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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]

Abstract: Autism affects children׳s learning and social development. Commonly used rehabilitative treatments are aimed at stimulating the social skills of children with autism. In this article, we present a prototype and a pilot study on an audio-augmented paper to support the therapy of children with autism spectrum disorder (ASD). The prototype supports audio recording with standard sheets of paper by using tangible tools that can be shared between the therapist and the child. The prototype is a tool for the therapist to engage the child in a storytelling activity. We use a progressive design method based on a dynamic process that merges concept generation, technology benchmarking and activity design into continuously enriching actions. The paper highlights the qualities and benefits of using tangible audio-augmented artefacts for therapy and educational intervention for children with ASD. The work describes three main qualities of our prototype: from building cooperation to attention control, flow control, and using the children׳s own voices to foster attention. [Copyright &y& Elsevier]

This initial study used an equivalent-groups design to evaluate differences in story comprehension scores between children with autism spectrum disorder (ASD) and their neurotypical (NT) peers using paper and iPad® storybooks. Fifteen children with ASD of ages 4–6 and 15 NT peers matched for receptive vocabulary age and gender met inclusion criteria. Across two individualized testing sessions, participants answered language abstraction questions about three formats of Pete the Cat stories (paper, iPad adult read, and iPad with the read-to-me feature activated) during shared storybook reading. When examining the entire group of participants, all children performed better with either type of iPad storybook compared to the paper book. The current study indicates storybooks on the iPad function in similar ways for NT children and children with ASD. Further, this research shows promise for using the iPad with young children during shared storybook reading. Directions for future research and implications for special education personnel are provided. [ABSTRACT FROM AUTHOR]

Background: There is a multitude of systematic reviews of interventions for children and adolescents with autism spectrum disorder (ASD). However, most reviews seem to be based on research conducted in High-Income Countries (HIC). Thus, summary findings may not directly apply to Lower Middle-Income Countries (LMIC). Therefore, we conducted a Meta-Review analyzing systematic reviews on the effectiveness of interventions for target outcomes in children and adolescents with ASD to find out whether there are differences in effectiveness between HIC and LMIC and which interventions can be considered evidence-based in LMIC. Methods: Electronic databases (PsycINFO, PubMed, Cochrane database of systematic reviews) were searched for reviews on interventions for ASD in children and adolescents from January 2011 through December 2021, which included studies not coming from HIC. Systematic reviews with qualitative and quantitative syntheses of findings were included. Two investigators independently assessed studies against predetermined inclusion/exclusion criteria and extracted relevant data including quality and evidence assessments. Evidence for different types of interventions in HIC vs. LMIC was planned to be compared, but none of the reviews assessed potential differences. Therefore, a narrative review of the studies from LMIC was conducted including an assessment of quality and evidence. Results: Thirty-five reviews fulfilled the inclusion criteria. Eleven considered findings from HIC and LMIC. Sixty-nine percent included studies with various research designs; 63% provided a qualitative synthesis of findings; 77% percent assessed the quality of studies; 43% systematically assessed the level of evidence across studies. No review compared evidence from HIC and LMIC. A review of the studies from LMIC found some promising results, but the evidence was not sufficient due to a small number of studies, sometimes poor quality, and small sample sizes. Conclusion: Systematic reviews on interventions for children and adolescents with ASD did not look for potential differences in the effectiveness of interventions in HIC and LMIC. Overall, there is very little evidence from LMIC. None of the interventions can be considered evidence-based in LMIC. Hence, additional research andmutually agreedmethodological standards are needed to provide a more secure basis for evidence-based treatments in LMIC trying to establish evidence-based practices. [ABSTRACT FROM AUTHOR]

The authors of the paper titled "Towards Neuro-Fuzzy Compensated PID Control of Lower Extremity Exoskeleton System for Passive Gait Rehabilitation" designed a neuro-fuzzy compensated PID control for passive gait rehabilitation using a lower extremity exoskeleton system. In the paper "A Comparative Survey of Convex Combination of Adaptive Filters", the authors evaluate the convex combination of adaptive filters, which are mostly based on the least mean square (LMS) algorithm, the affine projection (AP) algorithm, and the recursive least mean square (RLS) algorithm. The paper "A Novel Weighted Superposition Attraction Algorithm-based Optimization Approach for State of Charge and Power Management of an Islanded System with Battery and Super Capacitor-based Hybrid Energy Storage System" proposes a Hybrid Energy Storage System (HESS) employing a Battery and a Super Capacitor (SC). The authors of the paper titled "Computer-Aided Detection and Diagnosis of Thyroid Nodules Using Machine and Deep Learning Classification Algorithms" propose a computer-assisted method for detecting and segmenting tumour regions in ultrasound thyroid images using machine and deep learning classification algorithms. [Extracted from the article]

