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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]

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]

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]

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]

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.)

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 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.)

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 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 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.)

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.)

One of the biggest difficulties faced by children with Autism Spectrum Disorder during their learning process and general life, is communication and social interaction. In recent years, researchers and practitioners have invested in different approaches to improving aspects of their communication and learning. However, there is still no consolidated approach and the community is still looking for new approaches that can meet this need. Addressing this challenge, in this article we propose a novelty approach (i.e., an Adaptive Immersive Virtual Reality Training System), aiming to enrich social interaction and communication skills for children with Autism Spectrum Disorder. In this adaptive system (called My Lovely Granny's Farm), the behavior of the virtual trainer changes depending on the mood and actions of the users (i.e., patients/learners). Additionally, we conducted an initial observational study by monitoring the behavior of children with autism in a virtual environment. In the initial study, the system was offered to users with a high degree of interactivity so that they might practice various social situations in a safe and controlled environment. The results demonstrate that the use of the system can allow patients who needed treatment to receive therapy without leaving home. Our approach is the first experience of treating children with autism in Kazakhstan and can contribute to improving the communication and social interaction of children with Autism Spectrum Disorder. We contribute to the community of educational technologies and mental health by providing a system that can improve communication among children with autism and providing insights on how to design this kind of system. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) require long-term interventions with professional tutors. In this paper, we explore the design space of virtual tutors in digital learning systems that may facilitate effective ASD interventions. We conducted a classroom observational study to examine how children with ASD learn and interact with tutors, organized a design workshop with the children to understand their visual preferences for virtual tutors, and held a focus group with tutors and individual interviews with parents to investigate their teaching methods, techniques, and challenges at school and at home. We identified three types of interactions and five types of learning behaviors in children with ASD. We also found tutors and parents followed a structured training approach and often used personalized rewards to mediate the intervention. Based on previous research and our empirical results, we proposed 12 design considerations for designing virtual tutors' visual, audio, kinesthetic, and interaction features. We also presented a design case for developing a virtual tutor in a language learning app to help children with ASD learn social communication skills. We conclude with a discussion of the advantages and challenges of designing and employing virtual tutors in educational contexts for children with ASD. [ABSTRACT FROM AUTHOR]

This research aims to analyze the views of parents of children diagnosed with autism spectrum disorder (ASD) regarding their burnout using a meta-synthesis method. A total of 456 articles published between 2010 and 2023, using qualitative methodologies, were analyzed, examining 10 studies. Google Scholar, DergiPark, ERIC, EBSCO, EBCSCO Academic Search Ultimate, Elsevier, SCOPUS, Web of Science (WOS), and Wiley databases were used for study selection. The subject headings and keywords used in the searches were: 'autism spectrum disorder, parent, family, burnout, child, perspective, qualitative research. Content analysis was the preferred method during the data analysis. Using content analysis, the sampling methods, research purposes, data collection tools, and results obtained in the studies were examined. The identified data were interpreted based on frequency and occasionally presented using tables and graphs. The findings were categorized under identified themes based on the collected data. The studies examined within the scope of the research were evaluated as a whole, and five themes were reached: getting support, isolation, disruption of daily routine, anxiety, and emotional outbursts. The study's conclusions also provide recommendations for educators, parents, and future research directions. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has caused an unprecedented need for accessible health care services and significantly accelerated the development processes of telehealth tools for autism spectrum disorder (ASD) early screening and diagnosis. This study aimed to examine the feasibility and utility of a time-efficient telehealth tool combining a structured snack time assessment activity and a novel behaviour coding scheme for identifying ASD. Methods: A total of 134 1–6-year-old individuals with ASD (age in months: mean = 51.3, SD = 13.1) and 134 age- and sex-matched typically developing individuals (TD) (age in months: mean = 54, SD = 9.44) completed a 1-min snack time interaction assessment with examiners. The recorded videos were then coded by trained coders for 17 ASD-related behaviours; the beginning and end points and the form and function of each behaviour were recorded, which took 10–15 min. Coded details were transformed into 62 indicators representing the count, duration, rate, and proportion of those behaviours. Results: Twenty indicators with good reliability were selected for group difference, univariate and multivariate analyses. Fifteen behaviour indicators differed significantly between the ASD and TD groups and remained significant after Bonferroni correction, including the children's response to the examiner's initiation, eye gaze, pointing, facial expressions, vocalization and verbalization, and giving behaviours. Five indicators were included in the final prediction model: total counts of eye gaze, counts of standard pointing divided by the total counts of pointing, counts of appropriate facial expressions, counts of socially oriented vocalizations and verbalizations divided by the total counts of vocalizations and verbalizations, and counts of children using giving behaviours to respond to the examiner's initiations divided by the total counts of the examiner's initiation of snack requisitions. The ROC curve revealed a good prediction performance with an area under the curve (AUC) of 0.955, a sensitivity of 92.5% and a specificity of 84.3%. Conclusion: Our results suggest that the snack activity-based ASD telehealth approach shows promise in primary health care settings for early ASD screening. [ABSTRACT FROM AUTHOR]

