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Autistic individuals often experience a wide range of barriers and challenges with employment across their lifetime. Despite their strengths and abilities to contribute to the workforce, many individuals experience unemployment, underemployment and malemployment. However, current supports and services are often inadequate to meet their needs. To allow autistic people to achieve vocational success, we explore four contributors to employment and expand upon the issues and potential solutions to each. These positions include the importance of family support and its consideration in the application of vocational support interventions, addressing transitional needs for autistic youth, building employer capacity, and conducting research that advises the development of meaningful programs and policies. By advocating for these positions, we aim to foster greater inclusivity and support for individuals with ASD in the workplace. [ABSTRACT FROM AUTHOR]

The article explores the use of remote online language assessments to evaluate discourse skills in both children and adults, highlighting their feasibility and effectiveness. Topics discussed include the comparison of remote and in-person testing methods, the impact of digital tools on data collection, and the benefits and challenges of using online platforms for eliciting narrative and conversational skills.

Background: Generating and analyzing process maps can help identify and prioritize barriers to the implementation of evidence-based practices in healthcare settings. Guidance on how to systematically apply and report these methods in implementation research is scant. We describe a method combining a qualitative approach to developing process maps with a quantitative evaluation of maps drawn from the quality improvement literature called failure mode and effects analysis (FMEA). Methods: We provide an outline and guidance for how investigators can use process mapping with FMEA to identify and prioritize barriers when implementing evidence-based clinical interventions. Suggestions for methods and reporting were generated based on established procedures for process mapping with FMEA and through review of original research papers which apply both methods in healthcare settings. We provide case examples to illustrate how this approach can be operationalized in implementation research. Results: The methodology of process mapping with FMEA can be divided into four broad phases: 1) formulating a plan, 2) generating process maps to identify and organize barriers over time, 3) prioritizing barriers through FMEA, and 4) devising an implementation strategy to address priority barriers. We identified 14 steps across the four phases. Two illustrative examples are provided. Case 1 describes the implementation of referrals to chiropractic care for adults with low back pain in primary care clinics. Case 2 describes the implementation of a family navigation intervention for children with autism spectrum disorder seeking care in pediatric clinics. For provisional guidance for reporting, we propose the REporting Process mapping and Analysis for Implementation Research (REPAIR) checklist. Conclusions: Process mapping with FMEA can elucidate barriers and facilitators to successful implementation of evidence-based clinical interventions. This paper provides initial guidance for more systematic applications of this methodology in implementation research. Future research should use a consensus-building approach, such as a multidisciplinary Delphi panel, to further delineate the reporting standards for studies that use process mapping with FMEA. [ABSTRACT FROM AUTHOR]

Research focused on the human emotional sphere is primarily carried out by psychologists. However, evaluating emotion naming competence is an interdisciplinary issue, and it is vital also for speech therapy. Researchers have observed that many children with neurodevelopmental disorders, e.g., autism spectrum disorder (ASD), experience difficulties in recognising and understanding emotions, as well as naming them. The lateer is also challenging for many neurotypical children. Nonetheless, linguistic studies into emotion naming competence are still insufficiently undertaken. The objective of this paper is to present problems encountered while constructing tasks that assess the level of proficiency in emotion naming under test conditions. It also offers preliminary results of a pilot study involving neurotypical kindergarten children. The paper constitutes part of a more extensive research project on the naming and expression of emotions in children with ASD. [ABSTRACT FROM AUTHOR]

There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 84% of children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of learning in this time. Age was determined to predict improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The results as well as limitations given the exploratory nature of this paper are discussed, along with implications for addressing the needs of young autistic children in Australia. [ABSTRACT FROM AUTHOR]

This study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty‐seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non‐autism group, (2) a suspected autism group and (3) an autism group. In two stages of static and dynamic assessment, all three groups of children completed language tests under the conditions of no mediated prompt and mediated prompts, and the data generated in the game interactions were processed and analysed. The findings suggest the following: (1) static assessment may ignore children's language potential, while dynamic assessment can measure and differentiate children's potential language development ability; (2) children with ASD need more mediation prompts and are more likely to complete tasks with explicit mediation prompts; (3) children with ASD have weaker language potential, and children with suspected ASD or non‐ASD children have homogeneous language potential; and (4) assessors should pay timely attention to and maintain children's learning status and psychological changes. This study demonstrates the importance of human–computer interactive games as a dynamic assessment tool to tap into children's language potential and to determine their proximal developmental zone, which has important implications for teachers in understanding groups with different language abilities. Practitioner notesWhat is already known about the topic? The traditional language assessment paradigm (static assessment) can only evaluate the learners' current language development ability, while the short‐term development potential may not be observed.Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment.Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential.What this paper adds? Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD.Quantifies the potential level of language skills in children with varying degrees of ASD.Objectively and dynamically compares differences in language development potential between different groups.In dynamic assessment, children's learning status and psychological changes should be paid attention to and maintained in time.Implications for practice, research or policy This paper provides a concrete example of how human–computer interactive games can be used to dynamically assess the language potential of children with ASD.These findings highlight the importance of progressive scaffolds (mediated prompts) in children's language learning, which can help children identify and solve problems in a timely manner.For educational developers, language intervention materials should be prepared in a way that encompasses the different levels of language skills of children with different disabilities, that is, within the individual's zone of proximal development. [ABSTRACT FROM AUTHOR]

