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This study aims to evaluate and understand the sensory sensitivities in children with Autism Spectrum Disorder (ASD), identify the challenges faced by their parents, assess the adequacy of current support services, and determine the specific needs of parents for additional guidance and support When a child has sensory sensitivity, it can have a big influence on their everyday life. It can change their comfort level, conduct, and capacity to do normal tasks. These sensitivity might make it difficult to handle day-today situations, which can have an impact on growth and general well-being. A quantitative survey design was employed with 125 parents (92 mothers, 33 fathers). Data were collected using a demographic information form and the need assessment Scale. Parents of children with ASD report moderate to high levels of sensory sensitivity, with average scores ranging from 1.98 to 2.32. They have low confidence in present management strategies, scoring between 1.38 and 1.69. They emphasize the need for a new intervention package and express a strong desire for it to be available in Urdu, with mean scores of 2.92 and 2.97, respectively. To effectively treat sensory sensitivity in children with ASD, the government should create user-friendly workshops and manuals, broaden access to professional counsel, and implement bilingual support packages. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The incidence of autism spectrum disorder (ASD) is still on the rise worldwide. Tai Chi fan is considered a non-pharmacological treatment with potential benefits for the treatment of ASD. However, there is currently insufficient evidence to support this claim. Objective: This study aims to determine the efficacy and safety of Tai Chi fan in improving ASD, and explore its possible impact on intestinal microecology. Methods: Based on a Randomized Controlled Trial (RCT) design and a gut microecology analysis program，this study recruited 40 children with ASD and randomly assigned them to either a Tai Chi fan group or a control group. The intervention consisted of eight weeks of Tai Chi fan exercise and rehabilitation as standard treatment, followed by a two-week follow-up. The primary outcome was autism severity, measured by the Autism Treatment Evaluation Checklist (ATEC) and the secondary outcome was the assessment of autism and its related symptoms using the Childhood Autism Rating Scale (CARS), Social Responsiveness Scale (SRS), and Autism Behavior Checklist (ABC). All above scales with higher scores indicating a greater degree of autism. The Test of Gross Motor Development, Third Edition (TGMD-3) was used to evaluate gross motor development, with higher scores indicating better gross motor development. The study also collected 16s rDNA intestinal microecology samples to explore the association between the structure and function of gut microecology and the effect of Tai Chi fan exercise. Overall, the study aims to fully leverage the clinical and intestinal microecology data to assess the clinical effectiveness of Tai Chi fan exercise on autism spectrum disease. Discussion: We believe that the results of this study will enhance our comprehension of how Tai Chi fan exercise influences the clinical symptomatic manifestations linked with ASD and changes in intestinal micromorphology. These insights could potentially fortify the clinical evidence supporting the use of Tai Chi fan exercise in treating patients with ASD. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorder (ASD) often exhibit motor deficits that increase their risk of falls. There is a lack of understanding regarding gait biomechanics demonstrated by older children with ASD. The purpose of the study was to determine differences in gait patterns between older children with ASD and typically developing children. Eleven children with ASD and 11 age- and gender-matched typically developing children were recruited for the study. Participants walked on a force-instrumented treadmill at a constant speed (1.1 m/s - 1.2 m/s) for five minutes (min). Participants performed maximal voluntary contractions to assess their knee muscular strength. Differences between individuals with ASD and matched control participants were examined through paired t-tests with a significance level of p = 0.05. Individuals with ASD demonstrated a smaller knee extensor torque compared to controls (p = 0.002). Participants with ASD exhibited a shorter stride length (p = 0.04), a greater cadence (p = 0.03), and a higher variation in stride width (p = 0.04) compared to control participants. The individuals with ASD experienced a greater braking ground reaction force (p = 0.03) during loading response. The results indicate older children with ASD develop a unique gait pattern signified by a reduced stride length, increased cadence, and an increase of variation in stride width. This unique gait pattern may represent a movement strategy used by the individuals with ASD to compensate for the weakness associated with their knee extensor muscles. Individuals with ASD who demonstrate these unique gait deviations may face reduced postural stability and an increased risk of fall-related injuries. [ABSTRACT FROM AUTHOR]

