Problem behavior in autism spectrum disorders: A paradigmatic self-organized perspective of network structures

2019 ◽  
Vol 42 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
The Self ◽  
Network Structures ◽  
Self Organized ◽  
Critical Equilibrium ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Spectrum Disorders

AbstractAutism spectrum disorder (ASD) subjects can present temporary behaviors of acute agitation and aggressiveness, named problem behaviors. They have been shown to be consistent with the self-organized criticality (SOC), a model wherein occasionally occurring “catastrophic events” are necessary in order to maintain a self-organized “critical equilibrium.” The SOC can represent the psychopathology network structures and additionally suggests that they can be considered as self-organized systems.

scholarly journals Opinions of mothers regarding the comminication styles of mothers of children with autism spectrum disordersAnnelerin otizm spektrum bozukluğu olan çocuklarıyla kurdukları iletişim biçimlerine ilişkin görüşleri

2017 ◽  
Vol 14 (2) ◽  
pp. 1848
Author(s):  
Burcu Aktaş ◽  
İlknur Çifci Tekinarslan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Problem Behaviors ◽  
Children With Autism ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Styles ◽  
Communicative Behaviors ◽  
Spectrum Disorders

The aim of this study is to determine the opinions of the mothers of children with Autism Spectrum Disorder (ASD), which can interact with their children. Phenomenology design, a qualitative research model was used in the study. Research data were collected by obtaining information regarding demographic aspects and by using a 15-item semi-structured interview form designed to identify views of mothers with children with Autism Spectrum Disorder (ASD) on their communication styles with their children. 9 mothers with children with Autism Spectrum Disorder (ASD) between the ages of 4-6 participated in the study.  The data were analyzed using the content analysis method. Findings of this study showed that children with Autism Spectrum Disorders (ASD) expressed gestures, facial expressions, pointing and verbally but they have difficulty expressing themselves. Additionally found that ıf they aren’t express themselves, exhibit problem behaviors. Mothers who have children with Autism Spectrum Disorder (ASD), prefer to verbal communication but they have difficulty. Also they organized their communicative behaviors according to the characteristics of their children. The data obtained from the survey results were discussed based on the literature.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırmanın amacı, annelerin Otizm Spektrum Bozukluğu (OSB) olan çocukları ile kurdukları iletişim biçimlerine ilişkin görüşlerini belirlemektir. Araştırmada nitel araştırma yöntemlerinden olgubilim desenine yer verilmiştir. Araştırma verileri; demografik bilgiler ve annelerin Otizm Spektrum Bozukluğu (OSB) olan çocukları ile iletişim biçimlerine ilişkin görüşlerini belirlemeye yönelik 15 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Araştırmanın çalışma grubunu, 4-6 yaş arasında Otizm Spektrum Bozukluğu (OSB) olan çocuğa sahip 9 anne oluşturmaktadır.  Araştırma sonucunda, Otizm Spektrum Bozukluğu (OSB) olan çocukların kendilerini jest, mimik ve sözel olarak ifade ettikleri ve kendilerini ifade ederken zorlandıkları, ifade edemedikleri durumlarda çeşitli problem davranışlar sergiledikleri bulgulanmıştır. Annelerin ise Otizm Spektrum Bozukluğu (OSB) olan çocukları ile iletişim kurarken sözel ifadeler tercih ettikleri, çocukları ile iletişim kurarken çeşitli güçlükler yaşadıkları, kendi iletişimsel davranışlarını çocuklarının özelliklerine göre düzenledikleri ve çoğunlukla ev ortamında iletişim kurmayı tercih ettikleri bulgulanmıştır.

scholarly journals Crisis Behavior in Autism Spectrum Disorders: A Self-Organized Criticality Approach

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
At Risk ◽  
Autism Spectrum ◽  
Bank Failures ◽  
Mass Extinctions ◽  
Care Providers ◽  
Behavior Dynamics ◽  
Self Organized ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Crisis Behavior

The Autism Spectrum Disorder (ASD) represents a set of life-long disorders. In particular, subjects with ASD can display momentary behaviors of acute agitation and aggressiveness called crisis behaviors. These events are problematic for the subject and care providers but little is known about their occurrence, namely, possible relations among intensity, frequency, and duration. A group of ASD subjects (n=33) has been observed for 12 months reporting data on each crisis (n=1137 crises). Statistical analysis did not find significant results, while the relation between crisis duration and frequency showed a good fit to a “power law” curve, suggesting the application of Self-Organized Criticality (SOC) model. The SOC is used to describe natural phenomena as earthquakes, bank failures of rivers, mass extinctions, and other systems where a type of “catastrophic events” is necessary to maintain a critical equilibrium. In a sense, subjects at risk of crisis behavior seem to fit the same model as seismic zones at risk of earthquakes. The employment of the same strategies, as those successfully developed for known SOC systems, could lead to important insights for ASD management. Moreover, the SOC model offers possible interpretations of crisis behavior dynamics suggesting that they are unpredictable and, in a sense, necessary.