Caregivers of children with autism spectrum disorder (ASD) often report higher levels of stress and mental health issues. Support services and parent training programs may help buffer the effects of caring for a child with ASD. However, due to the national lack of trained ASD providers and disparity of ASD support resources available in rural areas, caregivers often go without support. A possible solution to reach caregivers in rural areas is web-based interventions. This paper describes an ongoing pilot study examining the feasibility, acceptability, and preliminary effects on caregiver well-being and disruptive child behaviors for a web-based parent training program (Attend Behavior) for caregivers of young children (ages 2–11 years old) with autism spectrum disorder (ASD) living in rural areas (trial registration NCT05554198). The intervention is available on the internet as well as a downloadable app for mobile phones. Participants will be invited to use the intervention program for 12-weeks. Prior to using the program, participants will be asked to take a baseline survey assessing depressive symptoms (PROMIS Depression Short Form-6a), caregiver stress (Parenting Stress Index-Short Form), child disruptive behaviors (Home Situations Questionnaire-ASD and Aberrant Behavior Checklist). After 12-weeks, participants will be asked to complete a post-intervention survey with the same measurement scales plus questions regarding intervention acceptability, appropriateness, and feasibility (Acceptability of Intervention, Intervention Appropriateness Measure, and the Feasibility of Intervention Measure). Participants are also invited to partake in a brief 1:1 interview with a study team member to give further feedback regarding the intervention. Study retention and participant app usage data will be examined. Information generated from this pilot study will be used to inform a future larger scale randomized control trial of Attend Behavior. [ABSTRACT FROM AUTHOR]

This meta-analysis examines the efficacy of the cognitive behavioral approach to interventions toward the improvement of executive function for children/ adolescents with high-functioning autism spectrum disorder (HF-ASD). This meta-analysis paper has identified ten studies involving 437 participants with high-functioning autism spectrum disorder aged between 5 and 18. All the participants reported IQs were at or above 70. A random effect meta-analysis yielded a moderately significant effect (Hedge g = 0.72) with significant heterogeneity [Q(10) = 228.36, p < .001]. There were considerable variations in the executive function domain, i.e., working memory (hedge g = 1.23) and inhibition (g = 0.47), showing significant treatment effects. On the other hand, cognitive flexibility (g = -0.51) and planning (g = -0.07) show non-significant effects toward cognitive behavioral interventions. The finding suggests that the cognitive behavioral approach to intervention demonstrates efficacy in improving executive function in children or adolescents with high-functioning autism spectrum disorder. All the cognitive behavioral intervention studies were conducted in developed countries, so differences between the approaches between developed and developing countries were inconclusive. Future studies are needed to investigate the effectiveness of cognitive behavioral techniques in intervention for low-functioning autism spectrum disorder children. [ABSTRACT FROM AUTHOR]

Amidst population aging and lifestyle shifts, the incidence of neurological disorders such as stroke and Alzheimer's disease is increasing, profoundly affecting patients' cognitive functions and everyday life. Conventional cognitive rehabilitation approaches often necessitate substantial time and manpower, yet their outcomes remain uncertain. Although computer-assisted cognitive rehabilitation offers convenience, it can be somewhat monotonous in its experience. Virtual reality (VR) technology has introduced a novel pathway for cognitive rehabilitation, enhancing personalization and outcome assessment through tailored immersive environments and real-time data recording. This paper aims to survey the application of VR in cognitive rehabilitation, examining its impact on improving memory, attention, motor function, and social skills. A systematic review methodology was employed, following PRISMA guidelines, to identify and analyze relevant studies from 2010 to 2023. Recognizing that patients with different conditions have varying needs for the immersive and social aspects of VR, we propose the Multi-Dimensional VR Cognitive Rehabilitation Theory Model (MD-VRCRTM). This model categorizes cognitive rehabilitation technologies into six primary types: individual immersive, individual semi-immersive, individual non-immersive, multiplayer immersive, multiplayer semi-immersive, and multiplayer non-immersive rehabilitation systems. This categorization aims to cater to the specific requirements of various patients. For instance, individuals with autism spectrum disorder (ASD) may benefit more from multiplayer VR applications to enhance social skills; those with Parkinson's disease (PD) might profit from immersive VR to facilitate motor function recovery; stroke and traumatic brain injury (TBI) patients may require highly immersive VR experiences to boost concentration and treatment efficacy; and Alzheimer's disease (AD) patients may be better suited to non-immersive or semi-immersive VR to minimize cognitive load and receive cognitive stimulation. [ABSTRACT FROM AUTHOR]

This paper explores the acquisition of personal reference terms in Thai, a language with a highly complex personal reference system. Two separate studies were conducted for this paper, each featuring two groups of participants: children with typical development (TD) and children with autism spectrum disorders (ASDs). In each study, the participants were asked to complete two tasks on personal reference terms: a production task and a comprehension task. Overall, children with ASD performed on par in production, in terms of overall communicative success. However, an important finding was that they demonstrated a tendency toward pronoun avoidance, being less likely than children with TD to use deictic first-person pronominal forms. Instead, they preferred to use fixed referential terms for self-reference, contrasting with the children with TD's preference for personal pronouns. The performance of children with ASD was significantly poorer in comprehension than that of children with TD. Children with ASD were generally able to detect lexically encoded person features but struggled with the more pragmatic and socially deictic aspects of personal reference terms. The latter also posed some challenges for children with TD, albeit to a lesser extent. In this regard, our results align with previous claims in the literature that lexical presuppositions are acquired earlier than implicated presuppositions. Our findings also add various new insights in terms of both population-specific effects in a language previously unstudied in this regard and the specific ways in which aspects of implicated presuppositions, i.e., the type of content in play, give rise to particular challenges in acquisition in general and for children with ASD in particular. [ABSTRACT FROM AUTHOR]

