MEDIUS: A Serious Game for Autistic Children Based on Decision System

Background and Aim. This work aims to realize a serious game called “Medius” based on criteria of decision support to present a new mean of communication between the tutor and the autistic child in the form of a playful serious game, and in a purely educational frame. Two methods of communication and learning are involved in Medius: Picture Exchange Communication System “PECS” and Applied Behavior Analysis “ABA” to guarantee an effective apprenticeship for autistic children without taking into account their types of autism. This game is retroactive and will be adapted according to the individual levels of each player. Result. Thanks to the obtained information we were able to know the preferences, the habits and the characters of the autistic children involved in the experiment. Conclusion. This work is very useful for a targeted apprenticeship and personalized to each player ( autistic child) and also represents a mean of communication between the tutor and the autistic child seen the difficulty of the exchanges of the information and the communication which reign in the world of the children affected by the pervasive developmental disorders “PDD”.

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Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

10.4018/978-1-6684-3670-7.ch025 ◽

2022 ◽

pp. 448-471

Author(s):

Duygu Çelik Ertuğrul ◽

Atilla Elçi

Keyword(s):

Pervasive Developmental Disorder ◽

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Developmental Disorder ◽

Intelligent System ◽

Education And Training ◽

Educational Activity ◽

Developmental Progress ◽

The Individual ◽

And Training

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

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CSF Monoamines in Autistic Syndromes and Other Pervasive Developmental Disorders of Early Childhood

The British Journal of Psychiatry ◽

10.1192/bjp.151.1.89 ◽

1987 ◽

Vol 151 (1) ◽

pp. 89-94 ◽

Cited By ~ 84

Author(s):

C. Gillberg ◽

L Svennerholm

Keyword(s):

Neurodevelopmental Disorders ◽

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Homovanillic Acid ◽

Monoamine Metabolites ◽

Autistic Children ◽

Nerve Fibres ◽

Normal Children ◽

The Brain ◽

Childhood Psychoses

Spinal fluid concentrations of the three major monoamine metabolites were examined in 25 infantile autistic children and 12 children with other childhood psychoses, and were contrasted with results obtained in normal children and in groups of children with neurological and neurodevelopmental disorders. Autistic children showed absolute and relative increases of the dopamine metabolite homovanillic acid. The group with other childhood psychoses also showed an increase in HVA level; in this group there were also indications of high levels of serotonin and norepinephrine metabolites. The results are discussed in the context of a pathogenetic model for autism involving hyperfunction of dopaminergic nerve fibres in the brain stem-mesolimbic system.

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Second-generation antipsychotic and diabetes mellitus in children and adolescents

La Pediatria Medica e Chirurgica ◽

10.4081/pmc.2017.149 ◽

2017 ◽

Cited By ~ 2

Author(s):

Carlo Ripoli ◽

Anna Paola Pinna ◽

Faustina Podda ◽

Roberta Zanni ◽

Maria Giada Tronci ◽

...

Keyword(s):

Diabetes Mellitus ◽

Children And Adolescents ◽

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Second Generation ◽

Diabetes Mellitus Type 1 ◽

Serum Glucose ◽

Metabolic Effects ◽

Individual Risk ◽

The Individual

Second generation antipsychotics (SGA) are used in children for the treatment of various psychiatric diseases, including pervasive developmental disorders. These drugs can cause metabolic effects as hyperglycemia and diabetes. A 16-year-old young-boy, diagnosed with autism, developed diabetes mellitus type 1 whilst he was on treatment with olanzapine (started 4 months before), clomipramine, valproic acid and lithium. The hypothesis of druginduced diabetes imposed olanzapine interruption and clozapine initiation. Insulin therapy was practiced, with progressive dosage reduction, until complete cessation of treatment after 13 months. Blood sugar and HbA1c levels remained stable for about a year and then increased again, requiring the introduction of metformin that improved glycemia. In children and adolescents assuming SGA serum glucose and lipid profile should always be assessed before therapy and then frequently monitored. Drug selection must consider family history and the individual risk. Molecule final choice remains equilibrium between efficacy and safety.

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Difficulties in the Understanding of False Belief: Specific to Autism and other Pervasive Developmental Disorders?

Psychological Reports ◽

10.2466/pr0.1998.82.1.51 ◽

1998 ◽

Vol 82 (1) ◽

pp. 51-57

Author(s):

Peter Muris ◽

Pim Steerneman ◽

Harald Merckelbach

Keyword(s):

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Developmental Disorder ◽

False Belief ◽

Autistic Children ◽

False Belief Task ◽

Normal Children ◽

Not Otherwise Specified ◽

Atypical Autism ◽

Better Than

The present study examined the performance on a false belief task of atypical autistic children, i.e., children with a pervasive developmental disorder not otherwise specified ( n = 50), socially immature children (n = 50), and normal children ( n = 50). Children were shown a chocolate box and its unexpected content, i.e., a pencil, and then required to indicate what a friend would say about the content of the box. Results can be summarized: (1) over-all, 3-year-old children performed less well than children of 6 years. (2) Responses of 3-year-old atypical autistic and socially immature children did not differ significantly from those of normal children of the same age. (3) At age 6, normal children performed better than atypical autistic and socially immature children. (4) In general, no differences in performance between atypical autistic and socially immature children were found, and (5) their performance was linked to intelligence. The results support prior findings that atypical autistic children find it difficult to understand false beliefs; however, this difficulty does not seem to be specific for (atypical) autism, but might be a common feature of social immaturity in general.

