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The urgency of researching this topic is one of the most urgent for Ukrainian society and law enforcement agencies. At this stage, Ukraine is not only about the struggle for independence, for values, Ukraine is primarily about development and innovation. A fairly basic and fundamental vector or direction of the country for guaranteeing human and citizen rights, as well as ensuring a safe environment, has been established. Ratification and adoption of international acts in the field of human rights and freedoms is a step towards increasing the level of protection of citizens’ rights, first of all it shows the country’s responsibility and obligation to meet international standards. Quite often, during the performance of tasks of maintaining public order and fighting crime, police officers, in addition to establishing the facts of crimes, must carry out proper communication, especially with persons who have mental disorders, such as autism (ASD). It is quite interesting that the issue of autism in Ukraine is not new, but it is not sufficiently researched. Especially in the law enforcement system. This article is aimed at theoretical research and coverage of the problem of barrier-freeness in the activities of the National Police of Ukraine during communication with persons who have mental disorders. The work analyzes the foreign experience of the concept of autism in the context of police work and the peculiarities of interaction with persons with various mental disorders. The principles and methods of ensuring unimpeded access to police services and measures aimed at improving the effectiveness of communication with this category of persons are considered. This study aims to determine the optimal strategies of police interaction with persons with mental disorders in order to ensure safety and protect their rights. On the basis of theoretical research, practical recommendations will be offered regarding the training of police officers in the skills of communication and interaction with this audience in order to improve the quality of service to persons with mental disorders in the activities of the National Police of Ukraine. [ABSTRACT FROM AUTHOR]

Background: Spinocerebellar ataxia type 21 (SCA21) is a rare inherited neurological disorder characterized by motor, cognitive, and behavioral disturbances, caused by autosomal dominant TMEM240 variants. Objectives: To identify the genetic cause of a dystonic tremor with autosomal dominant inheritance. Methods: Six subjects of a multi‐generational French family affected by tremor and dystonia were studied. Each patient underwent a comprehensive clinical assessment and a whole‐exome sequencing analysis. Results: All six subjects presented with early‐onset prominent hand dystonic tremor and multifocal/generalized dystonia, secondarily developing mild cerebellar ataxia. The younger generation showed more pronounced cognitive and behavioral impairment. The known pathogenic TMEM240 c.509C>T (p.P170L) variant was found in heterozygosis in all subjects. Conclusions: Dystonic tremor can represent the core clinical feature of SCA21, even in absence of overt cerebellar ataxia. Therefore, TMEM240 pathogenic variants should be considered disease‐causing in subjects displaying dystonic tremor, variably associated with ataxia, parkinsonism, neurodevelopmental disorders, and cognitive impairment. [ABSTRACT FROM AUTHOR]

Background and Objectives Autism spectrum disorder is a lifelong diagnosis. Although several studies have examined the effects of autism throughout childhood, few have considered older adulthood and the difference between the allistic (i.e. persons who are not autistic) population and autistic older adults. In literature regarding healthy aging, there is sparse evidence regarding the intersections of older adulthood and autism. The purpose of this scoping review was to examine the state of literature regarding autistic older adults and the domains of healthy aging, utilizing the framework conceived by Arksey and O'Malley (Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology , 2005;8(1): 19–32. doi:10.1080/1364557032000119616). Research Design and Methods To identify the research question, we took the following steps: identify the relevant studies; select studies; chart the data; and collate, summarize, and report the results. The specific domains of healthy aging considered include physical health, mobility, mental health, cognition and memory, and social connectedness. Results A total of 35 articles were selected for final review. Fifty-seven percent of these studies considered only 1 domain of healthy aging, 23% studied 2 domains, whereas 14% measured 3 domains and 6% assessed 4 domains. No study considered all 5 domains. Of the 5 domains considered for this scoping review, mental health and cognition and memory were the most represented domains in the studies. Discussion and Implications Overall, healthy aging among autistic older adults is largely understudied. More research is needed to better identify and tailor interventions and services for autistic older adults and their families to support healthy aging. [ABSTRACT FROM AUTHOR]

People with similar levels of autistic traits are reported to exhibit better interactions than those with larger differences in autistic traits. However, whether this "similarity effect" exists at the neural level remains unclear. To address this gap, the present study employed functional near-infrared spectroscopy (fNIRS) hyperscanning technology to assess inter-brain synchronization (IBS) during naturalistic conversations among dyads with three types of autistic trait combinations (20 high-high, 22 high-low, and 18 low-low dyads). The results revealed that the high-high dyads exhibited significantly lower IBS in the right temporoparietal junction (rTPJ) region compared to the low-low dyads, with no significant differences observed between the high-low group and the other two groups. Moreover, though dyadic differences in conversation satisfaction were positively correlated with dyadic autistic trait differences, IBS only showed a significant negative correlation with the dyadic average autistic trait scores and no significant correlation with the dyadic difference scores of autistic traits. These findings suggest that dyads with high autistic traits may have shared feelings about conversations, but cannot produce IBS through successful mutual prediction and understanding. [ABSTRACT FROM AUTHOR]

This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18–36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. [ABSTRACT FROM AUTHOR]

