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Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

La forma de percibir los estímulos y procesarlos influye directamente en nuestras respuestas hacia el entorno y por tanto en nuestra relación con los otros. Los trastornos del neurodesarrollo como el autismo (TEA) están relacionados con deficiencias en la percepción sensorial. Una de las formas de intervención con alumnos con TEA se centra en las buenas prácticas sensoriales El objetivo de esta investigación es valorar el impacto que las intervenciones en estimulación sensorial tienen en este colectivo. Han participado 27 alumnos de entre 3 y 18 años, diagnosticados con TEA según los criterios del DSM-5 (n=7 grado 1; n=8 grado 2; n=12 grado 3). Asistieron a una intervención basada en los ambientes multisensoriales Snoezelen y se les aplicó el inventario Perfil Sensorial-2 de Dunn (2014). Los resultados muestran que la intervención mejora el procesamiento sensorial del alumnado con TEA de grado 3 y grado 1. Sin embargo, el alumnado con TEA de grado 2 no experimentan mejorías estadísticamente significativas debidas a la intervención. Se especula que estos alumnos pueden necesitar más tiempo de intervención para beneficiarse de los efectos de la intervención.

El uso de tecnologías de la información y comunicación, se convierten en apoyo del aprendizaje de los niños con trastorno del espectro autista, siendo una herramienta poderosa y versátil; estas tecnologías ofrecen una amplia gama de recursos que pueden adaptarse a las necesidades individuales de cada niño, facilitando así un enfoque más personalizado y centrado en el proceso educativo. El objetivo de esta investigación fue analizar la gestión del aprendizaje con tecnología para niños en el espectro autista. Se llevó a cabo utilizando una metodología de Revisión Sistemática de Literatura (PRISMA-ScR) a través de una recopilación rigurosa y sistemática de información relevante. Los principales hallazgos dan cuenta del uso de las tecnologías de información y comunicación como soporte en el aprendizaje de niños con trastorno del espectro autista; igualmente, se produce mejoras en la comunicación y el lenguaje a través de aplicaciones de comunicación, facilitando el desarrollo de habilidades sociales con juegos interactivos y aplicaciones de simulación, que promueven la inclusión y participación en entornos educativos y sociales. Se concluye que la integración de tecnología en la gestión del aprendizaje para niños en el espectro autista, ofrece un vasto potencial para personalizar la educación y mejorar su experiencia de aprendizaje

Objetivo. El trastorno del espectro autista (TEA) se caracteriza por alteraciones en el desarrollo, dificultades de interacción social y comunicación, y patrones restrictivos y repetitivos de conducta. A pesar de su alta prevalencia, pocos estudios se han realizado en ambientes de rehabilitación. El objetivo del estudio fue describir las características de los niños con TEA atendidos en el Servicio de Rehabilitación Pediátrica del Hospital Rebagliati (SRPHNERM). Materiales y métodos. Estudio descriptivo transversal. Se revisaron las historias clínicas de niños menores de 14 años con diagnóstico previo de TEA atendidos en el SRP-HNERM durante el 2022. Resultados. Se evaluaron a 120 niños con TEA. La mediana de edad fue de cinco años. La mayoría recibía educación regular, pero solo para el 9,8% fue inclusiva. La media de edad de diagnóstico fue de 3,83 años. El 78,4% no tenía certificado de discapacidad y el 77,5% tenía evaluación psicológica incompleta. La mediana del tiempo transcurrido desde las últimas sesiones de terapia física, ocupacional y de lenguaje fue de 3, 8 y 3,5 meses respectivamente. Conclusión. La media de edad de diagnóstico de TEA fue mayor de tres años y más del 75% de los pacientes no contaban con un certificado de discapacidad ni con una evaluación psicológica completa. La mediana del tiempo desde las últimas sesiones de terapias de rehabilitación fue de tres meses o más. Estos hallazgos resaltan la necesidad de potenciar el diagnóstico temprano, la educación inclusiva y la evaluación y posterior certificación de la discapacidad, así como de establecer intervenciones más oportunas.