Introduction Autism spectrum disorder (ASD) is a heterogeneous clinical condition, and its genetic basis is widely confirmed. The chromosomal microarray analysis (CMA) is a first-line diagnostic test that identifies copy number variants (CNVs). Some of these genomic rearrangements are associated with ASD, but the meaning of most of them is still unknown. Materials and methods. We performed a comparative genome hybridization (array-CGH) analysis in 130 children with confirmed ASD. Genetic results were analyzed and compared to clinical phenotype. Results and discussion. 61/130 children carry CNVs, 44 presenting variants of unknown significance (u-CNVs), and 17 with susceptibility-CNVs (c-CNVs). Clinical evaluation showed no differences in cognitive abilities, language and EEG abnormalities, ASD symptoms among CNVs group and other patients. Finally, we highlight the role of GPHN, IMMP2L and ZMYND11, as ASD susceptibility genes. Conclusions. Our findings underscore the importance of array-CGH in ASD children since new CNVs and emerging genes appear to be associated with different clinical pictures. [ABSTRACT FROM AUTHOR]

Visual motor integration (VMI) is considered a key predictor of adaptive functioning in children with autism spectrum disorder (ASD). However, information regarding the VMI characteristics of children with ASD is scarce because existing assessment methods have focused on outcome measures while neglecting process measures due to the high failure rates in children with ASD. Therefore, the current pilot study was conducted to explore the appropriate indicators for the construction of a comprehensive VMI evaluation. First, five computer games were designed to provide enjoyable and appropriate tasks for use in VMI assessment while ensuring a high completion rate among the participants. Then, 30 children with ASD and 30 age-matched typically developing (TD) children between 4 and 6 years old were recruited to play the games. In this process, several quantitative indicators were applied to infer the children's visual perception, eye-hand coordination, and fine motor skills. Finally, the validity of the proposed method was verified using three classic machine-learning algorithms. The results revealed that the proposed method is effective in providing a comprehensive description of VMI deficits and can thus ultimately provide an objective basis for targeted interventions. [ABSTRACT FROM AUTHOR]

Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties with language, cognition, and social interaction. The diagnostic and statistical manual of mental disorder, fifth edition used "spectrum" to show the variability in etiology and phenotypic levels. This study aims to compare nonverbal communication skills in normally developing and autistic children in Karbala City, Iraq. Materials and Methods: This was a cross-sectional study. Two sets of children (ASD and normal) were matched in terms of age and socioeconomic state. A total of 50 individuals were recruited with 25 ASD and 25 normally developing children without any history of psychological abnormalities. The child's parent/caregiver provided all the demographic information and medical history. The information was gathered from 10-min videos separately recorded for each child, regular contact with them, and continuous interviews with their parents and caregivers. The researchers developed a pre-designed data collection questionnaire according to the non-verbal skills of 3-5-year-olds, including body language, eye contact, and facial expressions. The questionnaire was filled out by the first author. Finally, the gathered data were analyzed by the SPSS software, version 25 (IBM Corp, Armonk, NY). Results: Comparing the total scores revealed a significant difference between the ASD and normal group in gestures (P=0.001), phonetics (P=0.001), body language (P=0.001), and artifacts (P=0.001). Normally developed children scored significantly higher than ASD children in all 4 variables. However, in the maladaptive behavior (P=0.001), the significant scores were for ASD children compared to normal children. Conclusion: The results showed that ASD children experience difficulty in nonverbal communication skills. They also have maladaptive behaviors. The main reason for this behavior is their inability to communicate non-verbally. [ABSTRACT FROM AUTHOR]