Background: The UCLA PEERS program has been studied using predominantly White and affluent populations. As autistic teens and their parents are represented across cultures, it is vitally important that interventions are tailored to their needs-whether that be linguistically or with respect to their cultural practices. Thus, the current qualitative study explored whether culturally and linguistically diverse families (primarily Latine) participating in the PEERS program had recommendations for adaptations to improve their experience and make the program more culturally sensitive. Method: The study utilized a sample of 13 autistic teens and their parents who completed the original 16-week PEERS program with content delivered bilingually. Results: All parents and teens recommended the program to other families. Although the intervention was largely accepted in its current format, suggestions were put forth regarding how to adapt the program to be more accommodating of Latine cultural views on parenting. Conclusion: The PEERS program is an evidenced based intervention with well documented positive results. This paper contributes to a growing body of literature highlighting both the importance of including underrepresented demographic groups in research and factoring in cultural adaptations to increase validity of interventions previously normed on White affluent populations. [ABSTRACT FROM AUTHOR]

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Background. This study assessed the potential efficacy of donepezil in treating autism spectrum disorder (ASD), a neurodevelopmental condition characterized by social communication difficulties and repetitive behaviors. Donepezil, primarily used to treat Alzheimer’s disease as an acetylcholinesterase inhibitor, has gained attention as a potential treatment for ASD symptoms. Methods. Following PRISMA guidelines, a systematic review was conducted to investigate the effects of donepezil on individuals with ASD. Outcome measures assessed various aspects of ASD, including language skills, executive function, behavior, and core symptoms. Nine studies were identified, including four randomized controlled trials (RCTs), three retrospective studies, one open-label trial, and one case report. Results. One RCT reported significant improvements in expressive and receptive language skills, especially in younger children. Another study combining donepezil with choline supplementation showed enhanced receptive language skills, particularly in younger participants. An open-label trial indicated improved rapid eye movement sleep patterns in autistic children treated with donepezil. Several retrospective studies reported improvements in behavioral symptoms, such as aggression and hyperactivity. However, other RCTs did not find statistically significant improvements in executive functioning. Conclusion. In general, donepezil use in ASD demonstrates promise in specific areas, notably language development and behavioral symptom management. However, the results are contradictory, requiring further research to clarify its role, optimal dosing, long-term effects, and potential side effects in individuals with ASD. Practical Implications. Donepezil can be used to improve the clinical global impression and language skills of people with ASD. [ABSTRACT FROM AUTHOR]

Background/Objectives: Diet therapy is a key component of a holistic approach to the physiological and psychological health of children with autism spectrum disorders. A personalized diet, tailored to clinical symptoms, yields positive therapeutic effects. The aim of this study was to assess the intake of specific food groups and the dietary methods used among children and adolescents with autism. Methods: This study included 141 patients from neuropediatric centers diagnosed with autism spectrum disorders. Inclusion criteria were parental consent for the study, age of the child, and autism diagnosis. The research tool was a custom questionnaire covering patients' demographic data, type of disorder, and a qualitative analysis of the dietary habits of selected products. Results: The predominant dietary models were the basic diet (n = 26; 72.22%) and the elimination diet (n = 9; 25%), with a higher application rate among children with autism spectrum disorders. Aversion to specific foods/products was more prevalent in children with autism (n = 79; 75.24%) compared to those with other neurodevelopmental disorders (n = 10; 27.78%). Snacking between meals was significantly more common among the overall neuropediatric patient group (n = 140; 99.29%), with fruit purees (n = 33; 23.57%) and fruits (n = 28; 20%) being the most frequently consumed snacks. Conclusions: The qualitative analysis of dietary habits revealed selective food aversions and eating disorders due to a narrow range of frequently consumed products within dietary groups. [ABSTRACT FROM AUTHOR]

This study examined the effects of an intervention package using high-tech augmentative and alternative communication (AAC) with Naturalistic Instruction (NI), time delay, and prompting during social routines for preschoolers on the autism spectrum. The AAC was a communication application on a tablet programmed with color photo representations of participants and communication partners engaged in social routines. The primary dependent measure was a linguistic communication turn on the AAC device completing the instructor's cloze phrase related to the routine. A secondary dependent measure was prelinguistic communication –nonspecific vocalizations and smiling – within each turn of the routine. Results indicated that all communication types increased and maintained for all three participants with two participants meeting mastery criteria within the minimal number of sessions. These results are significant in providing additional evidence for the effectiveness of AAC intervention beyond teaching simple object requests and in teaching more socially meaningful communication to children on the autism spectrum. Additionally, this study supports the use of color photo representations to promote social interaction. Future research should continue to evaluate such interventions on a larger scale and include naturally occurring communication partners, such as siblings and peers. [ABSTRACT FROM AUTHOR]

Children on the autism spectrum have been shown to have immune dysregulation that often correlates with behavioral deficits. The role of the post-natal environment in this dysregulation is an area of active investigation. We examined the association between plasma levels of polybrominated diphenyl ether (PBDE) and immune cell function in age-matched autistic children and non-autistic controls. Plasma from children on the autism spectrum (n = 38) and typically developing controls (TD; n = 60) were analyzed for 14 major PBDE congeners. Cytokine/chemokine production was measured in peripheral blood mononuclear cell (PBMC) supernatants with and without ex vivo BDE-49 exposure. Total plasma concentration (∑PBDE14) and individual congener levels were also correlated with T cell function. ∑PBDE14 did not differ between diagnostic groups but correlated with reduced immune function in children on the autism spectrum. In autistic children, IL-2 and IFN-γ production was reduced in association with several individual BDE congeners, especially BDE-49 (p = 0.001). Furthermore, when PBMCs were exposed ex vivo to BDE-49, cells from autistic children produced elevated levels of IL-6, TNF-α, IL-1β, MIP-1α and MCP-1 (p

