scholarly journals Effects of an intensive slow cortical potentials neurofeedback training in female and male adolescents with autism spectrum disorder

2021 ◽  
Author(s):  
Sonja G. Werneck-Rohrer ◽  
Theresa M. Lindorfer ◽  
Carolin Waleew ◽  
Julia Philipp ◽  
Karin Prillinger ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Recognition ◽  
Treatment Outcomes ◽  
Cognitive Flexibility ◽  
Autism Spectrum ◽  
Neurofeedback Training ◽  
Psychopathological Symptoms ◽  
Male Adolescents ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Summary Background This study aims to compare the effects of neurofeedback training on male and female adolescents with autism spectrum disorder (ASD). Furthermore, it examines sex differences regarding improvements in co-occurring psychopathological symptoms, cognitive flexibility and emotion recognition abilities. The study might provide first hints whether there is an influence of sex on treatment outcomes. Methods Six female and six male adolescents with ASD were matched according to age, IQ and symptom severity. All participants received 24 sessions of electroencephalography-based neurofeedback training. Before and after the intervention, psychological data for measuring co-occurring psychopathological symptoms as well as behavioral data for measuring cognitive flexibility and emotion recognition abilities were recorded. Results Caregivers rated statistically significant higher psychopathological problems in female than in male adolescents with ASD at baseline. Apart from that, no statistically significant sex-related differences were revealed in this sample; however, male adolescents tended to report greater improvements of externalizing, internalizing and total symptoms, whereas females experienced smaller improvements of externalizing and total problems, but no improvements of internalizing problems. Regarding caregivers’ assessments, more improvement of total problems was reported for females. For males, only improvements of internalizing and total problems were described. Conclusion This study reveals preliminary results that sex-related differences might play a role when evaluating treatment outcomes after neurofeedback training regarding comorbid psychopathological symptoms. Adolescents’ self-report and parental assessments, especially concerning psychopathological symptoms, should be combined and considered in future studies to help prevent sex bias in adolescents with ASD.

Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder

2018 ◽  
Vol 50 (5) ◽  
pp. 1822-1826 ◽  
Author(s):  
Zoe Hodgins ◽  
Elizabeth Kelley ◽  
Patricia Kloosterman ◽  
Layla Hall ◽  
Chloe C. Hudson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Male Adolescents ◽  
Adolescents With Autism

scholarly journals Needs for a Healthy Eating Intervention for Adolescents with Autism Spectrum Disorder: A Qualitative Study

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 164-164
Author(s):  
Acadia Buro ◽  
Heewon Gray
Keyword(s):  
Autism Spectrum Disorder ◽  
Healthy Eating ◽  
Social Engagement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Nutrition Intervention ◽  
Funding Sources ◽  
Balanced Diet ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Abstract Objectives This study aimed to better understand perceptions of healthy eating and a prospective nutrition intervention in adolescents with autism spectrum disorder (ASD) and parents of adolescents with ASD. Methods Four focus groups (n = 11) were conducted with adolescents with ASD aged 10–17, and nine interviews were conducted with parents of adolescents with ASD aged 10–17. Questions were semi-structured. Thematic and comparative analyses were conducted with ATLAS.ti 8 software. Results Several themes emerged. Adolescents and parents expressed a need for “nutrition guidelines and education” and discussed the importance of having “social engagement,” “visual components,” and “teen-led initiatives” in a nutrition intervention. When defining a healthy diet, both parents and adolescents mentioned the concept of a “balanced diet,” while parents also mentioned “clean foods.” Conclusions Adolescents with ASD represent an appropriate target audience for a healthy eating intervention, and an intervention should include visual and social components and teen-led initiatives. Funding Sources There was no funding source.

scholarly journals Callous–unemotional traits in adolescents with autism spectrum disorder

2015 ◽  
Vol 207 (5) ◽  
pp. 392-399 ◽  
Author(s):  
Virginia Carter Leno ◽  
Tony Charman ◽  
Andrew Pickles ◽  
Catherine R. G. Jones ◽  
Gillian Baird ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Conduct Problems ◽  
Cognitive Flexibility ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Unemotional Traits ◽  
Adolescents With Asd