The prevalence of diagnosed cases of autism has increased rapidly, which has raised interest in studying the variables related to the well-being of these families. The purpose of this paper is to review the recent literature on other variables related to family well-being, such as parenting styles. We conducted a systematic review using the PRISMA check list and bias assessment with the aim of analyzing if the concepts of autism, well-being and parenting style are related. We screened 755 references from relevant databases like Scopus, Pubmed, PscyInfo EBSCO, Web of Science and Dialnet, updated on May 2024. Sixteen full text articles and abstracts were read. It was identified that the authoritative parenting style, as well as those based on warmth, establishing relationships and emotional bonding, and low expressed emotion were positively related to family well-being. On the other hand, authoritarian, permissive and overprotective styles, as well as critical, punishing and training-based, were negatively associated with well-being and quality of family life. [ABSTRACT FROM AUTHOR]

In children and adolescents, autism spectrum disorders (ASD) and obsessive–compulsive disorders (OCD) may share similar features, such as deficits in social communication, repetitive behaviours and presence of obsession and compulsion. Studies have shown that children with OCD may exhibit the presence of ASD traits. Up to date research shows that selective serotonin reuptake inhibitors are commonly used to treat OCD, while treatment options for ASD are limited. A literature search was performed using the PubMed database and retrieving relevant papers up to December 2022. This review includes 9 case reports and 8 randomized controlled trials. The main psychopharmacological drugs used include antidepressants and antipsychotics. This review shows that the management of OCD behaviours in individuals with ASD and related conditions is of complex nature and pharmacological interventions may not be an effective method in managing this group of patients. Hence, more comprehensive research and deeper knowledge is important in optimizing pharmacological management for patients with OCD behaviours with underlying ASD. [ABSTRACT FROM AUTHOR]

While the needs and care for children on the autism spectrum have been widely investigated, the intervention and services available to autistic adults have been overlooked for a long time. This survey paper reviewed 32 articles that described and evaluated assistive technologies that have been developed and evaluated through a complete circle of interactive product design from ideation, prototype, and user evaluation. These assistive technologies aim to improve independence and living quality in autistic adults. We extracted information from the perspective of requirement gathering, technology designing, and effectiveness of evaluation in the design cycle. We found a general lack of requirements-driven design, and the evaluation process was not standardized either. The lack of requirement gathering results in designs purely based on existing literature without targeting actual user needs. Our synthesis of included paper contributes to developing iterative design considerations in assistive technologies for autistic adults. We also suggest that assistive technologies for autistic adults shift some attention from assisting only autistic adults who require at least substantial support to embracing also those who have been living independently but rather have difficulties in social interaction. Assistive technologies for them have the potentials to help them consolidate and enhance their experiences in independent living. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that encompasses a range of symptoms including difficulties in verbal communication, social interaction, limited interests, and repetitive behaviors. Neuroplasticity refers to the structural and functional changes that occur in the nervous system to adapt and respond to changes in the external environment. In simpler terms, it is the brain's ability to learn and adapt to new environments. However, individuals with ASD exhibit abnormal neuroplasticity, which impacts information processing, sensory processing, and social cognition, leading to the manifestation of corresponding symptoms. This paper aims to review the current research progress on ASD neuroplasticity, focusing on genetics, environment, neural pathways, neuroinflammation, and immunity. The findings will provide a theoretical foundation and insights for intervention and treatment in pediatric fields related to ASD. [ABSTRACT FROM AUTHOR]

The death of a child may be the most traumatic event a family can experience. Bereavement care for parents is essential for their physical and mental well-being and is a psychosocial standard of care. Childhood mortality is higher in low- or middle-income countries (LMICs); however, little is known regarding bereavement support or interventions for parents in LMICs. To identify programs, services, initiatives, or interventions offered to bereaved parents in LMICs in hospital settings. A systematic search was executed following the Preferred Reported Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles from LMICs describing interventions, programs, or resources provided to parents after the death of a child (0–18 years old) from any cause were included. Extracted data was categorized by demographics, study design, outcomes, and quality assessment using the McGill Mixed Methods Appraisal Tool (MMAT). We retrieved 4428 papers and screened their titles and abstracts, 36 articles were selected for full-text assessment, resulting in nine articles included in the final analysis. Most interventions described support for parents whose child died during the prenatal or neonatal period. The primary interventions included psychological counseling, creating mementos (such as photographs or footprints), and bereavement workshops. Only one paper described a fully established bereavement program for parents. Eight of the papers met high-quality criteria. Although bereavement care is crucial for parents whose child has died, only a few studies have documented bereavement interventions in LMICs. More research may help with bereavement program implementation and improved care for bereaved parents in LMICs. [ABSTRACT FROM AUTHOR]