This paper presents quantitative and qualitative findings from an interdisciplinary research project exploring student teachers' positive perceptions of people on the autism spectrum. The set of findings reported in this paper asked 704 student teachers from one university in England (n = 191), Finland (n = 251) and Sweden (n = 262) to write down the first three words they thought of to identify the characteristics of people on the autism spectrum. Data was analysed using a multi-layered, deductive co-rated coding approach. Through this approach repeated words were extracted as were negative and undetermined words, leaving only positive words. Examination of the positive words identified found differences in the manner student teachers focus on the positive characteristics of people on the autism spectrum as this is an understudied area of research. Finnish student teachers more frequently used language to describe the positive characteristics of people on the autism spectrum that reflected their perception of learning being their primary professional role. However, English and Swedish student teachers used language that showed they perceived their role as encompassing the social and emotional development of their pupils, with little reflection about the positive characteristics of people on the autism spectrum as learners. [ABSTRACT FROM AUTHOR]

Abstract Background Among the current avenues of research into the origins and development of the autism spectrum, those concerning atypical levels of sensory responsiveness are gaining increasing relevance. Researchers note the relationship of sensory responsiveness in children on the autism spectrum to their motor, cognitive and social development. Current research reports combines the responsiveness to sensory stimuli also with the development of pretend play. Aim of this study was to verify the relationship between the level of development of pretend play and the level of sensory responsiveness in children on the autism spectrum. Methods A study was conducted in a group of 63 children with a diagnosis of autism spectrum aged from 3 years and 7 months to 9 years and 3 months using: Pretend Play subscale from the Theory of Mind Mechanism Scale and Sensory Experiences Questionnaire version 2.1. Results The results revealed that elevated sensory hyporesponsiveness predicted low pretend play skills in the group of participating children. Conclusion The study verified the contribution of the level of sensory hyporesponsiveness to explaining the atypical development of pretend play in children on the autism spectrum.

In an increasingly digital world, there is a growing emphasis on utilising technology for personal and professional success. For neurodivergent individuals--those with neurological differences such as autism, ADHD, or dyslexia--acquiring these digital skills presents several challenges. Despite their diverse talents and perspectives, which can greatly benefit the IT sector, neurodivergent individuals often face significant barriers to employment and career advancement [1]. This research study focuses on the 5D Clarity Process, a novel framework explicitly curated for social research aimed at enhancing problem analysis and solution development. The 5D Process--Discover, Detail, Deepen, Dream, Define--offers a systematic approach to comprehensively understand and tackle complex social issues. This study employs a qualitative research approach, utilizing case study methodology to examine the application of the 5D Clarity Process in developing digital skilling programs for neurodivergent individuals. Key findings demonstrate the effectiveness of this framework in uncovering hidden talents, personalizing learning pathways, and improving engagement levels among participants. The study's implications extend to policy development, educational practices, and workplace inclusion strategies for neurodivergent individuals in the IT sector. While the primary focus is on the framework itself, the paper also explores its application in the context of digital skilling and curriculum planning for neurodivergent individuals, showcasing how the 5D Clarity Process can transform the identification and nurturing of skills, ultimately leading to better employment outcomes. [ABSTRACT FROM AUTHOR]

Information and communication technology (ICT) has been proposed to enable an inclusive learning environment and increased participation for students with special educational needs. The aim of this study was to investigate the perceived need for ICT before and after an individualized ICT intervention among high school students with neurodevelopmental disorders and describe how the ICT was used to improve participation in school activities. This mixed-method study, with a one-group pre- and post-test design, included 99 high school students with neurodevelopmental disorders. Data from questionnaires and assessments using the School Setting Interview (SSI) were analyzed using descriptive statistics and the Wilcoxon signed-rank test. Deductive content analysis was performed on written notes in the SSI assessment. The results showed that students' median number of perceived needs for ICT in school activities had decreased from six needs at baseline to one need at follow-up (t16.5 df(98), p<.001). There were five SSI items for which over 50% of the students perceived a need for ICT, with most students (95%) needing support in the item Remember things. Students received a laptop, tablet or smartphone (95%), software for planning or structure (84%) and ICT for writing and reading (66%). The ICT facilitated participation in multiple school activities, providing reminders and structure, facilitating notetaking and improving spelling. After the ICT intervention, students (61%) experienced improved study results and improved ability to manage difficult school situations (68%). To conclude, an individualized ICT intervention as support to increase school participation is promising among high school students with neurodevelopmental disorders. All stakeholders in the school's student health service must be aware of the importance of following the service-delivery process even when it comes to using information and communication technology (ICT) as an assistive technology, in which training and follow-up are important parts. It is of great importance to include the students in the service-delivery process for ICT to be effective and useful for the students. Because it is easily accessible, mainstream technology has great potential as a cognitive assistive technology to support students with neurodevelopmental disorders. Students, as well as teachers, may need to receive knowledge from rehabilitation staff, such as occupational therapists, concerning ICT as an enabler for increased participation in school activities. [ABSTRACT FROM AUTHOR]

Background: Among the current avenues of research into the origins and development of the autism spectrum, those concerning atypical levels of sensory responsiveness are gaining increasing relevance. Researchers note the relationship of sensory responsiveness in children on the autism spectrum to their motor, cognitive and social development. Current research reports combines the responsiveness to sensory stimuli also with the development of pretend play. Aim of this study was to verify the relationship between the level of development of pretend play and the level of sensory responsiveness in children on the autism spectrum. Methods: A study was conducted in a group of 63 children with a diagnosis of autism spectrum aged from 3 years and 7 months to 9 years and 3 months using: Pretend Play subscale from the Theory of Mind Mechanism Scale and Sensory Experiences Questionnaire version 2.1. Results: The results revealed that elevated sensory hyporesponsiveness predicted low pretend play skills in the group of participating children. Conclusion: The study verified the contribution of the level of sensory hyporesponsiveness to explaining the atypical development of pretend play in children on the autism spectrum. [ABSTRACT FROM AUTHOR]