BackgroundPeople with callous–unemotional traits and also those with autism spectrum disorder (ASD) display sociocognitive difficulties. However, the frequency and neurocognitive correlates of callous–unemotional traits within individuals with ASD are unknown.AimsTo determine the prevalence of callous–unemotional traits in individuals with ASD and test their association with behavioural and cognitive measures.MethodParents of 92 adolescents with ASD completed the Antisocial Processes Screening Device (APSD) for callous–unemotional traits. Adolescents participated in tasks of emotion recognition, theory of mind and cognitive flexibility.ResultsIn total 51% (n = 47) scored above a cut-off expected to identify the top 6% on the APSD. Of these 17% (n = 8) had concurrent conduct problems. Regression analyses found callous–unemotional traits were associated with specific impairment in fear recognition but not with theory of mind or cognitive flexibility.ConclusionsAdolescents with ASD show high rates of callous–unemotional traits but, unlike in the general population, these are not strongly associated with conduct problems. The relationship of callous–unemotional traits to impairments in fear recognition suggests similar affective difficulties as in individuals with callous–unemotional traits without ASD.

Gaming Disorder and Computer-Mediated Communication in Children and Adolescents with Autism Spectrum Disorder

2020 ◽  
Vol 48 (2) ◽  
pp. 113-122
Author(s):  
Frank W. Paulus ◽  
Charlotte S. Sander ◽  
Monika Nitze ◽  
Anne-Rose Kramatschek-Pfahler ◽  
Anette Voran ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Computer Mediated Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Gaming Disorder ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Abstract. Background: This study investigates how children and adolescents with autism spectrum disorder (ASD) make use of computer gaming and computer-mediated communication (CMC) in comparison to their nonautistic peers. Method: Parents filled out a standardized questionnaire on media use, gaming disorder (GD), and CMC. Sixty-two boys with a diagnosis of ASD aged 4 to 17 years (mean = 11.5; SD = 3.2) were compared to 31 healthy control boys (mean = 11.5; SD = 3.7). Results: Children and adolescents with ASD used CMC less frequently than their nonautistic peers but played video games for longer times than the controls. They preferred playing alone rather than in company of others and less frequently in multiplayer mode. Levels of GD symptoms were higher in boys with ASD. Conclusions: Children and adolescents with ASD seem to be an especially vulnerable subpopulation for GD. For them, the gaming situation (alone and in single-player mode) and CMC behavior seem to correspond to social patterns in real life. Our findings also provide support for the inclusion of offline gaming in the GD definition.

scholarly journals Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder

2015 ◽  
Vol 45 (6) ◽  
pp. 1785-1796 ◽  
Author(s):  
Mark Brosnan ◽  
Hilary Johnson ◽  
Beate Grawmeyer ◽  
Emma Chapman ◽  
Laura Benton
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Recognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adolescents With Autism

scholarly journals Social Anxiety in Victimization and Perpetration of Cyberbullying and Traditional Bullying in Adolescents with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 18 (11) ◽  
pp. 5728
Author(s):  
Tai-Ling Liu ◽  
Ray C. Hsiao ◽  
Wen-Jiun Chou ◽  
Cheng-Fang Yen
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Social Anxiety ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Traditional Bullying ◽  
Hyperactivity Disorder ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Victimization and perpetration of cyberbullying and traditional bullying are prevalent among adolescents with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). The aims of this study were to examine the role of social anxiety in victimization and perpetration of cyberbullying and traditional bullying in adolescents with ASD and ADHD in Taiwan. A total of 219 adolescents with ASD and 287 adolescents with ADHD aged 11–18 years and their caregivers were recruited from the child psychiatry outpatient clinics into this study. The associations of social anxiety with victimization and perpetration of cyberbullying and traditional bullying were examined using logistic regression analysis. The results indicated that after the effects of sex, age, and autistic social impairment were controlled, social anxiety increased the risk of being a victim of cyberbullying (Odds Ratios (OR) = 1.048; 95% Confidence Interval (CI): 1.013–1.084), a victim of traditional bullying (OR = 1.066; 95% CI: 1.036–1.097), and a perpetrator of traditional bullying (OR = 1.061; 95% CI: 1.027–1.096) in adolescents with ASD. After the effects of sex, age, and ADHD symptoms were controlled for, social anxiety increased the risk of being a victim of traditional bullying in adolescents with ADHD (OR = 1.067; 95% CI: 1.039–1.096). Social anxiety was significantly associated with several forms of bullying involvement in adolescents with ASD and ADHD and warrants being considered into prevention and intervention programs for bullying involvement.