Background and Objectives: This study aims to assess the health status and factors influencing healthy choices among children and young people in Romania, as well as the efficacy of related health education programs. Through understanding these dynamics, the study seeks to provide insights that can shape targeted interventions, policies, and educational strategies to improve this demographic's overall health and well-being. Materials and Methods: For this study, we performed a literature review of original published papers on the health status, healthy habits, health education, predisposition to making healthy choices in the future, and accessibility to the paediatric health system of Romanian children and young people, as well as the effects of different types of educational interventions on this demographic in Romania. Results: The prevalence of dental caries is high in Romania. In terms of eating habits and nutritional status, a worrying proportion of children are overweight or obese, which can lead to a variety of future physical and psychological problems. In terms of physical activity, few adolescents demonstrate regular fitness practices. Romania presents an increase in alcohol and tobacco consumption among adolescents. The mental health of students has become a pressing public health concern, exacerbated by the COVID-19 pandemic. The use of social networks is linked to mental health issues among young people. Romania still has one of the highest rates of sexually transmitted diseases and faces a high incidence of cervical cancer, with a mortality rate three times higher than the EU average. High rates of teenage pregnancies are linked to limited information about sexuality and a lack of access to family planning at a young age. There are large discrepancies in the accessibility of medical services between urban and rural areas. Conclusions: Romania faces significant obstacles to providing high-quality healthcare to children and young people. Improving nutrition, immunisation rates, and access to medical services represent essential areas for enhancing the health of children and young people in Romania. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is one of the neurodevelopmental disorders in children, and there are currently no specific treatments, with the main interventions focusing on educational training and behavioral correction. Virtual reality, as an emerging technology, is a computer-based environmental simulation system that achieves interactive dynamics and immersive experiences by integrating information from multiple sources. In recent years, it has been gradually applied in intervention training for children with ASD. This paper reviews the recent studies on the effects of virtual reality intervention on emotional cognition, social skills, daily living skills, motor skills, and specific phobias in children with ASD, offering a new direction for ASD intervention training. [ABSTRACT FROM AUTHOR]

There is considerable interest in characterizing cognitive abilities of young children with autism spectrum disorder. Multiple assessment tools are available with many different ways of measuring cognition. In this paper we demonstrate these methods using data from two prior longitudinal studies of autistic toddlers that employed some of the most widely used tools in research to measure early cognition. We emphasize the importance of assessing nonverbal cognition to avoid confounding language and communication impairments with other aspects of cognition. Additionally, we highlight the need for further consideration of adaptive behavior in relation to nonverbal cognition in autistic toddlers. [ABSTRACT FROM AUTHOR]

Objective: The Pediatric Psychosocial Preventative Health Model (PPPHM) is a three-tier model of family psychosocial risk used to guide intervention approaches in pediatric healthcare settings. Screening all families to determine levels of risk supports equitable care. We review evidence from papers using the Psychosocial Assessment Tool (PAT), a brief caregiver-report measure of family psychosocial risk with scores that map to the PPPHM, to characterize the distribution of risk. We predict that across study samples the distribution of risk on the PPPHM will be approximately 60% universal (low), 30% targeted (moderate), and 10% clinical (high). Method: We conducted a scoping review searching PubMed, MEDLINE, Emcare, and PsycInfo for articles that reported PPPHM data using the PAT. Results: Forty-seven samples from 43 papers were included, reporting on patients with 17 conditions. PPPHM scores were highly consistent with median percentages of 55% universal, 34% targeted, and 11% clinical. There is evidence of higher levels of risk for samples using the Spanish version of the PAT, from weight management programs and with families who have children with autism spectrum disorder. Conclusions: The data demonstrate consistent patterns of psychosocial risk distributions on the PPPHM and support implementation of universal family psychosocial risk screening, followed by delivery of personalized care based on level of risk. Screening all families promotes health equity in pediatric health care settings by normalizing the importance of understanding psychosocial risk and resiliencies and assuring family input in the delivery of integrated psychosocial care. Public Significance Statement: When inclusive of all families, family psychosocial risk assessment promotes health equity and highlights the range of risk, supporting universal, preventative psychosocial care matched to specific risks. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) have deficits that affect their social relationships, communication, and flexibility in reasoning. There are different types of treatment (pharmacological, educational, psychological, and rehabilitative). Currently, one way to address this problem is by using robotic systems to address the abilities that are altered in these children. The aim of this review will be to analyse the effectiveness of the incorporation of the different robotic systems currently existing in the treatment of children up to 10 years of age diagnosed with autism. A systematic review has been carried out in the PubMed, Scopus, Web of Science, and Dialnet databases, with the following descriptors: child, autism, and robot. The search yielded 578 papers, and nine were selected after the application of the PRISMA guideline. The quality of the studies was analysed with the PEDRo scale, and only those with a score between four and six were selected. From this study, the conclusion is that the use of robots, in general, improves children's behaviour in the short term, but longer-term experiences are necessary to achieve more conclusive results. [ABSTRACT FROM AUTHOR]

Introduction: Early reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends. Methods: This study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions. Results: Our in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn. Discussion: This analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions. [ABSTRACT FROM AUTHOR]

Atypical visual attention in individuals with autism spectrum disorders (ASD) has been utilised as a unique diagnosis criterion in previous research. This paper presents a novel approach to the automatic and quantitative screening of ASD as well as symptom severity prediction in preschool children. We develop a novel computational pipeline that extracts learned features from a dynamic visual stimulus to classify ASD children and predict the level of ASD-related symptoms. Experimental results demonstrate promising performance that is superior to using handcrafted features and machine learning algorithms, in terms of evaluation metrics used in diagnostic tests. Using a leave-one-out cross-validation approach, we obtained an accuracy of 94.59%, a sensitivity of 100%, a specificity of 76.47% and an area under the receiver operating characteristic curve (AUC) of 96% for ASD classification. In addition, we obtained an accuracy of 94.74%, a sensitivity of 87.50%, a specificity of 100% and an AUC of 99% for ASD symptom severity prediction. [ABSTRACT FROM AUTHOR]