The prevalence of autism spectrum disorder (ASD) in children and adolescents has increased over the past decade. Consequently, the courts and experts are more likely to be exposed to these children whose needs are highly heterogeneous. The present study aims to document judicial decision‐making about children with autism spectrum as well as the parenting recommendations made by experts involved in these cases. There were 104 court decisions reviewed in Quebec over the past ten years. The results show that 85.6% of the decisions included a child custody assessment and that judges are more likely to order primary care to mother (56%). However, shared parenting (27%) and primary care to the father (17%) were also ordered in disputes involving an autistic child. Bivariate analyses revealed that challenges with parental monitoring and supervision were associated with court‐ordered parenting arrangements. The present study revealed that a child custody assessment as well as father custody are more often observed than in the general population. This study highlights the need for further research to shed light on the best interests of children with ASD following the separation of their parents. Key points for the family court community: There is an increase in disputes involving a child with ASD;Use of experts appears to be higher in disputes involving a child with ASD;A vast majority of decisions are consistent with experts' parenting recommendations;No common factor seems to dominate experts' recommendations nor court decisions regarding children with ASD.Father custody appears to be more often ordered for children with ASD compared to the general population. [ABSTRACT FROM AUTHOR]

Copyright of Acibadem Saglik Bilimleri Dergisi is the property of Acibadem University Medical School 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.)

Individuals with Autism Spectrum Disorder (ASD) commonly have deficits in social communication and interactions. Therefore, numerous studies have been published over the last few decades which have centred on prosocial skills development for children and adolescents identified as having ASD. One skill that has become more common in the literature, is that of prosocial deception. However, a need still exists for a more effective way to teach this skill. Therefore, this study sought to instruct adolescents with ASD how to use prosocial lies when engaging in various social interactions via behavioural skills training (BST). A nonconcurrent multiple baseline design across participants was used, and results indicated adolescents were able to successfully learn how to tell prosocial lies when taught either virtually or in-person using BST. All participants significantly increased their ability to tell a prosocial lie while appearing engaged in a conversation through the use of modeling, rehearsal, and feedback. Additionally, the treatment resulted in the participants acquiring the skills needed to engage in conversations outside of their restricted interests. Implications of this research along with limitations and future directions will also be discussed. [ABSTRACT FROM AUTHOR]

Purpose: In this study, it was aimed to examine the validity and reliability of the Turkish version of the Occupational Performance Questionnaire (OPQ) in individuals aged 3-6 with autism spectrum disorder. Material and Methods: After the questionnaire was translated into Turkish, it was applied to 51 parents with a child diagnosed with autism spectrum disorder aged 3-6 years. Cronbach Alpha coefficient was used to determine reliability. Correlation analysis with identical forms was used to establish the construct validity. In this context, correlation status of Occupational Performance Questionnaire with Sensory Profile Questionnaire and Parental Stress Index-Short Form were evaluated. Results: The Cronbach Alpha value for the Occupational Performance Questionnaire was found to be highly reliable as "0.93". In the correlation analysis between the main sections and sub-sections of the Occupational Performance Questionnaire and identical forms; significant correlation was found with all of the main sections, and sub-sections were found to have significant relationships other than "sleep, peer and group interaction, individual and group play" sections. Conclusion: The Occupational Performance Questionnaire is valid and reliable for Turkish children diagnosed with autism spectrum disorder aged 3-6. [ABSTRACT FROM AUTHOR]

