scholarly journals Assessment of Urinary Lead (Pb) and Essential Trace Elements in Autism Spectrum Disorder: a Case-Control Study Among Preschool Children in Malaysia

2021 ◽  
Author(s):  
Mohd Shahrol Abd Wahil ◽  
Mohd Hasni Ja’afar ◽  
Zaleha Md Isa
Keyword(s):  
Autism Spectrum Disorder ◽  
Trace Elements ◽  
Preschool Children ◽  
Inductively Coupled Plasma ◽  
Interaction Analysis ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Spectrum Disorder ◽  
Inductively Coupled ◽  
Lower Urinary

AbstractLead (Pb) is a heavy metal which is abundant in the environment and known to cause neurotoxicity in children even at minute concentration. However, the trace elements calcium (Ca), magnesium (Mg), zinc (Zn) and iron (Fe) are essential to children due to its protective effect on neurodevelopment. The primary objective of this study was to assess the role of Pb and trace elements in the development of autism spectrum disorder (ASD) among preschool children. A total of 81 ASD children and 74 typically developed (TD) children aged between 3 and 6 years participated in the study. Self-administered online questionnaires were completed by the parents. A first-morning urine sample was collected in a sterile polyethene urine container and assayed for Pb, Ca, Mg, Zn and Fe using an inductively coupled plasma mass spectrometry (ICP-MS). Comparisons between groups revealed that the urinary Pb, Mg, Zn and Fe levels in ASD children were significantly lower than TD children. The odds of ASD reduced significantly by 5.0% and 23.0% with an increment of every 1.0 μg/dL urinary Zn and Fe, respectively. Post interaction analysis showed that the odds of ASD reduced significantly by 11.0% and 0.1% with an increment of every 1.0 μg/dL urinary Zn and Pb, respectively. A significantly lower urinary Pb level in ASD children than TD children may be due to their poor detoxifying mechanism. Also, the significantly lower urinary Zn and Fe levels in ASD children may augment the neurotoxic effect of Pb.

Hair toxic and essential trace elements in children with autism spectrum disorder

2016 ◽  
Vol 32 (1) ◽  
pp. 195-202 ◽  
Author(s):  
Anatoly V. Skalny ◽  
Natalia V. Simashkova ◽  
Tatiana P. Klyushnik ◽  
Andrei R. Grabeklis ◽  
Geir Bjørklund ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Trace Elements ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Essential Trace Elements

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 424-438 ◽  
Author(s):  
M. F. Westerveld ◽  
J. Paynter ◽  
D. Trembath ◽  
A. A. Webster ◽  
A. M. Hodge ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Emergent Literacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Emergent Literacy Skills

scholarly journals Psychocorrective Play Activities for Preschool Children with Autism Spectrum Disorder

2021 ◽  
pp. 177-185
Author(s):  
И.А. Конева ◽  
Н.В. Карпушкина ◽  
А.Н. Щербакова
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Role Play ◽  
Sensory Stimulation ◽  
Children With Autism ◽  
Psychological Research ◽  
Autism Spectrum ◽  
Psychological Development ◽  
Spectrum Disorder ◽  
Know How

В статье рассматривается актуальная проблема психологического сопровождения дошкольников с расстройствами аутистического спектра (РАС), в частности психокоррекция их игровой деятельности. Проведенное авторами психологическое исследование позволило констатировать, что основными особенностями игры дошкольников с РАС являются преобладание в ней предметно-манипулятивной деятельности, выраженный сенсорный раздражитель как основной мотив для игры; трудности в использовании предметов-заместителей, свойств игрушек, использование их не по назначению, стереотипность игровых действий. Сделанные выводы позволили разработать коррекционно-развивающую программу, направленную на развитие процессуальной игры дошкольников с РАС с целью формирования предпосылок развития у них навыков сюжетно-ролевой игры и оптимизации их общего психического развития. В статье раскрыты принципы такой коррекционно-развивающей работы; подробно описана структура коррекционно-развивающей программы, направленной на формирование процессуальной игры дошкольников с РАС, которая является базовой для развития игровой деятельности более высокого уровня, методика ее проведения и сформулированы психологические рекомендации по организации и содержанию коррекции игровой деятельности детей с РАС. После реализации программы и формирования у рассматриваемой категории детей навыков процессуальной игры возможен переход к разработке и реализации коррекционно-развивающих программ, направленных на формирование навыков игры с элементами сюжета, а в последующем — сюжетно-ролевой игры, что определяет перспективы дальнейшей работы и научных исследований. The article treats psychological support of preschool children with autism spectrum disorder and focuses on psycho-corrective play activities. The psychological research enables the authors to state that preschool children with autism spectrum disorder prefer play activities which allow manipulation of objects, demonstrate stereotypical behaviors, experience difficulties with substituting play objects, engage in playing activities when experiencing sensory stimulation. The outcomes of the research enable the authors to develop a correctional program aimed at the development of play activities in preschool children with autism spectrum disorder in order to prepare them for role-play activities and enhance their psychological development. The article describes the principles and the structure of correctional activities aimed at the development of play activities in preschool children with autism spectrum disorder in order to prepare them for more complicated role-play activities. The article provides a structure program for teaching children with autism spectrum disorder to play and underlines the correctional potential of play activities. When the program is implemented and autistic preschoolers know how to play, they can be taught to role-play, which can be treated as an issue requiring further research.

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