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The research paper presents a quasi-experiment that is considered groundbreaking in an informal setting with pupils with autism spectrum disorder. It is a time-medium project with outputs in a public space according to a strictly planned structure. The authors specify the individual attributes of the training form with an emphasis on the specifics of social communication with pupils with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

This paper deals with the expressive and receptive component of language skills in children with autism spectrum disorder. The communication is one of the triad of autism spectrum disorders, its level depends significantly on the developmental level at which a child with an autism spectrum disorder is. In the article, we focus on some of the areas that need to be developed in children with autism spectrum disorder within the receptive and expressive component of language skills. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a developmental condition resulting from abnormalities in brain structure and function, which can manifest as communication and social interaction difficulties. Conventional methods for diagnosing ASD may not be effective in the early stages of the disorder. Hence, early diagnosis is crucial to improving the patient's overall health and well-being. One alternative and effective method for early autism diagnosis is facial expression recognition since autistic children typically exhibit distinct facial expressions that can aid in distinguishing them from other children. This paper provides a deep convolutional neural network (DCNN)-based real-time emotion recognition system for autistic kids. The proposed system is designed to identify six facial emotions, including surprise, delight, sadness, fear, joy, and natural, and to assist medical professionals and families in recognizing facial expressions in autistic children for early diagnosis and intervention. In this study, an attention-based YOLOv8 (AutYOLO-ATT) algorithm for facial expression recognition is proposed, which enhances the YOLOv8 model's performance by integrating an attention mechanism. The proposed method (AutYOLO-ATT) outperforms all other classifiers in all metrics, achieving a precision of 93.97%, recall of 97.5%, F1-score of 92.99%, and accuracy of 97.2%. These results highlight the potential of the proposed method for real-world applications, particularly in fields where high accuracy is essential. [ABSTRACT FROM AUTHOR]

Objective: The objective is to elucidate the collaboration and current research status in the pediatric field of fNIRS using bibliometric analysis, and to discuss future directions. Method: Bibliometric analysis was conducted on publications related to pediatric fNIRS research published before June 2024 in the Web of Science Core Collection using VOSviewer software and R language. Results: A total of 761 documents were retrieved, published by 2,686 authors from 893 institutions across 44 countries in 239 journals. The number of publications has significantly increased since 2012. The United States is the country with the highest number of publications, University College London is the institution with the most publications, Lloyd-Fox Sarah is the author with the most publications and significant influence, and "Neurophotonics" is the journal with the most publications. The current hotspots mainly involve using fNIRS to study executive functions and autism spectrum disorders in children. Conclusion: The study provides useful reference information for researchers by analyzing publication numbers, collaborative networks, publishing journals, and research hotspots. In the future, there should be an emphasis on enhancing interdisciplinary and international collaboration to collectively dedicate efforts toward the advancement of fNIRS technology and the standardization of research. [ABSTRACT FROM AUTHOR]

The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory‐driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence‐based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co‐production. [ABSTRACT FROM AUTHOR]

Abstract\nIMPLICATIONS FOR REHABILITATIONRobotic technology-aided instruction and interventions have been designed to support both Applied Behavior Analysis (ABA) and Pivotal Response Treatment (PRT) interventions for children with ASD. However, to the best of our knowledge, this field has not been systematically reviewed. Thus, we aimed to systematically review the literature to determine whether ABA or PRT methods in a robotic therapeutic context yield better outcomes for individuals with ASD, specifically in terms of approaching and accepting robots. A comprehensive search of electronic databases including PubMed, EMBASE, and Google Scholar was conducted. Randomized control trials (RCT) and pre-post-test design investigations that assessed the impact of ABA vs. PRT approach via robot-mediated technology vs. human trainers on intervention outcomes of children with ASD were selected and included in this systematic review. Finally, 13 papers met the criteria for inclusion in the systematic review. Two independent reviewers extracted the associated data from each selected study according to the standardized data extraction form. Two reviewers also assessed the quality of each study independently using the Cochrane Back Review Scale and JBI tool for quasi-experimental studies. We categorized two general classifications of findings including ABA vs. PRT as well as robotic technology vs. human. In conclusion, the existing investigations on the effect of robotic assistive technology using ABA or PRT approach are promising particularly in therapeutic contexts with a more natural context and social flavor.Assistive robotic technology could teach social skills with both Applied Behavior Analysis (ABA) and Pivotal Response Treatment (PRT) approach to children with Autism Spectrum Disorders (ASD) with an acceptable efficiency and efficacy as human delivered therapies.The use of robotic technology as a means of delivering ABA or PRT interventions could offer a valuable alternative approach to human trainers in the treatment of children with ASD, potentially enhancing their acceptance and engagement with therapy.Assistive robotic technology could teach social skills with both Applied Behavior Analysis (ABA) and Pivotal Response Treatment (PRT) approach to children with Autism Spectrum Disorders (ASD) with an acceptable efficiency and efficacy as human delivered therapies.The use of robotic technology as a means of delivering ABA or PRT interventions could offer a valuable alternative approach to human trainers in the treatment of children with ASD, potentially enhancing their acceptance and engagement with therapy. [ABSTRACT FROM AUTHOR]