Objective: To determine the level of stress in parents of children diagnosed with autism spectrum disorder (ASD) at Instituto para el Desarrollo Infantil (Institute for Child Development) - ARIE, San Juan de Lurigancho (SJL) branch, 2022. Materials and methods: A descriptive and cross-sectional study at Instituto para el Desarrollo Infantil - ARIE, SJL branch. Lima Peru. All parents (n = 79) with children aged ≤ 8 years with ASD who were undergoing therapy in 2022 were included; therefore, sampling was not required. The PSI/SF (Parenting Stress Index, Short Form) was used to measure stress in parents. This instrument has been used in other research studies, validating it with a Cronbach's alpha coefficient of 0.93 to determine parental stress. The variables sex of the parent, sex of the child, age, level of education and type of family were analyzed with SPSS V.27 using descriptive statistics and chi-square test. Results: A total of 79 parents were surveyed: average age 35.20, SD 5.217, predominantly females (68.35 %). Of the parents, 73.41 % had higher education. Parental stress perceived by mothers (83.33 %) was slightly higher than that of fathers (60 %) (p < 0.05). There is an association between the level of parental stress and the sex of the child, with males (82.1 %) causing more stress compared to females (60.9 %). Single-parent families have shown a higher level of stress, with 95.46 %, as opposed to two-parent families, with 64.42 %) (p < 0.05). Conclusions: Most parents with children with ASD experience clinically significant stress, with scores greater than 90, with mothers having a higher degree of stress. There is a significant association between parental stress and the sex of the child and the type of family (p < 0.05). [ABSTRACT FROM AUTHOR]

Introduction: Due to the very high prevalence of mental pathology in early life (up to 20%), correct diagnosis and immediate treatment in early life is a global health priority. Objective: The aim of this study was to evaluate the degree of validity of the diagnoses of ADHD and ASD made in Primary Health Care Services (PHCS), comparing them with definitive diagnoses issued in the Child and Adolescent Mental Health Units (CAMHU). Methodology: 183 patients were included in this study, being referred from Primary Health Care (PHC) to Vecindario's CAMHU, in Gran Canaria, Spain. Evaluation was retrospective and included the following variables: age, sex, perinatal history, adopted minor, family psychiatric history, referring physician's diagnosis of suspicion, definitive diagnosis in the CAMHU, subsequent follow-up and psychopharmacological treatment. To analyze the degree of quality of the referrals, we calculated the percentage of cases that matched the suspected diagnosis of the referring physicians (pediatricians or general practitioners (GP)) and the definitive confirmation diagnosis (issued by the child and adolescent psychiatrist). Results: 75.4% of the sample were males, with a mean age of 8.22 years, 7.7% had a perinatal history, and 17.5% had a family psychiatric history. 65.6% of them were referred with a suspected diagnosis of ADHD, 62.7% were confirmed and 26.27% were rejected. 31.7% were referred to the CAMHU with a suspected diagnosis of ASD. This entity was confirmed in 75.8% and rejected in 10.3%; 5.1% of them were finally diagnosed with ADHD. Only 2.7% were referred for a combined suspicion of ADHD and ASD, but 9.8% of children were finally diagnosed with both diagnoses (ADHD and ASD) concomitantly. Conclusion: The validity of the diagnostic suspicions made in the PHCS was very high: 62.7% for ADHD and 75.8% for ASD; obtaining notably higher percentages than in previous studies. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina 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 Revista Internacional y Comparada de Relaciones Laborales y Derecho del Empleo is the property of ADAPT University Press 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 Revista de Medicina y Cine / Journal of Medicine & Movies is the property of Ediciones Universidad de Salamanca 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.)