Objectives: In this study, it was aimed to measure the level of knowledge about autism spectrum disorder (ASD) in mothers of children aged 0-6 and to determine the necessity of informative studies on this subject and the characteristics of the group that should be focused on in future studies. Methods: The population of the study consisted of mothers with children aged 0-6 years who applied to the pediatric outpatient clinic. In order to measure ASD knowledge, 24 questions were created by scanning the literature. Results: 388 mothers were included in the study. There was a significant difference in educational status regarding ASD knowledge score (p = 0.042). There was a significant difference between economic status in terms of ASD knowledge score (p = 0.026). Those who had heard of ASD had a significantly higher ASD knowledge score than those who had not heard of ASD (p < 0.001). The ASD knowledge score of those who had acquaintances with ASD was significantly higher than those who had not (p = 0.001). There was a significant negative correlation between ASD total score, age, and first gestational age. Conclusions: Increasing the level of knowledge about ASD will enable early diagnosis and early intervention in the course of the disease and the rapid integration of individuals with ASD into society. [ABSTRACT FROM AUTHOR]

Parents caring for children with autism spectrum disorder (ASD) often report increased levels of stress, depression and anxiety. Unmet mental health needs of caregiving parents pose a significant risk to the psychological, physical and social well-being of the parents of a child suffering from ASD, and jeopardize the adaptive functioning of the family, as well as the potential of the child suffering from ASD. This article presents the results of interventions that support the mental health of caregiving parents and offers recommendations for the support of practicing caregiving parents. PubMed, Cochrane Database of Systematic Reviews and Scopus databases were searched to identify studies that met the following criteria: intervention was provided to parents caring for a child with ASD under the age of 18; the design of the study made it possible to compare the results by groups; and indicators of the mental health of the parents caring were used. The search was limited to the human population, research in English and Russian. Each included study was evaluated according to the control sheets of AMSTAR-2, CONSORT 2010. We analyzed the results of three systematic reviews and meta-analyses, as well as seven randomized clinical trials (RCTs). Currently, there are no unified approaches to the application of programs for parents of children with ASD, contributing to the maintenance of psychological health and the development of coping skills with feelings of tension and stress. The results show that an integrated educational program for parents developed for caregivers of children with ASD can have a positive impact on the quality of life of caregivers associated with mental health. [ABSTRACT FROM AUTHOR]

There are significant difficulties teaching concepts to individuals with ASD, primarily abstract concepts. Many studies, from sensory integration studies to occupational therapy studies, from the academic dimension of special education to the affective dimension, are trying to solve this problem. This study aimed to determine the effectiveness and efficiency of direct instruction and simultaneous prompting in teaching hot, cold, hard, and soft concepts to students with autism spectrum disorder. The research model is the parallel treatment model, which is a single-subject research model. The dependent variable of the research was determined as the concepts of hot, cold, hard, and soft, and the independent variables were the levels of direct instruction and simultaneous prompting. Daily probe, collective probe, and follow-up sessions were planned and implemented for the four concepts identified in the research for direct instruction and simultaneous prompting. For each concept constituting the dependent variable of the research, the researcher prepared tool sets that exemplify the target behavior and include opposite concepts. Concept tracking checklists, criterion-dependent measurement tools, application reliability, and social validity forms were developed and used to collect research data. The research was conducted with the participation of four 7-year-old students, two girls and two boys, with autism spectrum disorder, attending the Autism Studies Application and Research Center. As a result of the research, the direct teaching method is more effective and efficient than the simultaneous prompting teaching method in comparing the effectiveness and efficiency of four subjects in gaining the concepts in the application process. [ABSTRACT FROM AUTHOR]