The aim of reviewing inclusive education for Students with Autism Spectrum Disorder is to ensure that all students have access to high-quality education, support their holistic development, promote inclusivity and equity, and foster collaboration among stakeholders to create a more supportive and inclusive learning environment for Students with Autism Spectrum Disorder. Autism Spectrum Disorder as a neurodevelopmental disorder characterized by persistent challenges in social communication and interaction, as well as restricted and repetitive patterns of behavior, interests, or activities. The challenges faced by Students with Autism Spectrum Disorder, including difficulties in social interaction, communication, sensory sensitivities, academic support and adaptation, behavioral and emotional regulation, peer acceptance, teachers' knowledge and training, collaboration and executive functioning. It emphasizes the importance of understanding and addressing these challenges to create an inclusive learning environment. However, various strategies to overcome the challenges faced by Students with Autism Spectrum Disorder. These strategies include providing individualized support, such as visual support, structured routines, social skills training, and assistive technology. It emphasizes the significance of collaboration among teachers, support staff, specialists, and families to implement these strategies effectively. Furthermore, the benefits of Inclusive Education for Students with Autism Spectrum Disorder state that inclusive education promotes social inclusion, academic achievement, and the development of essential life skills. It emphasizes that inclusive classrooms provide opportunities for peer interactions, positive role modeling, and the development of self-advocacy skills. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate the role of developmental indicators and theory of mind in predicting the general functioning of children with autism spectrum disorder. The method of this research was descriptive and correlational. All 4-14-year-old autistic children living in Tabriz city in the winter of 2021 formed the population of this study, of whom 110 people were selected by convenience sampling and formed the sample. To collect the, the questionnaires of Stirenman's theory of mind, Gilliam's autism diagnosis (2nd edition), Ulrich's motor development and Greenspan's functional emotional development scale were used to evaluate children's general functioning. The data was analyzed using Pearson correlation tests and multiple regression analysis. The results showed that the total score of the emotional development index, the total score of the motor development index of object control, and the motor development index of displacement have a significant positive relationship with the overall functioning of children. Developmental indices and its subscales and theory of mind and its subscales explained 0.67 of the variance of children's overall functioning. Based on the findings of the research, developmental indicators and theory of mind can predict the overall functioning of children with autism spectrum disorder; therefore, by training and strengthening the theory of mind and carrying out interventions related to developmental indicators, the overall functioning of these children can be improved. [ABSTRACT FROM AUTHOR]

Social-emotional deficits in school-aged children diagnosed with autism spectrum disorder (ASD) greatly hinder these children from fully participating in various school activities in the inclusive education setting. Previous studies have demonstrated evidence regarding the effectiveness of using virtual reality (VR) for enhancing the children's affective expression and social reciprocity. However, considering the technical and logistical complexity of the enabling hardware and software systems, how such approaches can be effectively and sustainably delivered in the school setting remains underexplored. This paper presents a study that utilised VR headsets to enhance affective expression and social reciprocity for children with ASD and explored how the approach could be effectively and sustainably delivered at schools. A total of eight VR learning scenarios were designed based on Kolb's experiential learning framework. 176 children aged 6–12 with a clinical diagnosis of ASD participated in the study. The statistical analyses showed that the participants who received the intervention significantly improved in affective expression and social reciprocity, compared to those who were in the control group. Moreover, the approaches to enhance long-term sustainability have also been presented and discussed in this paper. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children with autism spectrum disorder (ASD) tend to exhibit more severe challenging behaviors than typically developing children and those with intellectual or other disabilities. This study aimed to review the stress levels of parents of individuals with ASD, and the use of mindfulness to decrease parental stress. The following variables of Autism, Stress, Parenting, Family, and Mindfulness were searched in PubMed and APA PsycNet databases. The studies between 2000 and 2023 with at least two of the mentioned keywords were included for further review. This review highlights the significance of further research on the severity of autism symptoms and how they are related to the level of parental stress, and it thoroughly examines the findings of pertinent studies on parental stress and autism. Furthermore, it aims to draw attention to the application of mindfulness-based interventions in reducing parental stress. Parents of children with ASD were found to have higher stress levels than those of typically developing children. Mindfulness-based interventions were found to be helpful in decreasing parents' stress levels. Parenting a child with autism spectrum disorder is very challenging, which causes parents to experience higher stress levels than those of typically developing children. [ABSTRACT FROM AUTHOR]

ASD constitutes a persistent mental disorder that significantly impacts family dynamics, involving both parents and siblings. Limited research has delved into the dynamics of how siblings undergo the process of accepting a father with an ASD child. This study aims to investigate the unique process of paternal acceptance in the context of children with ASD. Utilizing a case study approach, in-depth interviews will be conducted with 8 fathers of ASD children. The acceptance journey for fathers in the realm of ASD differs from the stages outlined in Ross' theory. Fathers traverse a stage of confusion followed by the realistic stage, contemplating the subsequent steps and actions to optimize the development of their ASD children. While fathers may not be directly involved in day-to-day parenting tasks, they exhibit commitment by providing financial support, monitoring their children's ASD development, and realistically preparing for their future. [ABSTRACT FROM AUTHOR]