Adaptive behavior (AB) concerns skills that enable individuals to be independent. It may be affected by different diagnoses, including Autism Spectrum Disorder (ASD). This study's objective was to investigate AB differences between children and adolescents aged 4 to 21 with ASD only, ASD with other health conditions, and those with typical development and to verify the effects of sociodemographic variables on AB outcomes among individuals with ASD. The sample comprised the caregivers of 309 children and adolescents aged 4 to 21 assigned to a non-clinical group (n = 181) and two clinical subgroups: one for ASD only (n = 47) a nd t he o ther f or A SD w ith c omorbidities (n = 81). ANOVA and T-tests were performed, followed by a bootstrap process to ensure the normality and homogeneity of results. Significant deficits were found in the individuals diagnosed with ASD in all three domains of AB. A significant difference was found in the practical domain between the clinical subgroups. The respondents' educational level and the type of school children and adolescents attended affected the conceptual domain. Sex, on the other hand, only showed an effect in the practical domain. The conclusion is that individuals with ASD present differences in the three domains of adaptive behavior, and sociodemographic characteristics also play a role. However, further studies considering other variables that may influence the findings are needed, to ensure greater reliability of the results. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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: Theory of mind (ToM) is the human ability to perceive, interpret, and attribute the mental states of other people, and the alteration of this cognitive function is a core symptom of autistic spectrum disorder (ASD). In such other neurodevelopmental disorders as childhood-onset obsessive-compulsive disorder (OCD) and Tourette syndrome (TS) that can present with cognitive dysfunctions, ToM has been less extensively studied, especially in the young population. The aim of the study was to compare advanced ToM between groups of young people diagnosed with OCD, TS, or ASD and a control group. Methods: Clinical interviews were conducted with male patients aged between 11 and 17 years with a main diagnosis of OCD (n = 19), TS (n = 14), or ASD (n = 18), and a control group (n = 20). We administered instruments for estimating intelligence quotient and severity of psychiatric symptoms, and tasks to evaluate ToM (the ''Stories from everyday life'' task and the ''Reading the mind in the eyes” test). Results: Young people with TS and with ASD present similar difficulties in solving advanced ToM tasks, whereas patients with childhood-onset OCD present similar results to controls. Conclusions: ToM is altered in other neurodevelopmental disorders beyond ASD, such as TS. Resumen: Introducción: La Teoría de la Mente (ToM) es la capacidad humana de percibir, interpretar y atribuir los estados mentales de las otras personas y la alteración de esta función cognitiva es un síntoma nuclear del Trastorno del Espectro Autista (TEA). Hay otros trastornos del neurodesarrollo como el Trastorno Obsesivo-Compulsivo de inicio en la infancia (TOC) y el Síndrome de Tourette (ST), que pueden presentarse con disfunciones cognitivas, y en los que la ToM ha sido menos estudiada, especialmente en población juvenil. El objetivo de este estudio fue comparar la ToM avanzada entre grupos de jóvenes con diagnóstico de TOC, ST o TEA y un grupo de controles sanos. Métodos: Se entrevistaron clínicamente a varones de entre 11 y 17 años con diagnóstico principal de TOC (n = 19), ST (n = 14), TEA (n = 18), y un grupo control de sujetos sanos (n = 20). Se les administraron instrumentos de estimación de cociente intelectual, severidad de los síntomas psiquiátricos, y las pruebas para evaluar la ToM: la tarea Historias de la Vida Cotidiana y el Test de la Mirada. Resultados: Los jóvenes con ST presentan dificultades similares para resolver tareas de ToM avanzada al nivel de los pacientes con TEA, a diferencia de los pacientes con TOC de inicio en la infancia que presentan resultados similares a los controles sanos. Conclusiones: La ToM está alterada en otros trastornos del neurodesarrollo más allá del TEA, como en el ST.

Background: “autism spectrum disorder” is an entity of neurobiological origin, characterized by a variety of signs and symptoms.Objective: raise the knowledge level in relatives of students with autism spectrum disorder.Methods: a quasi-experimental study of educational intervention was carried out in the nine Rehabilitation Services of the Camagüey municipality health areas, from January to December 2022. The sample consisted of 25 family members who met the eligibility criteria. To evaluate the results of the intervention, a questionnaire was applied before and after the intervention was developed.Results: there was a predominance of the female sex 23 (92%), an age range of 30-39 years 11 (44%) and a high school level 13 (52%). Before the intervention, the level of general knowledge about autism spectrum disorder was insufficient by 68%. Regarding emotional competence, it reached 84%, the indicated treatment 84%, and educational methods 60%. After the strategy, it was possible to raise the level of general knowledge by 100%, 92% achieved the objective of emotional competence, 100% achieved sufficiency regarding the indicated treatment and 92% obtained improvement in educational styles knowledge.Conclusions: it was possible to raise the level of general knowledge about autism spectrum disorder, emotional competence, compliance with neurosensory treatment and educational styles.