The current study aims to reveal the impact of the COVID-19 pandemic on children with autism spectrum disorder (ASD) in Egypt. It also focuses on the perceptions of their parents and the difficulties they faced during the pandemic. The study focused on collecting data from four to ten-year-old autistic children and their families, who frequently attended a day-care center in Cairo, Egypt. qualitative ethnographic method design was used in the study, with qualitative data collected from 20 families using semistructured interviews. The Adaptive Behavior Scale (ABAS-11) was applied and analyzed using content analysis. The findings showed the pandemic had a negative impact on the psychological and behavioral aspects of children with ASD, as well as a negative psychological impact on their families. It calls for the continued need for parents and their children for counseling, guidance, and psychological support. This negative impact on families was because of the parents' lack of knowledge of the characteristics of their child with a disability. The study concluded that it is necessary to train parents on how to deal well with their children with disabilities, an outcome of this study, the researcher launched an initiative called 'The Specialized Mother Initiative' and has invited over 50 Egyptian institutions working with children with disabilities in over 15 governorates. Its aim is to train Egyptian families on the scientific method of dealing with their children with disabilities, and in particular, children with autism. [ABSTRACT FROM AUTHOR]

Copyright of Family Upbringing / Wychowanie w Rodzinie is the property of Family Upbringing Editorial Board / Redakcja czasopisma Wychowanie w Rodzinie 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: the results of 5 randomized controlled meta-analysis studies showed the association between genetic deficiency of folate cycle and autistic spectrum disorders in children. The purpose of the present study is to investigate the biochemical alterations in children with autism spectrum disorders associated with genetic deficiency of the folate cycle. Methods: the experimental group involved 225 children diagnosed with autism spectrum disorders (Diagnostic and Statistical Manual of Mental Disorders IV-TR, International Statistical Classification of Diseases and Related Health Problems 10), who suffered from a genetic deficiency of the folate cycle (methylenetetrahydrofolate reductase C677T + methylenetetrahydrofolate reductase A1298C and/or methionine synthase A2756G and/or methionine synthase reductase A66G; polymerase chain reaction). The control group included 51 healthy children who followed the same age and gender distribution pattern of the patients group. Results: the study revealed that the patients had a specific pattern of biochemical alterations in serum (p˂0.05; Z˂Z0.05). Mean value and (SD) are reported. Hyperhomocysteinemia: 9.63 (5.36) μmol/L, r.v. ˂5.2); deficiencies of vitamins: B6 [6.32 (3.58) μg/L, r.i. 8.7-27.2], folic acid [2.97 (6.85) pg/mL, r.i. 3.89-26.8], B12 [112.64 (374.2) pg/mL, r.i. 197-771], and D3 [13.98 (20.41) ng/mL, r.i. 30-60]; hypercreatininemia [69.13 (64.21) μmol/L, r.i. 3 years: 21-36, 3-5 years: 27- 42, 5-8 years: 28-50], increased creatine kinase [314.12 (443.42) U/L, r.i. 39-308 U/L]; and lactate dehydrohenase [378.47 (443.72) U/L, r.i.135-225]. At the time of examination, an increase in the serum concentration of homocysteine was registered in 88% of the patients. The associations between different folate cycle genes polymorphisms with certain biochemical abnormalities were shown Discussion: autism spectrum disorders associated with genetic deficiency of the folate cycle in children are characterized by a specific pattern of biochemical changes that is not found in healthy children and may be involved in the pathogenesis of immunodeficiency and encephalopathy. These data can be used in clinical practice for diagnostic purposes to identify a subgroup of children with autism spectrum disorders associated with genetic folate cycle deficiency and for the selection of biochemical correction during treatment. [ABSTRACT FROM AUTHOR]

Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology. [ABSTRACT FROM AUTHOR]

