assigned by the US Department of Education were included in the analysis.Main Outcomes and MeasuresA regularized least-squares regression analysis was used to measure differences in nationwide resource allocation between racial and ethnic groups. The number of autism resources allocated per autistic child was estimated based on the child’s racial and ethnic group. To evaluate how the CBSA population size may have altered the results, the least-squares regression analysis was run on CBSAs divided into metropolitan (&gt;50 000 inhabitants) and micropolitan (10 000-50 000 inhabitants) groups. A Mann-Whitney U test was used to compare the model estimated ratio of autism resources to autistic children among specific racial and ethnic groups comprising the proportions of autistic children in each CBSA.ResultsAmong 530 965 autistic children aged 5 to 18 years, 83.9% were male and 16.1% were female; 0.7% of children were American Indian or Alaska Native, 5.9% were Asian, 14.3% were Black or African American, 22.9% were Hispanic or Latino, 0.2% were Native Hawaiian or other Pacific Islander, 51.7% were White, and 4.2% were of 2 or more races and/or ethnicities. At a national scale, American Indian or Alaska Native autistic children (β = 0; 95% CI, 0-0; P = .01) and Hispanic autistic children (β = 0.02; 95% CI, 0-0.06; P = .02) had significant disparities in access to autism resources in comparison with White autistic children. When evaluating the proportion of autistic children in each racial and ethnic group, areas in which Black autistic children (&gt;50% of the population: β = 0.05; &lt;50% of the population: β = 0.07; P = .002) or Hispanic autistic children (&gt;50% of the population: β = 0.04; &lt;50% of the population: β = 0.07; P &lt; .001) comprised greater than 50% of the total population of autistic children had significantly fewer resources than areas in which Black or Hispanic autistic children comprised less than 50% of the total population. Comparing metropolitan vs micropolitan CBSAs revealed that in micropolitan CBSAs, Black autistic children (β = 0; 95% CI, 0-0; P &lt; .001) and Hispanic autistic children (β = 0; 95% CI, 0-0.02; P &lt; .001) had the greatest disparities in access to autism resources compared with White autistic children. In metropolitan CBSAs, American Indian or Alaska Native autistic children (β = 0; 95% CI, 0-0; P = .005) and Hispanic autistic children (β = 0.01; 95% CI, 0-0.06; P = .02) had the greatest disparities compared with White autistic children.Conclusions and RelevanceIn this study, autistic children from several minoritized racial and ethnic groups, including Black and Hispanic autistic children, had access to significantly fewer autism resources than White autistic children in the US. This study pinpointed the specific geographic regions with the greatest disparities, where increases in the number and types of treatment options are warranted. These findings suggest that a prioritized response strategy to address these racial and ethnic disparities is needed.
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Safira, Irga, Rahmadsyah Rangkuti, Ely Hayati Nasution, and Yulianus Harefa. "Non-Verbal Communication by Autistic Children." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 492–505. http://dx.doi.org/10.34050/elsjish.v3i4.8065.
Повний текст джерелаАнотація:
This paper entitled ‘Non-Verbal Communication by Autistic Children’ was conducted with the aim to find out the components of kinesics as a part of nonverbal communication expressed by autistic children when interacting with their teachers at SLB ABC Taman Pendidikan Islam. Beside that this study also intended to know the meanings of those kinesics components expressed by autistic children when interacting with their teachers. This research used a descriptive qualitative approach by applying kinesics theory by Ray Birdwhistell. The data collection techniques were conducted by using non-participant observation techniques and documentation. The documents used to support this study were in the form of photographs and video recorder that showed the communication done by the autistic children with their teachers during the learning process in the class. The results showed that although autistic children cannot interact clearly through verbal communication, they can express their desires through non verbal communication. They can communicate by expressing it through facial expressions, eye contact, body movement, posture and touch. The meaning of the non-verbal communication expressed by each autistic child has a different meaning. This study also intended to give worthy contribution to all people who want to understand the non-verbal communication of autistic children.
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Mäkinen, Leena, Katja Dindar, Ilaria Gabbatore, Aija Kotila, Maria Frick, Hanna Ebeling, and Soile Loukusa. "Autistic children and control children use similar strategies when answering false belief questions." Intercultural Pragmatics 21, no. 1 (February 23, 2024): 61–97. http://dx.doi.org/10.1515/ip-2024-0003.
Повний текст джерелаАнотація:
Abstract Difficulties in false belief reasoning are associated with autism spectrum. False belief tasks tend to be easy to administer and code, and thus are often used for testing purposes. However, the amount of information that can be gleaned from this type of assessment task goes beyond correct/wrong score attribution. Instead, fine-grained information may be derive from a detailed qualitative analysis of the content of the answers, as well as the strategies used to produce them. Moreover, the testing situation contains other interesting aspects, such as a child’s orientation to the task. Therefore, we examined both qualitatively and quantitatively the various ways children (15 autistic and 15 control children; mean age 7;5 years) responded to a false belief question. The false belief question was more difficult for the autistic than for the control children, but there was no statistically significant difference among the answering strategies between the groups. The answering strategies were mostly similar between the groups. Autistic children preferred to use nouns or locative pro-adverbs while answering, whereas control children used more versatile ways of answering, even though the length of the answers did not differ between the groups. When considering the orientation to the ongoing task, the autistic children had longer reaction times than the control children did. Some autistic children needed the researcher’s support to focus on the task, but in general, expressions of uncertainty or commenting during the task were not frequent among the children. The results of this study can be utilized in deepening our understanding of the abilities of autistic individuals and to develop sensitive ways to assess and support autistic children.
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Bin Khalid Khan, Ahmed, Seeme Nigar, Naseer Ahmed, Anum Tanwir, Chander Kumar, and Sara Altamash. "Evaluation of Dental Caries and Periodontal Health Status in Children with Autism: a Case Control Study." Journal of Islamabad Medical & Dental College 11, no. 2 (June 30, 2022): 103–9. http://dx.doi.org/10.35787/jimdc.v11i2.734.
Повний текст джерелаАнотація:
Background: Dental problems are common in autistic children due to poor oral hygiene. During the dental treatment, main challenge is reduced ability of autistic kids to communicate. The objective of this study was to investigate about the oral health status of autistic children and to compare the risk of dental caries and periodontal disease between children with autism and healthy controls.
Methodology: This case-control study was conducted at the Milestone Charitable Trust and Defense Housing Authority (DHA), Sheikh Khalifa Bin Zayed School, for the duration of 04 months (1st Dec 2019 – 30th March 2020). Among cases, 67 autistic children and among controls,67 healthy children, of age 7 to 17 years, of either gender, were included. All the participants were examined and assessed for presence or absence of any carious lesions, and periodontal health. Data analysis was done using SPSS version 23.
Results: The overall mean age of included children was 12.51±2.99 years. Of 134 children, 53.7% were males and 46.3% females. The odds of periodontal disease were 5.52 times higher in autistic children as compared to healthy children (p < .001). The odds of dental caries were 3.43 times higher in autistic children as compared to healthy children (p < .001). In both age groups (<=10 years and >10 years), the risk of periodontal disease and dental caries was higher among autistic children as compared to normal children. While, according to gender, the risk of dental caries was higher among male autistic children as compared to normal children.
Conclusion: The odds of dental caries and periodontal disease were higher among autistic children as compared to healthy controls.
Keywords: Autism Spectrum Disorder, Dental caries, Periodontitis