This Special Issue is inspired by but not limited to the 2019 Edition of CHItaly, the biannual Conference of the Italian SIGCHI Chapter, an active community that brings together people working on the design, evaluation, and implementation of interactive computing systems for human use. Overall, the evaluation reports promising results, in terms of emotional and cognitive involvement, and encourages the design of this kind of transmedia storytelling experiences. Transmedia storytelling takes advantage of multiple delivery channels, and it is used in this paper to raise the awareness of tourists towards sustainable tourism practices, motivating the protection of nature, habitats and biodiversity. [Extracted from the article]

Instructional media generally refers to any medium for conveying information such as computers, books, television, newspaper, and mobile apps. When many scholars were focused on finding and incorporating best media (medium) for instruction delivery on presumed learning benefits, Clark did not only scrutinize but refuted and restrained such claims (Clark, 1983). ATTEMPTS TO REFUTE CLARK'S VIEWS Robert Kozma, a proponent for media research and its utility in the educational world, disagreed with Clark's instructional technology assessments. [Extracted from the article]

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.

This editorial discusses various papers included in the volume of the journal "Discourse & Communication for Sustainable Education." The papers cover topics such as promoting sustainability in education, transformative leadership in schools, digital literacy education, women's empowerment during the COVID-19 pandemic, and the carbon footprint of secondary school students. The authors explore factors contributing to leadership challenges in the post-pandemic world and discuss the need for collaboration, communication, and engagement in achieving educational objectives. The research emphasizes the importance of addressing social justice, multiculturalism, and the competence of preschool teachers in working with newcomer children. [Extracted from the article]

Children have not been severely affected by SARS-CoV-2-related illness but are vulnerable to the economic and social deprivation arising from the pandemic.[1] This document describes unique risks and burdens for children and their care givers during the COVID-19 pandemic. The allocation of intensive care resources applies to all patients needing ICU, not only those with COVID-19, and it applies to the whole population, from newborns to the elderly. Determining eligibility for ICU admission Eligibility for ICU is based both on the clinical need of the patient and their likelihood of benefit from intensive care. How should non-ICU paediatric clinicians prepare for ICU resource scarcity?. [Extracted from the article]

Autism Spectrum Illness (ASD), an evolution of the brain disorder, is commonly related with sensory difficulties, such as excessive or insufficient sensitivity to sounds, scents, or touch. Autism Spectrum Disorder (ASD) is evolving at a faster rate than ever before. By screening tests autism detection is very expensive and time consuming. With the advancement of Deep Learning (DL), autism can be predicted from a young age. In this paper we are using Convolutional Neural Network (CNN) with Transfer Learning (TL) models to classify the disease and we will suggest the precautions if it is detected as autism. Here we consider the Autism Master Dataset (AMD) from kaggle.com website, which contains two classes (Autism, Non_Autism). By using this models, we are obtaining good accuracy. [ABSTRACT FROM AUTHOR]

Recognizing the affective state of children with autism spectrum disorder (ASD) in real-world settings poses challenges due to the varying head poses, illumination levels, occlusion and a lack of datasets annotated with emotions in in-the-wild scenarios. Understanding the emotional state of children with ASD is crucial for providing personalized interventions and support. Existing methods often rely on controlled lab environments, limiting their applicability to real-world scenarios. Hence, a framework that enables the recognition of affective states in children with ASD in uncontrolled settings is needed. This paper presents a framework for recognizing the affective state of children with ASD in an in-the-wild setting using heart rate (HR) information. More specifically, an algorithm is developed that can classify a participant's emotion as positive, negative, or neutral by analyzing the heart rate signal acquired from a smartwatch. The heart rate data are obtained in real time using a smartwatch application while the child learns to code a robot and interacts with an avatar. The avatar assists the child in developing communication skills and programming the robot. In this paper, we also present a semi-automated annotation technique based on facial expression recognition for the heart rate data. The HR signal is analyzed to extract features that capture the emotional state of the child. Additionally, in this paper, the performance of a raw HR-signal-based emotion classification algorithm is compared with a classification approach based on features extracted from HR signals using discrete wavelet transform (DWT). The experimental results demonstrate that the proposed method achieves comparable performance to state-of-the-art HR-based emotion recognition techniques, despite being conducted in an uncontrolled setting rather than a controlled lab environment. The framework presented in this paper contributes to the real-world affect analysis of children with ASD using HR information. By enabling emotion recognition in uncontrolled settings, this approach has the potential to improve the monitoring and understanding of the emotional well-being of children with ASD in their daily lives. [ABSTRACT FROM AUTHOR]

