Electrodermal Activity Moderates Sleep-Behavior Associations in Children with Autism Spectrum Disorder

Author(s):  
Hillary K. Schiltz ◽  
Rachel M. Fenning ◽  
Stephen A. Erath ◽  
Brian R. W. Baucom ◽  
Jason K. Baker
Author(s):  
Awais Gul Airij ◽  
Rubita Sudirman ◽  
Usman Ullah Sheikh ◽  
Lee Yoot Khuan ◽  
Nor Aini Zakaria

<span>The human Autonomic Nervous System (ANS) controls the body’s physiological responses such as heart rate, electrodermal activity, temperature, and pupil diameter. The physiological responses are increased in the presence of a stressing stimuli and this is a typical ANS response. However, in case of children with Autism Spectrum Disorder (ASD), </span><span>they suffer from autonomic dysregulation as reported in past owing to their atypical ANS response. This study investigated the ANS response of children with ASD and compares it with the response of normal children. </span><span>EDA response datasets of 35 children with ASD and 55 normal children were acquired with the help of E4 wristband at a sampling rate of 4Hz. </span><span>The signals were preprocessed to remove artefacts and noise and later compared. Furthermore, an SVM classifier was also used to classify the EDA response signals of normal children and children with ASD. The obtained results highlight that the ANS response of children with ASD is atypical as their EDA response is blunt and shows no significant tonic and phasic changes in EDA levels in the presence of stressing stimuli. In addition to that, an accuracy of 75% was obtained using the LF kernel of SVM classifier. The study further unfolds the hypoactive sympathetic response of children with ASD during a stressing event. Furthermore, this will help in future to anticipate the emotional responses of children with ASD such as anger, happiness, and anxiety.</span>


2021 ◽  
Vol 7 (1) ◽  
pp. 7
Author(s):  
Alba Ortolan-Soto ◽  
Juan A. Castro-García ◽  
Alberto J. Molina-Cantero ◽  
Manuel Merino-Monge ◽  
Isabel M. Gómez-González

People with autism spectrum disorder (ASD) have great difficulties in social interaction and in the management of personal and other people’s emotions. This work aimed at developing an intelligent bracelet, capable of inferring the children’s emotional state, transmitting it to others, and, above all, informing the patients themselves so that they can learn to recognise, control, and work with, as well as to improve their self-knowledge and their relationship with their environment. Electrodermal activity (EDA) and photoplethysmography (PPG) are useful in combined psychophysiological and medical studies to determine the mood of patients. Due to COVID-19, no experiments with subjects could be carried out, although the modules were validated, and a public database was used to test the system’s application. The results concluded that, in general, when an individual is altered or becomes nervous, either positively or negatively (also known as valence) to a stimulus, their heart rate and sweating increase. This is the kind of relationship between physiological signals and external stimuli that the design of these circuits was intended to confirm. Finally, with the indicators of nervous system activity and knowing the behaviour of skin conductance in response to each basic emotion, it can be determined whether the subject is in a situation of pleasure or frustration in response to each reaction.


2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.


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