STK39 is a serine/threonine kinase encoding gene, located on chromosome 2q24.3. It is also known by its homologous genes SPAK/PASK/STE20-SPS1. It is abundantly expressed in the brain with functions in cell differentiation, transformation and proliferation. In the literature found at the time of the bibliographic search for the investigation of the clinical case, several articles have been found showing an association of this gene with renal and hepatic neoplasms, fundamentally. Using the terms autism, genetics, STK39 and psychosis, a search was carried out in the periods from 2018 to 2023 in PubMed. The clinical case reported concerns two twin sisters, carriers of this gene and with the present diagnosis of autism spectrum disorder (ASD) and intellectual disability, along with organic comorbidity in both. In one of them, as presented, a psychotic episode develops at 12 years of age. STK39 is not among the most commonly described genes for ASD, but one study in the literature supports that STK39 would be a new candidate gene for autism. [ABSTRACT FROM AUTHOR]

The COVID-19 health crisis generated multiple educational and family changes in the homes of children with autism. This research aimed to analyze the experiences of mothers of students diagnosed with Autism Spectrum Disorder (ASD) regarding distance education during the COVID-19 pandemic. For this purpose, a qualitative methodology with a descriptive exploratory scope was used through a phenomenological design in which 17 Chilean mothers responded to a semi-structured interview. The results indicate that, for many respondents, distance education was not accepted, given that the mothers assumed the direct role of accompanying the educational processes. This resulted in an educational, emotional, and social setback, reducing mother’s expectations of their children in the academic and work domains of life. In conclusion, based on the participants’ perception, distance education is not considered an effective alternative for schooling students with ASD, since limited resources and the mothers’ lack of pedagogical skills make it impossible to promote learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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El trastorno del espectro autista (TEA) se caracteriza por deficiencias en la comunicación e interacción social, donde se incluye la prosodia. Se mencionan alteraciones como monotonía, difícil manejo de volumen y acentos inadecuados, junto a una desconexión entre la entonación y el significado. No obstante, la literatura no es precisa sobre estas características en etapas tempranas. Así, nuestro objetivo fue comparar las diferencias prosódicas del habla entre escolares con diagnóstico de TEA y con desarrollo neurotípico. Mediante un diseño observacional, de corte transversal y alcance comparativo, con muestreo no probabilístico por conveniencia, se incluyó a 37 participantes entre 7 y 11 años (17 con diagnóstico de TEA y 20 neurotípicos), en etapa escolar básica con lectoescritura adquirida. Cada familia realizó la toma de muestra, pidiendo lectura del “Texto del Abuelo” y de la frase “Esta es mi casa”, prolongando la última /a/. Se analizaron F0, intensidad, cantidad y duración de pausas, velocidad y acentos, mediante prueba T y U de Mann Whitney. Los resultados establecen sólo una tendencia en las variables intensidad y cantidad de pausas entre ambos grupos, pero sin diferencias estadísticamente significativas. La ausencia de diferencias podría deberse a la etapa de desarrollo en la que se encuentran los participantes. Considerando las limitaciones (muestra reducida, variabilidad de resultados en individuos, toma de muestras) proponemos profundizar más esta materia realizando los cambios pertinentes para seguir contribuyendo al estudio de esta habilidad comunicativa en esta población.

Introducción. Los nuevos aportes sobre el trastorno del espectro autista (TEA) y la estimulación de las neuronas espejo tienen aplicabilidad en los procesos de intervención fonoaudiológica ya que la teoría de las neuronas espejo, descrita en 2009 por Iacoboni, establece que las personas con esta condición presentan un déficit en la imitación, además de un desarrollo casi nulo de la empatía, lo cual causa alteraciones en las conductas y los comportamientos sociales. Objetivo. Construir, a partir de la teoría de las neuronas espejo, un protocolo de intervención para habilidades de interacción social en población infantil (4-6 años) con TEA con nivel de apoyo 1 con el fin de propiciar una intervención fonoaudiológica con un enfoque ecológicamente válido. Métodos. El estudio se desarrolló acorde al método de investigación mixta con predominancia cualitativa, siendo este de tipo transversal y alcance descriptivo con diseño mixto anidado multinivel en seis etapas. Resultados. Los módulos conceptuales del protocolo de intervención para habilidades de interacción social diseñado comprenden la atención conjunta, la imitación verbal y no verbal, la intencionalidad comunicativa, la comprensión y expresión de emociones y las habilidades de juego. Se enfatiza que este protocolo se basa en la atención conjunta, pues esta es la primera condición sobre la cual se construye la comunicación y, por ende, se desarrollan las habilidades de interacción social. Conclusiones. Un protocolo de intervención desarrollado bajo un modelo ecológico permite la adaptación de las actividades de intervención a los entornos naturales a partir de estímulos representativos, logrando así eficiencia en el desarrollo de habilidades de interacción guiada a los diferentes contextos sociales típicos.