Various studies have shown the effectiveness of motor interventions for children with neurodevelopmental disorders (NDDs). Web-based interventions may provide an opportunity for remote access to effective interventions with less burden on therapists. This systematic review aimed to examine the effects of web-based exercise interventions for children with NDDs. We searched PubMed for relevant articles published in English since 1994 and included intervention studies focusing on NDDs in children aged ≤18 years, who received web-based exercise interventions. We categorized the extracted information by outcome measure and intervention type and assessed the risk of bias of the included studies. We selected five articles whose subjects had autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and developmental coordination disorder (DCD). The exercise interventions used active video games, a Zoom-based intervention, and a WhatsApp-based intervention. Three papers showed improvements in physical activity, motor function, and executive function, whereas two papers on DCD showed no improvements in motor coordination or physical activity. Web-based exercise intervention for children with ASD and ADHD may improve their motor function, executive function, and physical activity rather than for children with NDDs. An intervention may be more effective when the content of the intervention is based on objectives and symptoms, when guidance is provided by specialists, or when sufficient explanation and support are provided to parents. However, more research is needed to statistically evaluate the effectiveness of web-based exercise interventions for children with NDDs. [ABSTRACT FROM AUTHOR]

Introduction: Restricted and repetitive behaviours (RRBs) is one of autism spectrum disorders (ASD) core criteria. Exhibitions of RRBs produce profound implications on the functional aspect of these children and family. Evidence found that RRBs is related to the reward system dysfunction in the basal ganglia of these children. RRBs induces intrinsically rewarding effects on children with ASD. Listening to music was found to influence the reward system on the typical population and also discover to be promising as complementary strategies for ASD. A study found that high functioning adolescents with ASD cognitively stimulated through listening to happy music. Planning intervention for RRBs by looking towards the mechanism of reward system function remained unexplored. The primary objectives of this study is to examine the effect of happy music on RRBs symptoms. Methods: This study will use a randomised control trial research design with pre-test and post-test assessments in 20 children with ASD. Two parallel randomly assigned group will undergo twelve weeks of intervention sessions. The experimental group will listen to happy music and engage in free play sessions. For the control group, they will engage in free play session only without the music. Parents will complete the Repetitive Behaviour Scale-Revised, which consists of 6 subscales on RRBs to measure the outcome of the study. Results: The study will compare the RRBs between two groups. Conclusion: Outcome of this study may set forth further investigation on the management of RRB using non-aversive contemporary approach. [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]

Aim: To investigate parenting and mother–child interactions in unaffected siblings of autistic children. Method: This cross‐sectional study enrolled 274 probands with a DSM‐5 diagnosis of autism spectrum disorder (ASD) (87.4% male; mean [SD] age = 11 years 4 months [3 years 2 months]), their unaffected siblings (n = 274, 46.72% male; mean [SD] age = 11 years 3 months [3 years 4 months]), and 296 age‐balanced and sex‐balanced typically developing children (82.77% male; mean [SD] age = 11 years 3 months [2 years 8 months]). Maternal parenting styles and mother–child interactions were assessed using maternal reporting. Results: Regardless of the child's age, maternal educational level, or presence of attention‐deficit/hyperactivity disorder, autistic children received more overprotective and controlling parental behaviour than unaffected children. Correlates for parenting, mother–child interactions, and behavioural problems in the home setting in children with ASD and typically developing children were autistic traits, maternal anxiety and depressive symptoms, and maternal autistic characteristics; those in unaffected siblings were age, autistic traits, maternal educational level, and maternal autistic characteristics. Interpretation: The diagnosis of ASD in a child can significantly influence maternal parenting behaviours, mother–child interactions, and the child's behavioural problems in the home setting. Furthermore, maternal anxiety or depressive symptoms, along with autistic characteristics in both mother and child, might shape parenting practices and exacerbate behavioural difficulties in autistic children. What this paper adds: Autistic children received more overprotective and controlling parenting.In children with autism spectrum disorder and typically developing children, autistic traits, maternal anxiety and depression, and maternal autistic characteristics were correlated.In unaffected siblings, age, autistic traits, maternal education, and maternal autistic characteristics were correlated. What this paper adds: Autistic children received more overprotective and controlling parenting.In children with autism spectrum disorder and typically developing children, autistic traits, maternal anxiety and depression, and maternal autistic characteristics were correlated.In unaffected siblings, age, autistic traits, maternal education, and maternal autistic characteristics were correlated. This original article is commented by Ng on pages 1401–1402 of this issue. [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]