Despite the increasing number of students on the autism spectrum attending regular schools worldwide, research on the knowledge and use of teaching strategies to support the inclusion of students on the autism spectrum in the South Asian region remains scarce. The current study was informed by Florian and Spratt's Inclusive Pedagogy Framework and utilised an exploratory sequential mixed-method design to investigate Bhutanese teachers' knowledge and use of pedagogical strategies for the inclusion of students on the autism spectrum. Data was collected via semi-structured interviews (n = 16), classroom observations (n = 7) and online surveys (n = 106). The analysis revealed that although teachers reported their knowledge of effective inclusive strategies, they made limited use of them in their practice, which resulted in the micro-exclusion of students on the autism spectrum despite their physical placement in regular classrooms/schools. Recommendations for enhancing Bhutanese teachers' skills and capacity to implement effective strategies for including students on the autism spectrum are provided. [ABSTRACT FROM AUTHOR]

Using eye-tracking, we studied allocation of attention to faces where the emotional expression and eye-gaze dynamically changed in an ecologically-valid manner. We tested typically-developed (TD) adults low or high in autistic-like traits (Experiment 1), and adults with high-functioning autism (HFA; Experiment 2). All groups fixated more on the eyes than on any of the other facial area, regardless of emotion and gaze direction, though the HFA group fixated less on the eyes and more on the nose than TD controls. The sequence of dynamic facial changes affected the groups similarly, with reduced attention to the eyes and increased attention to the mouth. The results suggest that dynamic emotional face scanning patterns are stereotypical and differ only modestly between TD and HFA adults. [ABSTRACT FROM AUTHOR]

PEERS® for Young Adults is an evidence-based program aimed at teaching social skills needed to establish and maintain close relationships, including friendship and romantic relationships. The study investigated the effects of the Polish adaptation of the curriculum on the social functioning of adults on the autism spectrum. Fifteen young adults (aged 18–32, M = 23.5) were randomly allocated to an immediate or delayed (control) treatment condition. By self and parent report, individuals who participated in the PEERS® program showed significant improvements in social skills, social cognition, and social knowledge, but limited gains in social engagement. The effects were maintained over six months after the treatment. The intervention was well-accepted and deemed feasible by young adults, their parents, and peers involved in the program. [ABSTRACT FROM AUTHOR]

Autism spectrum is characterized by difficulties in social communication and interactions and limited, restricted patterns of behavior, interests, and activity. It is diagnosed and described on the basis of behavioral characteristics. Therefore, behavior research plays a critical role in better understanding the functioning of this group of children. Studies on their interests and curiosity take mainly the form of experiments on visual and object exploration. We argue that important aspects of behavior might be neglected within these studies and propose to refine the approach by incorporating the achievements of classic ethology, contemporary measurement and analytical tools, and the theory of integrative levels. We conclude with an outline of the proposed approach in a short list of major methodological postulates. [ABSTRACT FROM AUTHOR]

Quality of life (QoL) is lower in adults on the autism spectrum (AS) compared with typically developing (TD) adults. In this context, recent studies have examined the role of depression and anxiety in reducing QoL in AS adults. The aim of this study was to (1) replicate these findings of lower QoL and (2) assess the negative influence of depressive and anxious symptoms on QoL in an adult AS (N = 86) and TD (N = 87) German sample with a broad age range (18–70 years). For this, we used questionnaires that have been validated for the AS and TD population: the World Health Organization Quality of Life Brief Version, the Autism‐Specific QoL items, and the Hospital Anxiety and Depression Scale. We replicated previous findings and extended them to autism‐specific QoL. Our AS sample had lower QoL compared with the TD adults. However, depressive symptoms were the largest contributor to lower QoL in both samples, more so than group membership and anxious symptoms. We conclude that interventions to improve QoL in AS adults should specifically target depressive symptoms and for this, improvements to the diagnostic process and treatment of depression in AS are necessary. Lay Summary: Adults on the autism spectrum reported lower quality of life (QoL) in comparison to typically developing adults. Depressive symptoms were a more relevant aspect in reducing QoL in both study groups than group membership or anxious symptoms. We conclude that interventions to improve QoL in adults on the autism spectrum should specifically address depressive symptoms. For this, improvements in recognizing and treating depression in autism spectrum are necessary. [ABSTRACT FROM AUTHOR]

BackgroundThe UCLA PEERS program has been studied using predominantly White and affluent populations. As autistic teens and their parents are represented across cultures, it is vitally important that interventions are tailored to their needs–whether that be linguistically or with respect to their cultural practices. Thus, the current qualitative study explored whether culturally and linguistically diverse families (primarily Latine) participating in the PEERS program had recommendations for adaptations to improve their experience and make the program more culturally sensitive.MethodThe study utilized a sample of 13 autistic teens and their parents who completed the original 16-week PEERS program with content delivered bilingually.ResultsAll parents and teens recommended the program to other families. Although the intervention was largely accepted in its current format, suggestions were put forth regarding how to adapt the program to be more accommodating of Latine cultural views on parenting.ConclusionThe PEERS program is an evidenced based intervention with well documented positive results. This paper contributes to a growing body of literature highlighting both the importance of including underrepresented demographic groups in research and factoring in cultural adaptations to increase validity of interventions previously normed on White affluent populations.