scholarly journals Pragmatic and Conversational Features of Arabic-Speaking Adolescents With Autism Spectrum Disorder: Examining Performance and Caregivers' Perceptions

2020 ◽  
Vol 63 (7) ◽  
pp. 2308-2321
Author(s):  
Wesam Almehmadi ◽  
Thora Tenbrink ◽  
Eirini Sanoudaki
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Actual Performance ◽  
Conversational Skills ◽  
Adolescents With Autism ◽  
Pragmatic Skills ◽  
Discourse Management ◽  
Arabic Speaking ◽  
Adolescents With Asd

Purpose This study investigates the features of pragmatic and conversational skills in the language of Arabic-speaking adolescents with autism spectrum disorder (ASD) by comparing them with typically developing (TD) Arabic-speaking adolescents in Saudi Arabia. It aims to identify the differences in the pragmatic skills of the two groups and the perception of those skills by caregivers, with respect to four main pragmatic areas: discourse management, communicative function, conversational repair, and presupposition abilities. Method Data for this study were collected from 15 Saudi adolescents with ASD and a control group of 15 TD adolescents, matched for gender and language abilities. All the participants were in the normal IQ range. The caregivers of the adolescents with ASD and TD adolescents also participated in this study. Data were collected on the adolescents' performances using the Yale in vivo Pragmatic Protocol. In addition, the Pragmatics Profile of Everyday Communication Skills (PPECS) was used to collect data on the caregivers' perceptions of the adolescents' abilities. The combination of tools in this study allows for a unique comparison between actual performance and caregivers' perceptions. Results As expected, both the adolescents' performances and the caregivers' perceptions reflected an overall deficit in the pragmatic and conversational skills of adolescents with ASD. However, we also identified an inconsistency between the caregivers' estimation of the participant's pragmatic abilities and the actual abilities demonstrated by the adolescents. In particular, TD adolescents performed significantly better than adolescents with ASD in the pragmatic areas of turn-taking, topic maintenance, and topic initiation, but the caregivers did not detect differences between the two groups in these discourse management abilities. Conclusions This study has important implications for both ASD interventions and assessment. It provides a comprehensive assessment approach for measuring pragmatic skills, including both direct (participants' performances) and indirect (caregivers' perceptions) measures. Future research may benefit from adopting the combined approach used in this study to explore pragmatics in ASD. Differences between caregivers' perceptions and the performances of individuals with ASD should be considered, as well as the influence of various factors on their communication.

scholarly journals Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills Among Adolescents with Autism Spectrum Disorder

2019 ◽  
Vol 50 (3) ◽  
pp. 976-997 ◽  
Author(s):  
Tomoko Yamada ◽  
Yui Miura ◽  
Manabu Oi ◽  
Nozomi Akatsuka ◽  
Kazumi Tanaka ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Functioning ◽  
Japanese Version ◽  
Skills Training ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adolescents With Autism ◽  
Adolescents With Asd

AbstractThis study examines the efficacy of the Japanese version of the Program for the Education and Enrichment of Relational Skills (PEERS), which focuses on improving social functioning through making friends and maintaining good relationships for adolescents with autism spectrum disorder (ASD) without intellectual disabilities. Originally developed in the United States, PEERS is one of the few evidence-based social skills training programs for youth with ASD. The present study shows that with linguistic and cultural modifications, PEERS is effective in improving social functioning for adolescents with ASD in Japan. Positive results were found specifically in the areas of socialization, communication, knowledge of social skills, autistic mannerisms, and behavioral and emotional problems. In addition, most treatment gains were maintained at a 3-month follow-up assessment. These findings suggest that the Japanese version of PEERS is beneficial across multiple socio-emotional and behavioral domains for adolescents with ASD.

Use of Work Systems to Increase the Independence of Adolescents With Autism Spectrum Disorder

2020 ◽  
Vol 43 (4) ◽  
pp. 240-256
Author(s):  
Melissa A. Sreckovic ◽  
Kara A. Hume ◽  
Tara E. Regan
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Functional Independence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Systems ◽  
Independent Task ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion of tasks in home settings completed by three adolescents with ASD. The work systems were implemented by parents. Results indicated parent-implemented work systems are effective at increasing the task initiation and completion of everyday tasks, completed by adolescents with ASD.

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