Supplemental Material for Traits of Autism Spectrum Disorder in School-Aged Children With Gender Dysphoria: A Comparison to Clinical Controls

2019 ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Gender Dysphoria ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

Traits of autism spectrum disorder in school-aged children with gender dysphoria: A comparison to clinical controls.

2019 ◽  
Vol 7 (4) ◽  
pp. 383-395 ◽  
Author(s):  
Jonathan H. Leef ◽  
Jessica Brian ◽  
Doug P. VanderLaan ◽  
Hayley Wood ◽  
Katreena Scott ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Gender Dysphoria ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

13 - GENDER DYSPHORIA AND AUTISM SPECTRUM DISORDER – IS THERE A CONNECTION?

2019 ◽  
Author(s):  
Tiago Pinto Queirós ◽  
Inês Braz ◽  
Carla Ferreira ◽  
Filipa Coelho ◽  
Francisco Santos ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Gender Dysphoria ◽  
Autism Spectrum ◽  
Spectrum Disorder

Profiles of Autonomic Activity in Autism Spectrum Disorder with and without Anxiety

2019 ◽  
Author(s):  
Valentina Parma ◽  
Nicola Cellini ◽  
Lisa Guy ◽  
Alana McVey ◽  
Keiran Rump ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Anxiety Disorders ◽  
Physiological Activity ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parasympathetic Activity ◽  
Typically Developing ◽  
Physiological Profile ◽  
School Aged Children ◽  
Advance Research

Objective: Anxiety disorders are common among youth with autism spectrum disorder (ASD). Both anxiety and ASD are associated with differences in physiological activity. To date, few studies have investigated the physiological profile of youth with ASD and even fewer have systematically assessed how the co-occurrence of anxiety disorders and ASD modulates resting physiological activity.Method: The aim of the present study was to evaluate sympathetic and parasympathetic activity at rest in 75 school-aged children and adolescents with ASD, with (ASD+Anxiety = 22, 6F) and without co-occurring anxiety (ASD Alone =15, 6F) and to compare their physiological profile with that of matched typically developing controls (TDC) with (Anxiety Alone = 16, 6F) and without co-occurring anxiety disorders (TDC = 22, 8F).Results: Results indicated reduced sympathetic and parasympathetic activity at rest in ASD as compared to TDC youth without anxiety. The ASD+Anxiety and Anxiety Alone groups showed different sympathetic, but similar parasympathetic, activity. Correlational, multivariate, and regression analyses indicated that the four groups differed among several physiological and subjective measures.Conclusion: These findings suggest that ASD and anxiety are associated with distinct profiles of autonomic nervous system activity that cannot be reduced to either the sympathetic or parasympathetic branch alone. An autonomic profile-based approach is more likely to advance research, diagnosis, and treatment of ASD and anxiety than unidimensional, single-modality approaches.

Social Network Changes Over the School Year Among Elementary School-Aged Children with and Without an Autism Spectrum Disorder

2012 ◽  
Vol 5 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Jill Locke ◽  
Connie Kasari ◽  
Erin Rotheram-Fuller ◽  
Mark Kretzmann ◽  
Jeffrey Jacobs
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
Social Network ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children ◽  
School Year

scholarly journals Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

2021 ◽  
Vol 10 (4) ◽  
pp. 137-161
Author(s):  
D.S. Pereverzeva ◽  
U.A. Mamokhina ◽  
E.Yu. Davydova ◽  
A.A. Lopukhina ◽  
V.G. Arutiunian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Traits ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Verbal Intelligence ◽  
School Aged Children ◽  
Autistic Disorders ◽  
The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

Assessing need in school-aged children with an autism spectrum disorder

2010 ◽  
Vol 4 (4) ◽  
pp. 539-547 ◽  
Author(s):  
Hilary K. Brown ◽  
Hélène Ouellette-Kuntz ◽  
Duncan Hunter ◽  
Elizabeth Kelley
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 158-165
Author(s):  
Geralyn Timler
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Conversation Skills ◽  
School Aged Children ◽  
Adolescents With Autism ◽  
Social Tasks ◽  
Nonverbal Skills

AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.

Gender Dysphoria in Children with Autism Spectrum Disorder

LGBT Health ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Elizabeth Hisle-Gorman ◽  
Corinne A. Landis ◽  
Apryl Susi ◽  
Natasha A. Schvey ◽  
Gregory H. Gorman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Gender Dysphoria ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder
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