Considering the growing influence of the Neurodiversity movement on the literature on autism, we attempted to shed a new light on autistic echolalia in music therapy by exploring the topic from an identity-first viewpoint. We interviewed autistic adults and studied this phenomenon from their perspective. Five adults on the autism spectrum were interviewed. For the data collection phase, Reductive Phenomenology was used. The participants were asked to reflect on the need to echo as they understand it and discuss possible reasons that may lead autistic clients to echo during music therapy. They were also asked about musical aspects that echolalia may have. For the analysis of the data, the guidelines of Interpretative Phenomenological Analysis were followed to extract themes and categories from the data. The interviewees pointed at two main reasons for echolalia in their opinion: (a) intra-personal reasons that mainly function to self-regulate the echoing person; and the much less frequently mentioned (b) inter-personal reasons that relate to interactions with others. They also pointed at several connections between music and echolalia, for example, the heightened awareness to the prosody of words rather than their content and the use of songs as echolalia. The information provided by the interviewees is compared to descriptions of echolalia in the literature. Enabling the participants to share their autistic experience, we believe, is an opportunity to hold back preconceived assumptions about echolalia made by non-autistic music therapists and other professionals, and to help them improve their clinical understanding of echolalia. [ABSTRACT FROM AUTHOR]

Assistance and companion dogs have numerous positive effects for family of autistic children, such as supporting their rehabilitation and improving their quality of life. To date, very few studies have compared the effects of both types of dogs. This comparison, considering the limited access to assistance dogs, could be helpful for families wanting to adopt a dog. An explanatory sequential design with a mixed-method approach was used. First, 85 parents (nassistance dogs = 57; ncompanion dogs = 28) of children aged between 3 and 17 years old (M = 10.73, SD = 3.67) completed an online questionnaire including sociodemographic questions and the Treatment Acceptability Rating Form-Revised (TARF-R). Then, 17 of these participants (nassistance dogs = 14; ncompanion dogs = 3) completed a semi-structured interview. The quantitative data analyses showed that parents with assistance dogs were significantly more satisfied: t (83) = −2.12, p =.037, d = 0.49. Significant associations between some sociodemographic variables (e.g., number of children, comorbid condition, reasons for acquiring a dog) and acceptability/satisfaction (TARF-R total scores) were found. The qualitative analysis revealed that families with both dog types observed positive effects. In brief, having an assistance dog constitutes a significant added value; nevertheless, both types of dogs are appreciated. Parents of children on the autism spectrum show significantly higher levels of satisfaction with having an assistance dog to assist the rehabilitation of their child on the autism spectrum when compared to a companion dog. Assistance and companion dogs are both perceived as beneficial by parents and as an important source of support for the rehabilitation of children on the autism spectrum and other members of their family. Companion dogs trained specifically to assist the rehabilitation of children on the autism spectrum should be offered to families in the context of limited access to assistance dogs. [ABSTRACT FROM AUTHOR]

Many former university students on the autism spectrum have poor employment outcomes despite strengths, qualifications, and ability. This article presents findings from a qualitative study of 11 former university students on the spectrum (self-identified: 2 males, 7 females, 2 non-binary, 18-50+ years), and five significant others (2 mothers, 3 spouses), from Australia and New Zealand. We identified issues associated with better and poorer transition to employment experiences (poor mental health, lack of support, poor interview skills). The former students also indicated a belief that it was not the role of a university education to prepare students for employment. This belief may have influenced their discipline choices and attitude towards using career supports and university employability components. The participants who studied non-vocationally specific qualifications described more difficulty with conceptualising their transition to employment, developing an employment goal, and finding work. It was suggested that universities may need to provide comprehensive transition to employment programs that develop the 'soft skills' required for employment and offer work placements for both vocationally and non-vocationally oriented courses to help students build skills that increase their employability. [ABSTRACT FROM AUTHOR]

Introduction: Korean autistic persons who have endured an integrated secondary education system have been exposed to school bullying, causing trauma and stigma to them. It also blocks them from entering a tertiary education system and a decent work, resulting in a lower quality of life. However, research on how it affects autistic persons has not yet been conducted in Korea. Methods: Fourteen adult autistic persons in the Republic of Korea participated in the semi-structured focused group interviews. Their conversations were analyzed through qualitative coding. Results: The interview results show the rare voice of Korean autistic people. Although interviewees experienced physical, verbal, and sexual violence against them during the secondary education period, they could not get substantial assistance from schools and society. Interviewees agreed that bullying is inherent in the secondary education system of Korea, even in Korean culture. They experienced the cause of bullying being attributed to them as victims rather than perpetrators, and impunity is given to the bullying assailants. Early analyses of this article confirm that such experiences are combined with the sociocultural climate of elitism, meritocracy, and authoritarianism in the Republic of Korea. Conclusion: The study confirmed that the autistic person's bullying experience does not come from the social inability of autistic people but the "profound" competition and discriminative atmosphere of the society. The result urges further studies on the bullying experience of East Asian autistic persons and the construction of Korean intervention strategies to prevent school violence against Koreans with disabilities, especially autistic pupils. [ABSTRACT FROM AUTHOR]

Mothers and fathers of children on the autism spectrum may differ in their perception of their interpersonal resources and risk factors. Fathers (114) and mothers (507) of children on the autism spectrum participated in the study. Fathers (vs. mothers) reported lower interpersonal resources (interpersonal emotion regulation and perceived support from friends and formal sources, but not family) and higher levels of interpersonal risk factors (social, not emotional, loneliness). A serial mediation model indicated that parents' gender predicted interpersonal emotion regulation which in turn related to parents' social loneliness directly and indirectly through perceived social support. Fathers of children on the autism spectrum may differ from mothers in perceptions of interpersonal resources and risk factors related to parents' social belonging needs. [ABSTRACT FROM AUTHOR]