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COVID-19 During Development: A Matter of Concern

Frontiers in Cell and Developmental Biology ◽

10.3389/fcell.2021.659032 ◽

2021 ◽

Vol 9 ◽

Author(s):

Lucas Paulo Jacinto Saavedra ◽

Kelly Valério Prates ◽

Gessica Dutra Gonçalves ◽

Silvano Piovan ◽

Paulo Matafome ◽

...

Keyword(s):

Developmental Disorders ◽

Inflammatory Process ◽

Distress Syndrome ◽

Viral Diseases ◽

Converting Enzyme ◽

Angiotensin Converting Enzyme 2 ◽

The World ◽

Phases Of Development ◽

Critical Phases ◽

The Individual

A new infectious disease, COVID-19, has spread around the world. The most common symptoms of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection are cough and fever, but severe cases can develop acute respiratory distress syndrome. The main receptor for SARS-CoV-2 in human tissue is angiotensin-converting enzyme 2, and the lungs, heart, and kidneys are the most affected organs. Besides the inflammatory process and tissue damage, the presence of a cytokine “storm” has been related to a higher mortality rate. Other infectious viral diseases, such as Zika, chikungunya, and influenza, were associated with complications in pregnant women, such as growth restriction, malformation, preterm birth, low birth weight, miscarriage, and death, although they can also cause developmental disorders in infants and adolescents. Evidence points out that stressors during pregnancy and infancy may lead to the development of obesity, diabetes, and cardiovascular disease. Therefore, we hypothesize that COVID-19 infection during the critical phases of development can program the individual to chronic diseases in adulthood. It is important that COVID-19 patients receive proper monitoring as a way to avoid expensive costs to public health in the future.

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Prevalence of Pervasive Developmental Disorders – Croatia in Comparison with Other Countries of the World

Recent Advances in Autism Spectrum Disorders - Volume I ◽

10.5772/51637 ◽

2013 ◽

Author(s):

Tomislav Benjak ◽

Gorka Vuletic

Keyword(s):

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

The World

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The Effect of Applied Behavior Analysis on the Gross Motor Development of Autistic Children

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2021.5754 ◽

2021 ◽

Vol 9 (T4) ◽

pp. 55-59

Author(s):

Atik Badi’ah ◽

Ni Ketut Mendri ◽

Bondan Palestin ◽

Heru Santoso Wahito Nugroho

Keyword(s):

Behavior Analysis ◽

Applied Behavior Analysis ◽

Autistic Child ◽

Motor Development ◽

Children With Autism ◽

Control Group ◽

Autistic Children ◽

Gross Motor ◽

Significance Level ◽

Gross Motor Development

BACKGROUND: Autistic children have abilities and characteristics that are different from each other, so different ways of interacting the environment autistic children individuals. The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of gross motor development that is appropriate to their age. Stimulation applied behavior analysis (ABA) in children with autism includes gross motor, fine motor, emotional, social, language, informational, and practical supports. An autistic child will feel that he is loved and wanted if more and more people in the family environment love and care for him. Based on this preliminary study, interviewing eight autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into a special school (SLB) in accordance with its limitations mean that their efforts can be said to be enough. Not all parents realize that stimulating and accompanying children with special needs can maximize gross motor development. AIM: This study aims to assess the effect of stimulation ABA on the gross motor development of children with autism. METHODS: Quasi-experiment “Pre-Post Control Group Design” was used in this study. The first observation is to determine the gross motor development of an autistic child before being given stimulation ABA and the second observation after being given the ABA stimulation. Samples were recruited using a purposive sampling technique with the criteria of parents and autistic children aged 6–12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. T-test and Wilcoxon applied in this study with significance level was <0.05. The significance level was set at p < 0.05. RESULTS: Result of data analysis showed in the experiment group before intervention, the category of the gross motor is enough category and after intervention, the category was high. Meanwhile, in the control group, there is no differences category between pre test and post test. there is a difference of the gross motor development of autistic children in intervention group and control group with p value 0.001 and 0.004 respectively. CONCLUSION: There is an effect of stimulation ABA on the gross motor development of autistic children in autistic schools with p (sig.) <0.05 means that Ha is accepted and Ho is rejected.

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