Discussions surrounding early years' theorist Piaget's philosophy of learning schema styles and their potential impact upon children with a diagnosis of Autism Spectrum Disorder will be highlighted within this position paper. Furthermore, this paper will also focus on the need for a Schematic Driven Pedagogy implementation to connect both additional learning needs and early years pedagogies by exploring relevant literature within this field. The conclusions drawn from the most current literature suggests that a specific schema curriculum implementation designed for individual schemas could potentially provide many benefits for autistic children. Potential benefits explored within this paper include improvement within some social skills through the exploration of play-based situations adapted to individual schemas. [ABSTRACT FROM AUTHOR]

Placebo responses are frequently observed in research studies and clinical contexts, yet there is limited knowledge about the placebo effect among children with neurodevelopmental disorders. Here, we review the placebo effect in autism spectrum disorder (ASD). Placebo responses are widely evident in ASD clinical trials and could partly operate via so‐called placebo‐by‐proxy, whereby caregivers or clinicians indirectly shape patient outcomes. Understanding the role of placebo effects in ASD may help discern genuine treatment effects from contextual factors in clinical trials. The much less studied nocebo effect, or negative placebo, might contribute to the experience of side effects in ASD treatments but empirical data is missing. Better knowledge about placebo and nocebo mechanisms may contribute to the development of more effective research designs, such as three‐armed designs that account for natural history, and improved treatments for ASD symptoms. At a clinical level, deeper knowledge about placebo and nocebo effects may optimize the delivery of care for individuals with ASD in the future. What this paper adds: Placebo responses are evident in autism spectrum disorder (ASD) clinical trials.Placebo responses in ASD are likely dependent on a placebo‐by‐proxy mechanism. What this paper adds: Placebo responses are evident in autism spectrum disorder (ASD) clinical trials.Placebo responses in ASD are likely dependent on a placebo‐by‐proxy mechanism. [ABSTRACT FROM AUTHOR]

At present era, Autism Spectrum Disorder (ASD) has become one of the severe neurologically developed disorders throughout the world and early recognition can substantially get rid of this problem. The proposed work is based on the analysis of unbalanced ASD toddler dataset from UCI data repository. The work in this paper is performed in three stages. In first stage, the original data is preprocessed through converting the categorical attributes to numeric values by the process of frequency encoding followed by standardization of numeric attributes. In the second stage, the dimension of input is reduced using Principal component analysis (PCA). At the end, the classification of ASD Toddler data is performed through different machine learning classification models in two stages viz. through training parameter e and through k-fold cross validation (k=10). The experimentation yields very high classification performance in comparison with other state-of-art approaches. [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]

Increased number of children with autism spectrum disorder (ASD) has also heightened interest in finding and providing appropriate interventions. Early intervention is implemented at the moment when deviations are noticed, without waiting for an official diagnosis. Parents are crucial participants in interventions carried out with children; therefore, this research considers interventions focused on training parents to work with children with ASD up to the age of six. For the purposes of this paper, we searched the following journals: Autism, Focus on Autism and Other Developmental Disabilities, and Research in Autism. The search was limited to editions from 2012 to 2022, and the following keywords were considered: parent training, early intervention, autism. References were searched manually. The initial search yielded a total of 992 articles. Twenty-four studies related to children up to six years old and involving parent training in early intervention were included in the analysis. Using a tool for assessing quantitative studies, the selected studies were evaluated, with each component assessed based on the information contained in the study as good, moderate, or weak. The overall rating for the paper can be strong, moderate, or weak. This paper highlights the importance of support to enhance parental competencies. [ABSTRACT FROM AUTHOR]