This article aims to review the literature on family functioning in the field of autism. The search was conducted in August 2021 in PubMed, PsycINFO, and PubPsy and sixty-two articles were included. Studies were published in English between 1980 and 2021 and provided quantitative data from validated measures of family functioning in families with an official diagnosis of autism. Results showed that family functioning appeared more problematic for families of autistic children than non-autistic ones. Difficulties were correlated with more caregiver demand and less resources. Interventional results varied. The findings highlight the importance of considering family functioning when providing care for autistic children and their families. Limitations and implications for future research are discussed. Prospero registration number: CRD42022297696. [ABSTRACT FROM AUTHOR]

There is uncertainty among researchers and clinicians about how to best measure autism spectrum dimensional traits in adults. In a sample of adults with high levels of autism spectrum traits and without intellectual disability (probands, n = 103) and their family members (n = 96), we sought to compare self vs. informant reports of autism spectrum-related traits and possible effects of sex on discrepancies. Using correlational analysis, we found poor agreement between self- and informant-report measures for probands, yet moderate agreement for family members. We found reporting discrepancy was greatest for female probands, often self-reporting more autism-related behaviors. Our findings suggest that autism spectrum traits are often underrecognized by informants, making self-report data important to collect in clinical and research settings. [ABSTRACT FROM AUTHOR]

Adopting the social constructionist approach, this study reports on Bhutanese teachers' views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the development of an online survey instrument completed by 106 Bhutanese educators in 18 schools. Teachers' views about the inclusion of students on the autism spectrum seemed to be influenced by the social, educational, and religious context of Bhutan. Although teachers generally supported inclusion, they also expressed confusion and uncertainty about the best placement in schools for students on the autism spectrum. The implications of findings for the importance of increasing support for teacher training and allocation of adequate resources to schools are discussed. [ABSTRACT FROM AUTHOR]

Research summary: The current research aims to identify the effectiveness of a cognitive-behavioral program to improve some social skills for children with autism spectrum disorder. The research sample consisted of (20) children with autism spectrum disorder, divided into an experimental sample of (10) children, and a control sample of (10). Children, their ages ranged between (8-12) years, with a mean time of (10.49), and a standard deviation of (.827), and they had IQ scores that ranged between (75 to 85) on the Stanford-Binet scale (fifth picture), and the severity of autism ranged from between (70-79); To achieve the objectives of the research, the social skills scale (prepared by the researcher) was applied to them, and the training program (prepared by the researcher). There is a Statistically Significant Difference Between The Mean Scores Of The Pre And Post Applications of The Experimental Group on The Dimensions Of Some Social Skills Scale And The Total Score In Favor of The Post Application. [ABSTRACT FROM AUTHOR]

Difficulties in false belief reasoning are associated with autism spectrum. False belief tasks tend to be easy to administer and code, and thus are often used for testing purposes. However, the amount of information that can be gleaned from this type of assessment task goes beyond correct/wrong score attribution. Instead, fine-grained information may be derive from a detailed qualitative analysis of the content of the answers, as well as the strategies used to produce them. Moreover, the testing situation contains other interesting aspects, such as a child's orientation to the task. Therefore, we examined both qualitatively and quantitatively the various ways children (15 autistic and 15 control children; mean age 7;5 years) responded to a false belief question. The false belief question was more difficult for the autistic than for the control children, but there was no statistically significant difference among the answering strategies between the groups. The answering strategies were mostly similar between the groups. Autistic children preferred to use nouns or locative pro-adverbs while answering, whereas control children used more versatile ways of answering, even though the length of the answers did not differ between the groups. When considering the orientation to the ongoing task, the autistic children had longer reaction times than the control children did. Some autistic children needed the researcher's support to focus on the task, but in general, expressions of uncertainty or commenting during the task were not frequent among the children. The results of this study can be utilized in deepening our understanding of the abilities of autistic individuals and to develop sensitive ways to assess and support autistic children. [ABSTRACT FROM AUTHOR]

Background and Aim: Impairment of social interaction is one of the prominent features of autism spectrum disorder (ASD). The aim of this study was to compare the effects of visual activities schedule (VAS) and social narratives (SN) on social interaction in the children with ASD. Materials & Methods: In a quasi-experimental and single-subject study with ABAB design, eight boys with ASD were selected from a population of 7-12 year-old children by convenience method in Welfare Centers in Mashhad City. The children assigned to two groups including visual activities schedule and social narratives groups. In order to determine the content of each intervention, target behaviors recognized through interview with family, mentor, and observation of the child’s behavior.Each group attended 20 intervention sessions (five times a week; 30 minutes per session). The information collected through systematic observation and Autism Social Skills Profile and data were analyzed using baseline diagrams, effect size, and improvement percentage. Results: Findings showed that 15.34% and 10.45% of social interaction in children with ASD were due to receiving visual activities schedule and social narratives respectively. In addition, visual activities schedule and social narratives led to improvement of 16.09% and 9.24% in social reciprocity, 11.27% and 7.93% in social participation, 38.70% and 16.34% in detrimental social behaviors respectively. Systematic observation showed that visual activities schedule led to increased social reciprocity and social participation in four children and reduced detrimental social behaviors in one child respectively. Although, social narratives led to improvement of social reciprocity in four children, social participation in two children and detrimental social behaviors in three children. Conclusion: Since, both interventions (visual activities schedule and social narratives) were effective in the improvement of social interaction, it seems that similar intervention for children with ASD can improve social interaction and prevent behavior disorders.