To demonstrate the explainability of the scales with fewer dimensions instead of the number of existing dimensions by ensuring that the scale structures created by explanatory factor analysis (EFA) are verified with confirmatory factor analysis (CFA). Data from the Nutritional Behavior Scale in Children, answered by the parents of 204 children with autism spectrum disorder (ASD) were used. EFA was performed with the data obtained from the scale. In the next step, the explained variance percentages and dimensions were determined and the model goodness of fit indexes were calculated with CFA. The dimensions with the lowest explained variance percentages were removed from the model, respectively, and three different scale models were tested. The variance explanation percentage of the first eight-dimensional model created with EFA was calculated as 72.68%. The food fussiness sub-dimension was removed and CFA was applied to the model again and new indices were calculated. Finally, the emotional under-eating sub-dimension was excluded from the model, resulting in a six-dimensional Child Eating Behavior Scale (CEBS). Goodness-of-fit indices of the CFA model established with six dimensions were X2 / df; 1.545, AIC; 715,433 and RMSEA; 0.052 was found. It has been shown that the eight, seven, and six-dimensional scale models constructed according to the percentages of variance explained for CEBS are sufficient to explain the sample and that the six-dimensional scale model can be used for CEBS. Our study is the first to use competing models in confirmatory factor analysis in reducing scale dimensions. [ABSTRACT FROM AUTHOR]

Cette recherche étudie les trajectoires développementales relatives à la compréhension du langage non littéral par les enfants et adolescents avec un trouble du spectre de l'autisme. Cette étude longitudinale sur 12 mois porte sur trois formes principales de langage non littéral nécessitant un traitement inférentiel de plus en plus coûteux : les demandes indirectes, les expressions idiomatiques et l'ironie. Les performances de 12 enfants et adolescents avec un TSA sans trouble du développement intellectuel sont comparés à leurs témoins appariés en âge, sexe et niveau langagier. Plutôt qu'un déficit global stable, les résultats mettent en avant une altération partielle et évolutive des capacités inférentielles chez les participants avec un TSA. Cette étude ouvre des perspectives cliniques au niveau de l'évaluation de la compréhension du langage non littéral par les personnes avec un TSA. This research investigates the developmental trajectories of non-literal language comprehension by children and adolescents with autism spectrum disorders. This 12-month longitudinal study focuses on three main forms of non-literal language requiring increasingly expensive inferential processing: indirect requests, idioms and irony. The performance of 12 children and adolescents with ASD without intellectual developmental disorders is compared to their age-, gender- and language-matched controls. Rather than a stable global deficit, the results point to a partial and progressive alteration of inferential abilities in participants with ASD. This study opens up clinical perspectives on the assessment of non-literal language comprehension by individuals with ASD. [ABSTRACT FROM AUTHOR]

Cet article propose de passer en revue les changements récents dans les méthodes d'intervention précoce des jeunes enfants avec Trouble du Spectre de l'Autisme. Nous sommes passés de modèles d'interventions intensives, en situations écologiquement non pertinentes, centrées sur les comportements autistiques des enfants, à des interventions moins intensives, au sein de la dyade, en contexte écologique. Elles ciblent l'interaction parent/enfant, notamment la synchronie, la sensibilité parentale, les compétences langagières et la communication sociale de l'enfant. Les différentes techniques de vidéo feed-back, particulièrement pertinentes chez l'enfant autiste, sont détaillées, notamment la VIPP, le PACT et la Thérapie de Guidance Interactive (TGI) avec leur intérêt, leur validité et leurs limites. L'enjeu est de développer ces techniques de manière reproductible et mesurable, tout en respectant la spécificité de chaque dyade. Nous proposons, pour répondre à ces gageures, de développer la TGI, qui répond aux exigences énoncées, et de développer la méthodologie du cas unique afin d'évaluer les effets des interventions précoces chez les enfants avec autisme. This paper aims to review recent changes in the methods of early intervention used in treating young children with Autism Spectrum Disorder. We have transitioned from models of intensive interventions, in ecologically irrelevant situations, that focus on children's autistic behavior, to less intensive dyad-based interventions in ecological contexts. They target parent/child interaction, including synchrony, parental sensitivity, language skills, and the child's social communication. The various video feedback techniques, particularly relevant for autistic children, are detailed, in particular VIPP, PACT, and Interactive Guidance Therapy (IGT) taking into account their interest, validity and limitations. The challenge is to develop these techniques in a reproducible and measurable way, while respecting the specificity of each dyad. To meet these challenges, we propose to develop the IGT model, which meets the stated requirements, and to develop the single-case methodology in order to assess the effects of early interventions on children with autism. [ABSTRACT FROM AUTHOR]