Experiments on the CheXpert dataset, which is a publicly available multi-disease chest radiograph dataset, and the TBX11K dataset show that the proposed model generates identical results. The MOFPA-WT is tested using a standard EEG signal processing dataset, namely the EEG motor movement/imagery dataset. [Extracted from the article]

Children with autism spectrum disorders (ASDs) have some disturbance activities. Usually, they cannot speak fluently. Instead, they use gestures and pointing words to make a relationship. Hence, understanding their needs is one of the most challenging tasks for caregivers, but early diagnosis of the disease can make it much easier. The lack of verbal and nonverbal communications can be eliminated by assistive technologies and the Internet of Things (IoT). The IoT-based systems help to diagnose and improve the patients' lives through applying Deep Learning (DL) and Machine Learning (ML) algorithms. This paper provides a systematic review of the ASD approaches in the context of IoT devices. The main goal of this review is to recognize significant research trends in the field of IoT-based healthcare. Also, a technical taxonomy is presented to classify the existing papers on the ASD methods and algorithms. A statistical and functional analysis of reviewed ASD approaches is provided based on evaluation metrics such as accuracy and sensitivity. [ABSTRACT FROM AUTHOR]

Aim: To describe the standardized neurodevelopmental outcomes after the first year of life in children with congenital Zika syndrome (CZS) and those exposed to Zika virus (ZIKV) during fetal life, but without microcephaly at birth. Method: This scoping review included observational studies about the standardized neurodevelopmental outcome in children with CZS or exposed to ZIKV, but without microcephaly, assessed after 12 months of age. The databases searched were MEDLINE/Pubmed, LILACS, Scielo, Scopus, PsycINFO, CINAHL, and Embase. Risk of bias was assessed with the Joanna Briggs Institute Critical Appraisal Checklists. Results: Seventeen papers were included: 12 focused on children with CZS, four on children born without microcephaly, and one described both. Only one of the studies about CZS reported a child with microcephaly and typical development; the remainder described a severe pattern of global developmental delay and cerebral palsy. The prevalence of epilepsy was 74.6%. In the reports about children born without microcephaly, 6.9% to 8.7% had some domain with a score below −2 SD, and three children developed autism spectrum disorder. Interpretation: CZS is associated with severe global developmental delay and cerebral palsy after 1 year of age. In children born without microcephaly, although most have typical development, some may be at risk for impairments. [ABSTRACT FROM AUTHOR]

(1) Background: The literature shows a general lack of sexual knowledge and appropriate sexual health education in persons with Autism Spectrum Disorders (ASD). Moreover, the existing interventions mainly target the neurotypical population, without addressing the specific needs of individuals with ASD. (2) Aims: The current systematic review aimed at analyzing the literature encompassing psycho-educational interventions on sexuality addressed exclusively to people with ASD, in order to report the good practices and to describe the effectiveness of the existing programs. (3) Methods: The systematic review followed the PRISMA-P method. The literature search was conducted in June 2022, examining PsycInfo, PsycArticle, PubMed, and Education Source. The search strategy generated 550 articles, of which 22 duplicates were removed, 510 papers were excluded for not matching the criteria, and 18 articles were finally included. (4) Results: Ten papers presented good practices and eight focused on intervention validation. The analysis showed that the good practices were essentially applied in the intervention studies. No intervention proved to be successful both in increasing psychosexual knowledge and in promoting appropriate sexual behaviors; thus, further research is needed. (5) Conclusions: The current review allows for critical reflection on the need for validated sexuality interventions. [ABSTRACT FROM AUTHOR]

In line with these papers on comorbidity in ASD, Manolova et al. present an original toolkit for detailed assessment of psychological functioning of children with ASD in the early life years. Keywords: atypical development; typical development; autism spectrum disorder; comorbidity; adverse childhood experiences EN atypical development typical development autism spectrum disorder comorbidity adverse childhood experiences 1 3 3 01/11/22 20220103 NES 220103 The conceptualization of Autistic Spectrum Disorder (ASD) has changed from a condition that is narrowly defined and rare, to one that is defined by a wider set of diagnostic criteria and is far more common in the population. [Extracted from the article]