Digital autism is a serious problem these days that negatively affects the normal functioning of millions of people around the world. It affects especially children who, due to progressive development in various spheres of their lives are particularly exposed to its negative effects consequences that manifest themselves mainly in the social sphere. It's mainly about the child's isolation or difficulties in establishing relationships. They are accompanied by shyness, fear and extinguishing the need for contact with other people in the real world. In the later period, this can lead to loneliness and various types of mental disorders - anxiety, depression or social phobia. As a result of reduced neuroplasticity, new connections in the brain do not develop and independent thinking disappears, memory deteriorates, etc. Over time, the child is unable to properly express his emotions, especially the positive ones (e.g. hugging, joy, etc.). information suggests that the problem of digital autism, especially among children and adolescents, is a very serious problem that should be counteracted. The sooner the intervention, the greater the chance of eliminating or at least reducing it negative effects. Due to the commonness of the phenomenon, it may be necessary to seek the help of a specialist - a psychologist or psychotherapist, who will help to properly diagnose the problem and find appropriate remedies. However, it should be remembered that treatment is usually long-term, and some changes are difficult to heal. Good cooperation between parents, school and qualified specialists, however, gives a chance to achieve success and eliminate the negative effects, especially the mental and emotional ones.

Background: Literature indicates that L-carnosine may be deficient in autism spectrum disorder (ASD) children. The aim of the present study was to estimate the level of L-carnosine in plasma and correlate it with the Autism Treatment Evaluation Checklist (ATEC) and Childhood Autism Rating Scale 2nd Edition, Standard Version (CARS2-ST) scores. To measure L-carnosine level, a bio-analytical method was developed using reverse phase high- liquid chromatography and validated as per International Conference on Harmonization guidelines. Method: Children were supplemented with L-carnosine (10–15 mg/kg) along with standard care therapies for 2 months. Before and after supplementation, scores on the ATEC, CARS2-ST, BEARS sleep screening tool, 6-item Gastrointestinal Severity Index, and Parental Stress Scale were evaluated, and L-carnosine was measured at the end of the trial. Results: The calibration curve was linear in the range of 100–600 ng/mL (R2 = 0.998). The level of L-carnosine quantified was 33.7 ± 0.2 ng/mL. There was no significant difference found in any of the outcome measures (p > 0.05). Conclusions: Despite the fact that L-carnosine is detectable in the blood, it was found to be ineffective in the management of ASD in children. Clinical Trial Registration: The study was registered in the Clinical Trial Registry-India, registration number: CTRI/2019/07/020102.

Social cognition differs from general cognition in its focus on understanding, perceiving, and interpreting social information. However, we argue that the significance of domain‐general processes for controlling cognition has been historically undervalued in social cognition and social neuroscience research. We suggest much of social cognition can be characterized as specialized feature representations supported by domain‐general cognitive control systems. To test this proposal, we develop a comprehensive working model, based on an interactive activation and competition architecture and applied to the control of action. As such, we label the model "ICON" (interactive activation and competition model for the control of action). We used the ICON model to simulate human performance across various laboratory tasks. Our simulations emphasize that many laboratory‐based social tasks do not require socially specific control systems, such as those that are argued to rely on neural networks associated with theory‐of‐mind. Moreover, our model clarifies that perceived disruptions in social cognition, even in what appears to be disruption to the control of social cognition, can stem from deficits in social representation instead. We advocate for a "default stance" in social cognition, where control is usually general, but representation is specific. This study underscores the importance of integrating social cognition within the broader realm of domain‐general control processing, offering a unified perspective on task processing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Abstract\nPoint of interestFamilies raising children on the autism spectrum often experience financial pressures, including lower incomes linked to reduced parental employment participation. Although the literature identifies many school challenges for children on the autism spectrum and their families, the evidence analysing the impact of school challenges on parental employment is sparse. This paper presents findings from in-depth interviews conducted with 19 families living in England, Scotland and Wales to explore their perspectives on the impact of school on parental paid employment. School support and staff understanding can be critical for children on the autism spectrum and their families. Lacking school support was found to contribute to eventual formal and informal school exclusions as well as child school refusal. These manifestations of unmet school needs meant that parents frequently experienced employment interruptions, exacerbating both financial pressures (the risk of losing work pay) and temporal pressures (for example, making up for lost working time).Families with children on the autism spectrum often experience financial pressures and tend to earn less.It is known that children on the autism spectrum encounter school challenges, but these challenges have not been explored within the context of parents’ engagement in paid employment.The study finds that formal and informal school exclusion (including permanent exclusion periods and occasions of the child being sent home early from school) impact parental employment.The study also finds that child school refusal (the reluctance from the child to attend school) is another way that school-related challenges impact parental employment.Child school refusal and child behaviours which may lead to formal and informal school exclusions are identified as consequences of lacking school support, understanding and flexibility.Families with children on the autism spectrum often experience financial pressures and tend to earn less.It is known that children on the autism spectrum encounter school challenges, but these challenges have not been explored within the context of parents’ engagement in paid employment.The study finds that formal and informal school exclusion (including permanent exclusion periods and occasions of the child being sent home early from school) impact parental employment.The study also finds that child school refusal (the reluctance from the child to attend school) is another way that school-related challenges impact parental employment.Child school refusal and child behaviours which may lead to formal and informal school exclusions are identified as consequences of lacking school support, understanding and flexibility. [ABSTRACT FROM AUTHOR]