This paper aims to show the effects of actions focused on supporting the development of children with Autistic Spectrum Disorder (ASD). Conducted with an eclectic approach, these actions sought techniques tailored to the individual person and their problems. Children aged 5–7 years underwent a two-stage diagnostic procedure (preliminary and final) using Schopler's Psychoeducational Profile (the PEP-R test). Between these two measurement points, they participated in a year long development support program using sensory integration stimulation techniques, fine motor skills stimulation, and dog therapy/animal-assisted therapy. The results obtained in each case attest to the applied proposals' effectiveness yet do not allow for general conclusions to be reached. However, they can be a prerequisite for conducting a broader research project and developing personalised early intervention programs for children with ASD. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Trampoline-based therapies have demonstrated the potential to enhance motor skills in children with autism by promoting the development of control, stability, and muscle power. This research aimed to investigate the impact of different trampoline therapies on motor abilities competency, lower limb muscle power, and body mass index (BMI) in a group of 25 children with autism (aged 6.9 ± 2.3 years old). Respondents were separated into two groups to participate in the experiment: Group A consisted of six children who underwent a 20-week program, while Group B comprised eight children who received a 32-week program. Additionally, an 11-member control group received no treatment. The Bruininks-Oseretsky Test of Motor Ability-2 otherwise stated (BOT-2), the Standing Long Jump test, and Mass Index of Body (BMI) assessments was administered at three time points: baseline (T1), during the program (T2), and after the program (T3). The results showed that both experimental groups demonstrated significant improvements scores in BOT-2 and lengthy standing jump workout performance after 20 and 32 weeks of trampoline-based therapy, respectively, compared to the control group. However, there were no significant changes in mass index of body before and after the programs in any of the three groups. Based on the results of this study, it can be concluded that engaging in trampoline training for a minimum duration of 20 weeks could potentially serve as an efficacious therapeutic approach to enhance motor skills among children diagnosed with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the İnönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children with autism and develop a design proposal in this direction. The working process consisted of a field survey and analysis, the determination of user requests and needs, together with the development of a sensory garden design proposal. In addition, the plant and structural design features of the study area were evaluated in terms of landscape design, thanks to the interviews with the centre staff. The usability of the outdoor conditions of this centre by children with disabilities was also examined. In addition, to determine the wishes and needs of users with autism, a survey was conducted with the parents of the disabled individuals who came to the centre together with the existing literature research and face‐to‐face interviews were conducted with the directors and staff in the study area. At the last stage of the study, a Needs Program for the users was also prepared. Finally, these design components and applications of the prepared project were transferred to the plan plane. Consequently, it appears that the Park and Garden Directorates of the relevant municipalities and the Ministry of Environment and Urbanization in Turkey need to consider the sensory aspect while designing disabled gardens, especially for autistic children. [ABSTRACT FROM AUTHOR]

Objective: After the pandemic period, the daily routines changed, and this caused a significant decrease in families' quality of life. We aimed to show how the pandemic period and closure of educational institutions influenced children with autism spectrum disorder (ASD) and their families' quality of life. Material and Methods: The study is a descriptive type of research. The study population consists of families of children aged between 3 and 16 diagnosed with ASD who attended special education and rehabilitation centers and educational practice schools in Trabzon for at least 6 months before the pandemic, registered with the Trabzon Autism Association, and were followed at the Karadeniz Technical University Faculty of Medicine Child and Adolescent Mental Health and Pediatric Neurology Polyclinic. Families were asked to complete the questionnaire we designed. The data was collected face-to-face prospectively. The questionnaire consisted of six parts: sociodemographic and personal characteristics of children and parents; education problems during the pandemic period; the effect of daily routines during the pandemic period on both children and families; the Quality of Life in Autism Questionnaire-Parent Version; and the Parental Burnout Scale. Results: We contacted 169 parents. Mothers were more likely than fathers to complete the questionnaire (73.1% vs. 26.9%). School attendance decreased by 11.9%, while regular education availability fell by 8.1%. The pandemic has caused changes in the daily routines of families and children in many areas of life, such as decreased physical activity, changes in sleep duration and time, and deterioration in regular eating habits (p = 0.035; 0.001; 0.004; 0.001, respectively). The QoL of parents whose daily schedules changed decreased as a result. Our study found that their levels of burnout significantly increased, and the PBS total score and the QoLA scores had a moderately significant correlation (rs = 0.411, p<0.001). Conclusion: In this study, we showed that the COVID-19 epidemic negatively affected the education process of children with ASD. In order to improve the QoL of families and reduce burnout levels, we suggest providing additional service opportunities (parks, playgrounds, hobby centers, etc.) and special psychiatric services for children with ASD during pandemic periods. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this research is to investigate sleep and gastrointestinal problems in children with autism spectrum disorder (ASD) and their relationship with each other, autism severity and problematic behavior. Material and Methods: The children who were admitted to outpatient clinics of child psychiatry at our hospital in a 3-months period and had diagnosis of ASD according to DSM-5 were included. The parents filled Aberrant Behavior Checklist (AbBC), Rome-3 Diagnostic Questionnaire for Pediatric Functional Gastrointestinal Disorders Parent Report Form (QPGS-RIII), Children's Sleep Habits Questionnaire (CSHQ), Autism Behavior Checklist (ABC) and sociodemographic data form. The clinician applied Childhood Autism Rating Scale (CARS). Results: Ninety-seven children with ASD were included. According to QPGS-RIII, 38.1% of the cases had probable functional gastrointestinal problems. Those were 26.8% (n=26) functional constipation, 8.2% (n=8) nonretentive fecal incontinence, 2.1% (n=2) aerofaji, 3.1% (n=3) rumination syndrome, 4.1% (n=4) irritable bowel syndrome, 1% (n=1) functional abdominal pain syndrome, 1% (n=1) functional dyspepsia, 3.1% (n=3) functional abdominal pain, 1% cyclic vomiting and 1% (n=1) abdominal migraine. According to CSHQ 58.8% of the cases had sleep problems. ASD patients with functional gastrointestinal problems, had higher total scores of CSHQ, ABC and AbBC, compared to children with no functional gastrointestinal problems. Conclusion: Our findings revealed that frequency of gastrointestinal and sleep problems were high in children with ASD. It is appropriate to evaluate patients with ASD in terms of gastrointestinal and sleep problems especially if behavioral problems accompanies. And treating gastrointestinal and sleep problems might decrease challenging behaviors that seen in ASD. [ABSTRACT FROM AUTHOR]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Autism spectrum disorder (ASD) refers to a certain degree of neurodevelopmental disorder in children that usually occurs during the first years of life. Until now, the causes and treatments for autism have remained obscure. Research has shown that ASD has been linked to a genetic defect in carnitine metabolism. This study was aimed at evaluating the levels of carnitine in the saliva and urine of children with ASD towards proposing a diagnostic biomarker. Sixty children ranging in age from 2 to 13 years were recruited for the study. The subjects were grouped into ASD and healthy control groups. Saliva and urine were collected from both groups. The enzyme-linked immunosorbent assay (ELISA) technique was used to estimate the total carnitine in the saliva and blood samples of the autistic children and the healthy control group. The results of the study showed that there was no significant difference in the level of salivary carnitine between the children with ASD (2.22±0.37 nmol/ml) and the normal children (2.33±0.86 nmol/ml). Meanwhile, there was a significantly lower average amount of carnitine in the urine of the ASD group (28.61±8.16 nmol/ml) compared to the control group (36.13±13.12 nmol/ml). A cut-off value of < 30.23 nmol/ml was obtained with a sensitivity level of 76.7 % and a specificity level of 66.7 %, with an overall accuracy level of 70.1 %. The findings of the study suggest that low urinary carnitine is a strong predictor of autism, and a cut-off value of < 30.23 nmol/ml provided a reliable diagnostic tool. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Health Sciences / Türkiye Klinikleri Sağlık Bilimleri Dergisi is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Autism is a psycho-developmental disorder and a neuro-progressive syndrome which appears at the beginning of childhood. Nutritional intervention with the restriction of some food groups is considered as one of the new methods in controlling this disorder. Therefore, the purpose of writing this article is to investigate the effect of casein-free diet (CFD) in children with autism spectrum disorder (ASD). Methods: Among the 100 children under treatment in the education and rehabilitation center of Isfahan province as the statistical population, 80 eligible children were selected as the sample size by random sampling method. People were divided into two groups of 40 people, control and experimental. The subjects of the control group received 100 grams of dairy products and the subjects of the experimental group also received 100 grams of the same products but isolated from casein for six months. The symptoms of autistic children were also evaluated through the ATEC questionnaire. Finally, the results and data were analyzed through the variance, standard deviation and T-test using SPSS software. Results: According to the average data resulting from the behavioral responses of children affected by the nutritional intervention, it can be concluded that the changes of the experimental group compared to the control group are a function of casein-free diet therapy and are completely meaningful. Conclusions: The changes of the experimental group compared to the control are a function of the treatment diet without casein and are completely significant. [ABSTRACT FROM AUTHOR]