Background: Studies have shown that music therapy can be used as a therapeutic aid for clinical disorders. To evaluate the effects of music therapy (MT) on language communication and social skills in children with autism spectrum disorder (ASD), a meta-analysis was performed on eligible studies in this field. Methods: A systematic search was conducted in eight databases: PubMed, Embase, Web of Science, Cochrane Library databases, the China National Knowledge Infrastructure (CNKI), Wanfang Data, the Chinese Biomedical Literature (CBM) Database, and the VIP Chinese Science and Technology Periodicals Database. The standard mean difference (SMD) values were used to evaluate outcomes, and the pooled proportions and SMD with their 95% confidence intervals (CIs) were also calculated. Results: Eighteen randomized controlled trial (RCT) studies were included, with a total of 1,457 children with ASD. This meta-analysis revealed that music therapy improved their language communication [SMD = -1.20; 95%CI -1.45, -0.94; χ² (17) = 84.17, I² = 80%, p<0.001] and social skills [SMD = -1. 13; 95%CI -1.49, -0.78; χ² (17) = 162.53, I² =90%, p< 0.001]. In addition, behavior [SMD = -1.92; 94%CI -2.56, -1.28; χ² (13) = 235.08, I² =95%, p< 0.001], sensory perception [SMD = -1.62; 95%CI -2.17, -1.08; χ² (16) = 303.80, I² = 95%, p < 0.001], self-help [SMD = -2. 14; 95%CI -3.17, -1.10; χ² (6) = 173.07, I² = 97%, p< 0.001] were all improved. Conclusion: Music therapy has a positive effect on the improvement of symptoms in children with ASD. [ABSTRACT FROM AUTHOR]

Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10‐year‐old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention (n = 30) and control groups (n = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers (n = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one‐month follow‐up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed. Practitioner notesWhat is already known about this topic Children with neurodevelopmental disorders often exhibit various social–emotional symptoms.Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training.There are mixed results on the efficacy of game‐based interventions targeted at improving social–emotional skills.What this paper adds The Emotion Detectives game used in this study offers a well‐designed learning environment that provides adaptive learning and feedback systems.The participating children's social–emotional skills were assessed with versatile methods and via triangulation.Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players.Implications for practice This study provides information about the efficacy of a web‐based game that is freely available for supporting children's social–emotional learning.Improvements in emotion discrimination and recognition, as well as behavioural skills, can be gained by playing serious games.For optimal intervention outcomes, multimodal training should be utilized in serious games targeting social–emotional learning. [ABSTRACT FROM AUTHOR]

Introduction: One of the important tasks of modern education is the adaptation of children with autism spectrum disorders to the social space, which allows them to ensure their personal development and self-realization. Objectives: Study of the specifics of the socialization of children of preschool age with autism spectrum disorders. Methods: The study involved 27 preschool children with autism spectrum disorders attending an educational institution for children with disabilities; 6 were girls and 21 were boys; 20 children with intact speech and 7 children with speech disorders. The following methods were used: "Map of manifestations of activity by A.M. Shchetinina, N.A. Abramova; "Map of observations of the manifestations of communicative abilities in preschool children" A.M. Shchetinina, M.A. Nikiforova; "Emotional faces" N.Y. Semago. Results: It was found that children with autism spectrum disorders have the greatest severity of such activity indicators as "is in a good mood" (1.67), "shows stubbornness" (1.56) and "shows great mobility" (1.56). Among the manifestations of communicative abilities in preschool children, the most developed parameter is: "sincere in his statements, in the manifestation of his feelings" (2,07). At the same time, the lowest expression of communication skills (0.96) in children with autism spectrum disorders is observed in terms of: "has organizational skills", "the child seeks to understand the other, his thoughts, feelings"; "observant, sees and realizes the characteristics of other children and adults". The least pronounced indicator is observed in the indicator of initiative; children do not show initiative in communication, have difficulty understanding and supporting the initiative of another child in an interaction situation. Children have a low level of operational communicative actions and skills: children are not expressive in communication, do not master verbal means of communication and are not able to maintain contact with communication partners. Conclusions: The results obtained in the study confirm the need to develop and implement psychological and pedagogical programs aimed at developing social skills in preschool children with autism spectrum disorders. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program. Disclosure of Interest: None Declared [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorders (ASD) remain a healthcare challenge and gain considerable attention due to the increasing prevalence rates and insupportable burden on families and society. It is noted that the recognition of children's emotional states plays an important role in the evaluation and intervention process of ASD. In this paper, we aim to address the problem of automatic recognition of the emotional states of ASD children in social interactive scenarios. Since the child can be unconstrained in realistic scenarios, the face occlusion under pose variations and uncertain backgrounds become challenges of this task. To tackle this problem, we employ both facial expressions as well as body poses as cues to recognize the emotional states while most traditional methods only leverage the former. Firstly for the facial information, spatial features are extracted through convolutional neural networks followed by a temporal transformer to extract temporal information. Then for the body pose information, graph convolutional networks combined with the self-attention part are used to represent spatial features and temporal convolutional layers for temporal counterparts. Finally, different multimodal fusion ways are explored to generate final recognition results. We evaluate this method on a challenging database collected by us in real-world child-clinician interactive scenarios and the proposed method achieved significantly better results than baselines using only facial information. Thus it is suggested that there is a potential to assist in clinical practice by providing the recognized emotion as feedback. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neurodevelopment disorders, which is very difficult to diagnose at early stages of life, and is a complex spectrum disorder, involving many persistent challenges with lack of social interactions, eye contact and facial expressions. Facial features of children having ASD are different from typically developing (TD) children, which is a major clue for early detection of autism using demographics of facial features. In this paper, a novel framework for early detection of autism has been developed, using a semi-supervised approach that consists ConvNeXt-T model and clustering of image embedding vectors. State-of-the-art ConvNeXt-T model is trained for autism dataset, and after that, image embedding clusters are created based on cosine similarity threshold. By doing this, model's classification layer and embedding generation layers are trained for the subject data. The proposed framework provides embeddings and autism classifier from the trained model, where cluster embeddings can be used in semi-supervised classification. Hence, after training process, inference architecture has two modes: (i) classification using ConvNeXt-T and (ii) classification using embedding clusters. The classification accuracy of framework using ConvNeXt-T is 89.5%, where clustering accuracy using cosine similarity of image embedding is 93%. Most of the other techniques in this area focus only on classification using deep neural networks. The proposed framework is also providing classification based on embedding clusters and can work on unlabelled dataset. Moreover, the proposed framework is based on server–client architecture, which allows easy usability and integration without multi acceleration devices and extra resource consumption. A single image of child is required to detect autism using the proposed framework in real-life scenario. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is defined by distinctive socio-cognitive behaviors that deviate from typical patterns. Notably, social imitation skills appear to be particularly impacted, manifesting early on in development. This paper compared the behavior and inter-brain dynamics of dyads made up of two typically developing (TD) participants with mixed dyads made up of ASD and TD participants during social imitation tasks. By combining kinematics and EEG-hyperscanning, we show that individuals with ASD exhibited a preference for the follower rather than the lead role in imitating scenarios. Moreover, the study revealed inter-brain synchrony differences, with low-alpha inter-brain synchrony differentiating control and mixed dyads. The study's findings suggest the importance of studying interpersonal phenomena in dynamic and ecological settings and using hyperscanning methods to capture inter-brain dynamics during actual social interactions. [ABSTRACT FROM AUTHOR]