Evidence supports the dissociation of voluntary and spontaneous routes to past and future thinking, collectively referred to as mental time travel (MTT). If the diminished voluntary MTT ability found in autism spectrum disorders (ASD) is attributable to a deficit in constructive/generative processes not necessary for spontaneous MTT, ASD traits (Autism Spectrum Quotient score) in a general adult sample should not be related to total spontaneous thoughts, probability of past or future thoughts, or probability of specific thoughts during an undemanding vigilance task. Results supported this hypothesis: AQ was not associated with total spontaneous thoughts and did not significantly predict the other measures. This is the first study to explore spontaneous MTT in relation to ASD traits, further supporting the argument that voluntary MTT may be compromised in ASD due to reliance on constructive/generative processes and reinforcing the notion of dissociable cognitive routes to MTT. [ABSTRACT FROM AUTHOR]

The current study was conducted on a group of 208 children with a diagnosis of the autism spectrum aged between 3 years and 6 years 11 months, with a view to validating the four-factorial structure of the Sensory Experiences Questionnaire – 3.0 – Polish Version (SEQ-3.0 – Polish Version). The following questionnaires completed by the children’s parents/caregivers were used: SEQ-3.0 – Polish Version, the Child Behaviour Questionnaire – Very Short Form (CBQ-VSF), and a version of the EAS Temperament Survey for Children (EAS-C). The obtained results confirmed the four-factorial structure of the SEQ-3.0 – Polish Version: hyperresponsiveness (HYPER), hyporesponsiveness (HYPO), sensory interests, repetitions and seeking behavior (SIRS), and enhanced perception (EP). Not all of the items of the EP factor were found to have satisfactory loadings. Therefore, inferences about its presence in the structure of the SEQ-3.0 – Polish Version should be drawn with caution. All factors correlated with the temperamental traits of the children in the analyzed sample. The results suggest that in a group of children on the autism spectrum aged between 3 years and 6 years 11 months, the EP factor might not become manifest. Therefore, it is advisable that future studies be conducted with separate analyses for age subgroups. [ABSTRACT FROM AUTHOR]

Martial arts training focuses on whole-body movement patterning, philosophy, interpersonal interactions, and functional self-defense. Such training has positive impacts on physical, psychological, and cognitive well-being in older adults and children with and without clinical conditions. We hypothesize that martial arts training can be delivered as a form of exercise therapy for people at all ages to enhance overall health. [ABSTRACT FROM AUTHOR]

Introduction: The pathomechanism of neurodevelopmental disorders includes disruption of sensory channels leading to cognitive-behavioural disorders. Feeding disorders (FED) are defined as unconscious or intentional periods of refusal and/or low food intake. Food intake is selective or accompanied by physiological/psychological inability in the process of food intake. The aim of this study was to assess feeding difficulties, nutritional status, and eating disorders in children diagnosed with neurodevelopmental disorders. Material and methods: One hundred and forty-one patients of specialist neuropaediatric institutions with diagnosed neurodevelopmental disorders were enrolled in the study. Inclusion and exclusion criteria were as follows: consent of the patients' parents to conduct the study, age of the child, and diagnosis of neurodevelopmental disorders. The research tool was a self-administered survey questionnaire including the patients' metric data, type of disorder and its course, nutritional status using Cole's parameter, and feeding behaviour. Results: Eating disorders were present in 26.24%, while FED were present in 74.47% of children with neurodevelopmental disorders -- autism spectrum. The nutritional status of the paediatric population was "at risk of malnutrition" (68.09%). Conclusions: Nutritional status according to the considered guidelines represented normal weight and the risk of malnutrition. Feeding disorders together with eating disorders occurred with diagnoses of neurodevelopmental spectrum disorders. The neuropaediatric group was characterised by feeding and eating disorders (sensory feeding neophobia and pervasive craving disorder) but showed no association with the type of food texture accepted. The range of measured and accepted temperatures and the consumption of foods with specific visual-organoleptic characteristics targeted feeding disorders. Children with neurodevelopmental disorders will require feeding therapy with a sensory diet. [ABSTRACT FROM AUTHOR]

This article presents a novel theoretical perspective on the role of cognitive biases within the autism and schizophrenia spectrum by integrating the evolutionary and computational approaches. Against the background of neurodiversity, cognitive biases are presented as primary adaptive strategies, while the compensation of their shortcomings is a potential cognitive advantage. The article delineates how certain subtypes of autism represent a unique cognitive strategy to manage cognitive biases at the expense of rapid and frugal heuristics. In contrast, certain subtypes of schizophrenia emerge as distinctive cognitive strategies devised to navigate social interactions, albeit with a propensity for overdetecting intentional behaviors. In conclusion, the paper emphasizes that while extreme manifestations might appear non-functional, they are merely endpoints of a broader, primarily functional spectrum of cognitive strategies. The central argument hinges on the premise that cognitive biases in both autism and schizophrenia spectrums serve as compensatory mechanisms tailored for specific ecological niches. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine 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.)

We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. The narrative, social, and pragmatic language skills of school-aged bilinguals (n = 54) and monolinguals (n = 80) on the AS were assessed using normed measures. Language exposure was estimated through a parent questionnaire. Bilinguals performed similarly to monolinguals on measures of narrative, social, and pragmatic language skills. However, balanced bilinguals performed better on a nonliteral language task. Overall, results indicate that bilingual children on the AS can become as proficient in using language as monolinguals and may enjoy a bilingual advantage. [ABSTRACT FROM AUTHOR]