Introduction: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. Resumen: Introducción: La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo: Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones: Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años.

La prosodia, que incluye la entonación, el ritmo, las pausas y el acento, es importante en la comunicación. En el trastorno del espectro autista, la prosodia se ve afectada en su expresión y comprensión, lo que dificulta la comprensión del lenguaje y añade una barrera en la comunicación social. El objetivo del estudio es realizar una revisión de alcance basada en las publicaciones disponibles entre los años 2012 y 2022 sobre prosodia del español en personas con trastorno del espectro autista. Se consideraron todos los artículos indexados sobre el tema, desde la perspectiva del área de la lingüística clínica. Se consultaron las bases de datos Scopus, Clarivate Analytics, Wos Of Science y algunas otras. Los criterios de la metodología PRISMA fueron aplicados para seleccionar los artículos. Se obtuvieron 8 textos, de los cuales solo 3 cumplieron con el criterio de inclusión. Una investigación estudiaba el acento en personas con trastorno del espectro autista; otra las pausas; mientras un estudio trataba sobre la validación de una prueba para evaluar la prosodia pragmática. La investigación sobre la prosodia en personas con trastorno del espectro autista en diferentes variantes del español es escasa, lo cual impide caracterizar adecuadamente los rasgos prosódicos en esta población.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative deficits and restricted and repetitive patterns of behavior, interests or activities. There are different degrees of severity of ASD, which will directly influence the individual's responses to environmental stimuli and the level of support needed. These peculiarities need to be considered to establish an inclusive educational scenario. Considering that teaching science/biology involves handling different materials and using environments outside the classroom, this work aimed to carry out a bibliographic review on inclusive pedagogical practices already described in the literature and, based on the results found and on the cognitive profile of hypothetical autistic students, develop activities that address both the student's specificities and their interests. This work is expected to stimulate debates and inspire educators to know their students better in order to develop inclusive science/biology teaching activities. [ABSTRACT FROM AUTHOR]

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) 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 Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) 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.)

Objective. Autism spectrum disorder (ASD) is characterized by developmental alterations, difficulties in social interaction and communication, and restrictive and repetitive behavioral patterns. Despite its high prevalence, few studies have been conducted in Physical Medicine and Rehabilitation (PM&R) settings. The aim of this study was to describe the characteristics of children with ASD treated at the Pediatric Rehabilitation Service of Rebagliati Hospital (PRS-ERMNH). Materials and methods. Cross-sectional descriptive study. Medical records of children under 14 years of age with ASD treated at PRS-ERMNH during 2022 were reviewed. Results. A total of 120 children with ASD were evaluated. The median age was five years old. Most received regular education, but for only 9.8% it was inclusive. The mean age at diagnosis of ASD was older than three years. 78.4% did not have disability documentation and 77.5% of them had incomplete psychological evaluation. The median time since the last physical, occupational, and speech and language therapy sessions were 3, 8 and 3.5 months, respectively. Conclusions. The mean age at diagnosis of ASD was older than three years, and over 75% of the patients did not have disability documentation or undergo a complete psychological assessment. The median time since the last rehabilitation therapy sessions was three months or more. These findings emphasize the need to enhance early diagnosis, inclusive education, and disability evaluation and documentation strategies, as well as to establish more timely rehabilitation interventions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Família, Ciclos de Vida e Saúde no Contexto Social (REFACS) is the property of Universidade Federal do Triangulo Mineiro, Instituto de Ciencias da Saude 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 Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