The main goal of applied behaviour analysis is to increase behaviours that are positive and helpful and decrease behaviours that affect learning negatively or are harmful. Behaviour analysis has been studied and used for decades and it has been shown that its methods can help many kinds of learners gain different skills. Therapists have been using applied behaviour analysis to help children with autism spectrum disorder and other related developmental disorders for a long time. Applied behaviour analysis can be adapted to meet the needs of each child and also be provided in different environments like school, home, and community. It can involve one-to-one teaching or group instruction and is effective at teaching skills useful in everyday life. In this paper, firstly approaches and strategies used to implement applied behaviour analysis on children with autism spectrum disorder are presented. Then, challenges related to these and emerging opportunities and software applications serving for applied behaviour analysis are reviewed. Finally, future research directions are presented. [ABSTRACT FROM AUTHOR]

Detecting the attention of children with autism spectrum disorder (ASD) is of paramount importance for desired learning outcome. Teachers often use subjective methods to assess the attention of children with ASD, and this approach is tedious and inefficient due to disparate attentional behavior in ASD. This study explores the attentional behavior of children with ASD and the control group: typically developing (TD) children, by leveraging machine learning and unobtrusive technologies such as webcams and eye-tracking devices to detect attention objectively. Person-specific and generalized machine models for face-based, gaze-based, and hybrid-based (face and gaze) are proposed in this paper. The performances of these three models were compared, and the gaze-based model outperformed the others. Also, the person-specific model achieves higher predictive power than the generalized model for the ASD group. These findings stress the direction of model design from traditional one-size-fits-all models to personalized models. [ABSTRACT FROM AUTHOR]

The article discusses the complex genetic architecture of intellectual and developmental disabilities (IDDs) and neuropsychiatric disorders (NPDs). It highlights that both rare and common genetic variants interact to influence behavioral and clinical phenotypes in IDDs. The article presents several study paradigms and conceptual frameworks that emphasize a genetics-first approach to understanding IDDs. It also explores the importance of studying phenotypes at multiple levels of analysis and the role of sensory and motor behaviors in elucidating neurodevelopmental pathways. The article concludes by suggesting that a better understanding of the biological mechanisms underlying IDDs can inform targeted treatments based on biological subtypes. [Extracted from the article]

Emotional recognition in conversations (ERC) is increasingly being applied in various IoT devices. Deep learning‐based multimodal ERC has achieved great success by leveraging diverse and complementary modalities. Although most existing methods try to adopt attention mechanisms to fuse different information, these methods ignore the complementarity between modalities. To this end, the joint cross‐attention model is introduced to alleviate this issue. However, multi‐scale feature information on different modalities is not utilized. Moreover, the context relationship plays an important role in feature extraction in the expression recognition task. In this paper, we propose a novel joint hierarchical graph convolution network (JHGCN) which exploits different layer features and context relationships for facial expression recognition based on audio‐visual (A‐V) information. Specifically, we adopt different deep networks to extract features from different modalities individually. For V modality, we construct V graph data based on patch embeddings which are extracted from the transformer encoder. Moreover, we embed the graph convolution which can leverage the intra‐modality relationships with the transformer encoder. Then, the deep feature from different layers is fed to the hierarchical fusion module to enhance feature representation. At last, we use the joint cross‐attention mechanism to exploit the complementary inter‐modality relationships. To validate the proposed model, we have conducted various experiments on the AffWild2 and CMU‐MOSI datasets. All results confirm that our proposed model achieves highly promising performance compared to the joint cross‐attention model and other methods. [ABSTRACT FROM AUTHOR]