Cette étude longitudinale porte sur le développement de la communication chez des enfants de 3 à 6 ans avec TSA, scolarisés en unité d'enseignement en maternelle. Elle s'appuie sur l'observation directe de situations filmées en classe, soumises à une micro-analyse de la communication et des interactions sociales à l'aide d'une grille structurée. La fréquence et la qualité fonctionnelle des échanges sont comparées dans les interactions avec les adultes et avec leurs pairs, en situation structurée (travail à table) et en situation non structurée (jeu libre), et dans leur évolution au cours du temps (première année vs dernière année de maternelle). Les résultats montrent que l'engagement socio-communicatif des enfants est généralement plus fréquent dans les activités structurées et avec les adultes, essentiellement en modes de réponses aux sollicitations. Cependant, les initiatives des enfants augmentent dans le temps en situation de jeu libre. Les interactions à but instrumental demeurent la majorité des actes communicatifs. Les buts de partage social sont davantage favorisés par la situation de jeu, où leur proportion augmente au cours du temps. La part des intentions de partage d'états mentaux évolue peu au cours des trois années. Les trajectoires individuelles de progression diffèrent selon les caractéristiques des enfants. Ceux qui présentent les scores les plus avancés dans les échelles développementales au début de la scolarisation montrent une progression plus importante des interactions sociales et de la communication en classe. Les données sont discutées afin d'optimiser les dispositifs scolaires inclusifs. Inclusive preschool classrooms have been recently created (since 2014) in France for children with Autism Spectrum Disorder, giving them access to regular schools while adjusting to their specific needs. In these preschool small units, educative and mental health staff work together to support children's communicative and learning skills in order to help them to progressively attend regular classes in the same school. International research has reported the benefits of inclusive education on children with ASD, but studies mainly concerned children in full inclusion in regular classrooms, whose constraints, even with adapted programs, may not be suitable for all of them, especially young children. Moreover, studies conducted in specialized as well as in regular classrooms showed that the frequency and functional quality of the children's communicative exchanges may greatly vary, depending on the interlocutor and on the requirements of school situations (structured or unstructured). In this paper, we present a longitudinal study about communication development from age three to six in children with ASD attending an inclusive preschool program. On the basis of direct observations of situations filmed in class, variations of social communication were systematically examined as a function of partners (adults vs. peers), degree of structuration (work vs. free play), and over time. Participants were seven children with ASD, aged 3 at the beginning of the study and attending the same preschool inclusive unit. They were regularly videotaped (twice a year during three years) in two types of classroom situations: structured (working) and unstructured (free play), interacting with adults and peers. Data reported here are for the comparison between the first and the last collection point (three years vs. six years). Videos were coded using a structured microanalysis grid to capture the quality (forms and functions) of social and communicative behaviors of children and of their partners. In parallel, standardized evaluations were conducted on children's clinical and developmental characteristics. Data analysis showed a differentiated progression in quantity and quality of communication observed in preschool inclusive classrooms according to contextual parameters. Children's social-communicative engagement was generally more frequent in structured than unstructured activities, but initiations progressed over time in unstructured activities. Children interacted much more often with adults than with peers, with no significant increase in this gap over the years. The quality of children's communication improved both in forms and functions, but to varying degrees depending on the context. During structured activities, children became more able to use multimodal coordination (e.g., verbal/nonverbal) within the same communicative act while during unstructured activities they more often use one modality communicative acts. Concerning the purpose of interactions, children most often communicate for instrumental purposes than for social sharing purposes, a difference that persisted over time. A single subject analysis revealed important variations in pace and extent of developmental change between three and six years, with an increased progression observed in children with initial higher social and cognitive developmental levels. Findings are discussed in the perspective of optimizing the implementation of inclusive preschool educative settings for children with ASD. In particular, three points seem to deserve reinforced support: (a) to promote opportunities for children's initiatives in addition to soliciting responses; (b) to enhance the opportunities for social sharing; (c) to support peer-to-peer interactions during play or work co-activities. [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.)