This article aims to expand the knowledge about parental stress of the main caregivers of people with ASD in Uruguay. A cross-sectional study was carried out in which the Parenting Stress Index-Short Form, the Beach Center Family Quality of Life Survey and the Beck Depression Inventory-II were applied. 106 main caregivers participated, mostly mothers (87.4%), who reported high levels of stress. Depressive symptomatology was associated with the global level of parental stress and parental distress. An inverse relationship was found between family stress and family quality of life (QOLF); reported a satisfactory level of QOLF with low levels of emotional wellbeing. Inverse relationships were found between family interaction and parental role with the dysfunctional parent-child interaction factor. The results suggest integrating assessments on parental stress in interventions with people with ASD, considering the impact of emotional well-being on the quality of family life. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Objective: to investigate the monocyte count and its association with nutritional status in children and adolescents with autism spectrum disorder (ASD). Methods: a cross-sectional study carried out at a Neurodevelopmental Center in the south of Brazil, with 68 ASD patients aged 3 to 18 years. The number of monocytes (per mm3 ) was determined in blood samples. Nutritional status was defined as BMI-for-age according to WHO standards. The Children’s Eating Behaviour Questionnaire and a standard questionnaire to collect sociodemographic and clinical characteristics were administered to caregivers. Comparisons between sociodemographic, clinical, and eating behavior variables were performed with parametric tests. Linear regression was used to test the association between nutritional status and monocyte count. Results: mean age was 8.6 ± 3.3 years, 79 % were males and 66 % were overweight. In the unadjusted regression overweight was associated with higher monocyte counts compared to those non-overweight (B: 64.0; 95 % CI, 13.9 to 114.1; β: 0.30, p = 0.01). This association remained significant after adjustment for the subscale of “emotional overeating” (B: 37.0; 95 % CI, 17.1 to 91.3; β: 0.29; p = 0.02). The variability in monocyte count attributed to overweight was 14 %. Conclusions: overweight is associated with a higher monocyte count in children and adolescents with ASD. Nutritional intervention to control overweight is essential to mitigate the negative impact on inflammatory activity and immune dysfunction in these patients. [ABSTRACT FROM AUTHOR]

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura 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 Revista Habanera de Ciencias Médicas is the property of Universidad de Ciencias Medicas de La Habana 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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: Research on the clinical and neuropsychological characteristics of children with autism spectrum disorder report a heterogeneous and atypical profile. Treatment for these children is diverse and pharmacotherapy is a key element for symptom control. Objective: To describe the clinical and neuropsychological characteristics in children with autism spectrum disorder. Material and Methods: Observational, descriptive study of 20 patients between 2-6 years old with primary autism spectrum disorder, evaluated in the Neuropsychology Service of the International Center for Neurological Restoration, in the period January-December 2022. Demographic, clinical and neuropsychological variables were analyzed using the Autism Rating Scale (CARS) and the Brunet-Lézine psychomotor test. Descriptive statistics was used: for quantitative variables (mean, standard deviation) and for qualitative variables (absolute frequencies and percentage). Results: Moderate severity predominated (85%), moderate to severe impairment of the developmental coefficient (60%), severe language impairment (60%), sleep disorder (25%) and 80% responded to carbamazepine. Conclusions: Neuropsychological alterations and social limitations of moderate and severe intensity were confirmed in children with autism spectrum disorder, contributing to the evidence already reported in other studies, although it must be taken into consideration that the research was based on a small case series and was carried out in a tertiary health institution. It is recommended to develop studies aimed at validating the efficacy of carbamazepine.

El trastorno del espectro autista (TEA) se presenta en la primera infancia y corresponde a trastornos del neurodesarrollo. Su origen es multifactorial y aún desconocido, aunque el componente genético tiene mayor relevancia; se manifiesta con una gran diversidad de síntomas. Se distinguen diferentes tipos de TEA: trastorno autista o de Kanner, trastorno de Rett, trastorno desintegrativo infantil, síndrome de Asperger y trastorno generalizado del desarrollo no especificado/autismo atípico (1).

Este libro examina en profundidad los comportamientos e intereses repetitivos y estereotipados característicos del Trastorno del Espectro Autista (TEA): la adherencia a rutinas, rituales, movimientos con el cuerpo u objetos, discurso estereotipado, resistencia al cambio, intereses restringidos y/o inusuales o respuesta atípica sensorial. Estas características principales del TEA tienen influencias tanto ambientales como genéticas. La investigación actual muestra la importancia de tener en cuenta este patrón de comportamiento e intereses tanto en la planificación de la intervención como en la comprensión del TEA, ya que puede afectar en el día a día a los individuos con este diagnóstico. Este patrón se manifiesta de forma diferente en cada individuo, por lo que es necesaria una planificación individualizada para evaluar e intervenir.