Orthodontic treatment in pediatric patients is not only essential for correcting malocclusions but also plays a significant role in promoting their physiological wellness. This review paper aims to analyze the impact of orthodontic treatment on the physiological well-being of pediatric patients in school settings. The review discusses the effects of orthodontic treatment on various aspects of physiological wellness, including psychological health, quality of life, and social interactions. Furthermore, it explores the potential benefits of orthodontic treatment beyond dental aesthetics, highlighting its implications for overall health and development. Understanding the physiological impact of orthodontic treatment is crucial for healthcare professionals, educators, and parents to ensure holistic care for pediatric patients undergoing orthodontic interventions. [ABSTRACT FROM AUTHOR]

Autism evaluation processes are often fragmented and lead to delays in accurate identification and services. These inefficient processes also lead to substantial burden on families when navigating the autism diagnostic odyssey that often requires information-sharing across providers and settings. Collaboration across schools, clinical settings, and communities can facilitate equitable and efficient access to autism evaluation services. Children and families from minoritized and marginalized backgrounds are particularly positioned to benefit from school-clinic collaboration. This paper (1) highlights the current state of autism identification and systems inefficiencies and inequities along racial/ethnic/socioeconomic lines, (2) compares the processes, benefits, and challenges between educational identification and clinical diagnosis of autism, (3) describes how school-clinic collaboration processes can address these systems inefficiencies and inequities, (4) presents examples of models that use school-clinic collaboration, and (5) offers specific recommendations for providers. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment. [ABSTRACT FROM AUTHOR]

Introduction: Interest in the co-occurrence of gender dysphoria and autism spectrum disorder has gained prominence in recent years. Gender dysphoria refers to the distress experienced when there is an incongruence between gender identity and sex assigned at birth. On the other hand, autism spectrum disorder is characterized by difficulties in communication and social interaction, as well as restrictive and repetitive patterns of behavior. Objectives: The aim of this paper is to review the current available literature in order to expand our knowledge about gender identity and dysphoria in the population with autism spectrum disorder. Methods: A qualitative review was conducted over the last 20 years, using the Medline database through PubMed. Combinations of MeSH terms related to gender identity and people with autism spectrum disorder were used, selecting those studies in English, French or Spanish that met the objectives of the review, excluding references in other languages. The scientific evidence obtained was analyzed and synthesized. Results: The development of gender identity of people with autism spectrum disorder can be a complex process. Comparing the general population with the population with autism spectrum disorder, a higher prevalence of gender dysphoria has been evidenced in the population with autism spectrum disorder, and within this group when segmented by gender, greater in women than in men. Conclusions: This review highlights the importance of increasing knowledge about sexuality and gender dysphoria in people with autism spectrum disorder in order to facilitate the development, understanding and acceptance of their gender identity and sexual orientation of these people. Disclosure of Interest: None Declared [ABSTRACT FROM AUTHOR]

Affect recognition is currently an active research area for machine learning researchers. Researchers are paying more and more attention to the assessment and the classification of emotions in people with mental disorders in order to propose monitoring healthcare systems and then to better assist patients. In this paper, a supervised learning method to classify Autism Spectrum Disorder (ASD) and to evaluate affect levels among autistic children is proposed. The use of methodologies for clinical patient monitoring and management is the focus of our research. YouTube video frames acquired in unconstrained environments and conditions of autistic children demonstrating typical autistic behaviors, as well as images of neurotypical people are used to evaluate the performance of the proposed approach. This paper also proposes an extended version of a dataset, including the additional affect labels corresponding to the affect levels of autistic children. Finally, experiments using different models were conducted to determine which architecture performed best. These experiments have shown very promising results for continuous affect recognition of children with ASD. Results show also that using a model that has only been trained on neurotypical subjects does not perform as great when the subjects are ASD children. • A video-based approach for continuous affect recognition of children with Autism. • A new transformer-based deep learning model for affect recognition from images. • Arousal and Valence annotation of the SSBD dataset. • Data concerning neurotypical people are not relevant to studying autistic children. • Stimming behavior and face analysis can help in autism assessment. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition influenced by a myriad of developmental, biological, psychological, and socio-demographic factors. The ELENA cohort seeks to delineate the intricate interplay of these factors, facilitating the identification of risk factors and the development of targeted interventions. This paper emphasizes the clinical profiles of children and outlines key findings from a biopsychosocial perspective. The ELENA cohort, a multicenter initiative across French regional centers, conducted a systematic prospective analysis on children newly diagnosed with DSM-5 ASD between 2012 and 2019. This encompassed direct assessments and parent-reported questionnaires covering a broad spectrum of developmental, biological, psychological and socio-demographic measures. Embedded case–control studies further examined risk and protective factors, alongside specific environmental and psychosocial influences during pregnancy and early childhood. A subset of participants also contributed biospecimens, with data enhancement via linkage to French National Administrative Healthcare Databases. The study unveils baseline clinical characteristics for 876 children, average age 6 (SD ± 3.3) previously unreported in protocol descriptions. It highlights the study’s developmental biopsychosocial approach and its novel findings on children’s socio-adaptive functioning, ASD severity, comorbidities, quality of life and interventions. Employing developmental biopsychosocial insights offers a promising pathway to integrating health, social care, and experiential insights, ultimately aiming to enhance the future well-being and outcomes for children with ASD. This approach underscores the need of a holistic, interdisciplinary strategy in encouraging and supporting the ASD community. [ABSTRACT FROM AUTHOR]