Examining bidirectional relationships between parenting and child maladjustment in youth with autism spectrum disorder: A 9-year longitudinal study

2016 ◽  
Vol 29 (4) ◽  
pp. 1199-1213 ◽  
Author(s):  
Lisa M. Dieleman ◽  
Sarah S. W. De Pauw ◽  
Bart Soenens ◽  
Wim Beyers ◽  
Peter Prinzie
Keyword(s):  
Autism Spectrum Disorder ◽  
Longitudinal Study ◽  
Problem Behaviors ◽  
Externalizing Problems ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Controlling Parenting ◽  
Parents And Children ◽  
Child Problems

AbstractLongitudinal bidirectional effects between parents and children are usually studied in samples of typically developing children, but remain understudied in families with a child with autism spectrum disorder. This three-wave longitudinal study examined how parents and children with autism spectrum disorder influence one another, relying on parent reports of parenting behaviors and children's problem behaviors across 9 years, in a sample of 139 youngsters (M age Time 1 = 10.2 years, 83% boys). Cross-lagged analyses indicated that children's externalizing problems at Time 1 predicted negative controlling parenting 6 years later (Time 2) that in turn predicted externalizing problems 3 years later (Time 3). Negative parental control at Time 1 also increased the risk for internalizing problems at Time 2. It was surprising that externalizing problems at Time 2 also predicted positive parental involvement at Time 3. Thus, although results indicate that externalizing problems generally elicit maladaptive reactions in parents, this study also suggests that parents adjust their way of reacting to externalizing child problems as their child reaches adolescence/emerging adulthood. Implications for future research on parenting dynamics in families with a child with autism spectrum disorder are discussed.

scholarly journals DRD3 gene and striatum in autism spectrum disorder

2015 ◽  
Vol 206 (5) ◽  
pp. 431-432 ◽  
Author(s):  
Wouter G. Staal ◽  
Marieke Langen ◽  
Sarai van Dijk ◽  
Vincent T. Mensen ◽  
Sarah Durston
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Nucleotide Polymorphism ◽  
Caudate Nucleus ◽  
Autism Spectrum ◽  
Stereotyped Behaviour ◽  
Nucleotide Polymorphism ◽  
Single Nucleotide ◽  
Drd3 Gene ◽  
Spectrum Disorders ◽  
Nucleus Volume

SummaryA single-nucleotide polymorphism (SNP) of the DRD3 gene (rs167771) was recently associated with autism spectrum disorders (ASD). Different polymorphisms of rs167771 corresponded to varying degrees of stereotyped behaviour. As DRD3 receptors are relatively overexpressed in the striatum, we investigated whether striatal volume was related to these polymorphisms in autism. We assessed volumes of caudate nucleus and putamen in 86 participants with ASD (mean age 15.3 years). MANCOVA showed an association between alleles of the rs167771 SNP and the volume of striatal structures. Furthermore, greater caudate nucleus volume correlated with stereotyped behaviour. These findings support a relationship between DRD3 gene SNPs, striatum and stereotyped behaviour in ASD.

scholarly journals Mutation analysis of the NRXN1 gene in autism spectrum disorders

2016 ◽  
Vol 19 (2) ◽  
pp. 17-22 ◽  
Author(s):  
H Onay ◽  
D Kacamak ◽  
AN Kavasoglu ◽  
B Akgun ◽  
M Yalcinli ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children And Adolescents ◽  
Gene Mutations ◽  
Autism Spectrum ◽  
Syndromic Autism ◽  
Spectrum Disorders ◽  
Strong Candidate ◽  
Reduced Penetrance

AbstractThe aim of this study was to identify the sequence mutations in the Neurexin 1 (NRXN1) gene that has been considered as one of the strong candidate genes. A total of 30 children and adolescents (aged 3-18) with non syndromic autism were enrolled this study. Sequencing of the coding exons and the exon-intron boundaries of the NRXN1 gene was performed. Two known mutations were described in two different cases. Heterozygous S14L was determined in one patient and heterozygous L748I was determined in another patient. The S14L and L748I mutations have been described in the patients with autism before. Both of these mutations were inherited from their father. In this study, two of 30 (6.7%) autism spectrum disorder (ASD) patients carrying NRXN1 gene mutations were detected. It indicates that variants in the NRXN1 gene might confer a risk of developing nonsyndromic ASD. However, due to the reduced penetrance in the gene, the causal role of the NRXN1 gene mutations must be evaluated carefully in all cases.

scholarly journals Educational Competence in the Inclusion of Children with Autism Spectrum Disorder in Early and Pre-school Education Institution

2019 ◽  
Vol 21 ◽  
Author(s):  
Esmeralda Sunko ◽  
Edita Rogulj ◽  
Ana Živković
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Technology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Education ◽  
Spectrum Disorder ◽  
Information Communication ◽  
Self Assessment ◽  
Spectrum Disorders

The paper focuses on the analysis of the conditions for inclusion of children with autism spectrum disorders in early and pre-school education by kindergartens teacher. The conditions relate to estimates of theoretical knowledge and attitudes of the educator, assessment of abilities and limitations of children with autism spectrum disorders, self-assessment of the competences of educators for their upbringing and education and assessment of other conditions for the inclusion of children with autism spectrum disorders. The survey results were analyzed by a questionnaire of 68 educators from 6 kindergartens in town of Split. There is a central level of knowledge about inclusion and low self-assessment of educators about their competence in which they are active participants in the inclusion of children with a disorder of the autism spectrum. Attractive factors for the implementation of inclusive education of children with autism spectrum disorder evaluated: inconsistent assurance of nursery assistants, lack of competent educators, and insufficient co-operation with parents of children with autism spectrum disorder. The analysis points to the lack of systematic education of educators for inclusive educational practice. The authors exclude the importance of the knowledge and skills of educators in the area of ​​information communication technology, particularly augmentative and alternative communication.Key words: children with autistic spectrum disorder; information communication technology; competence of the educator; Educational and Teaching Inclusion

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