Chemiluminescence analysis of saliva for the assessment of emotional stress in autistic children undergoing a medical examination

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elena Proskurnina ◽  
Galina Portnova ◽  
Maria Ivanova ◽  
Svetlana Sokolova

Purpose An electroencephalography (EEG) examination may cause psychological stress in children with autism that can interfere with the examination results. The objective information on the presence or absence of psycho-emotional stress in patients can help interpret electroencephalograms. This paper aimed to demonstrate the potential of noninvasive objective diagnostics of emotional stress in autistic children undergoing an EEG examination based on analysis of saliva. Design/methodology/approach This study involved 19 children with autism spectrum disorder (ASD) (ICD-10 F84.0); the mean age was seven years. During EEG examination of the children, behavioral parameters were assessed. The activity of cytochrome P450 reductase (CYPOR) in saliva was measured before and after the EEG procedure using lucigenin-enhanced nicotinamide adenine dinucleotide phosphate-stimulated chemiluminescence assay. Findings Significant differences in CYPOR activity were found between the children who were distressed during an EEG examination and the children without behavioral disturbances (Mann–Whitney test, p = 0.002). Thus, the EEG examination resulted in an increase in CYPOR activity in saliva cells, which may prove the stressful effect of this procedure on autistic children. Originality/value The chemiluminescent indices reflecting the activity of microsomal CYPOR in cells presenting in saliva correlate with the absence or presence of psychological stress in children; this phenomenon can be explained by an increased metabolism of the stress hormone, cortisol, by the cytochrome P450 microsomal system. Furthermore, the proposed method is completely safe, noninvasive, rapid (recording time is 20 min), inexpensive and promising for an objective assessment of psycho-emotional stress in autistic children undergoing medical examinations.

2021 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Mansour Mohammed Ali Bopaeda

Having a baby is a huge responsibility. It often happens that mothers, especially when they are having their first baby, feel stressed and incompetent in their role as mothers even as their children normally grows. The purpose of this article is to identify the general features of psychological stress among mothers of autism spectrum disorder and Down syndrome and to identify the differences and relationship in psychological stress between mothers of autism and down syndrome. In this study participated a group of mothers with children who have autism (n = 44) and mothers of children with Down syndrome (n = 44). The findings made proved that the general features of psychological stress are high Among mothers of autistic children, while it was low among mothers of Down syndrome, there were also statistically significant differences in the level of psychological stress between mothers of autism and Down syndrome, and a correlation was found between mothers of autism and Down syndrome at the level of significance (0.01).


Author(s):  
Afnan Maatouk Al - Talhi

The current study aimed to develop a mobile application based on video modeling to improve and enhance self-protection skills for children with autism. Semi-experimental design of the two groups was adopted: the control, which received the self-protection skills in the traditional way, while these skills was provided to the experimental group through the application based on video modeling. The research sample was consisted of 16 students who met the criteria. The researcher was applied the self-protection skills scale on the sample. After the experiment was applied for five weeks, the data were analyzed statistically. The results showed the effectiveness of the application in the development of self-protection skills for autistic children. The researcher recommended the use of the preferences of children with autism and the use of applications that based on video modeling in their education.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammed F. Safi ◽  
Maitha Alnuaimi ◽  
Abdelaziz Sartawi

Purpose Children with autism spectrum disorder (ASD) face difficulty with educational attainment because of to their inability to interact with others. One intervention that is used to increase social skills in individuals with ASD is social stories. This study aimed at exploring the impact of digital social stories in improving social skills of two students with ASD in the UAE. Design/methodology/approach An experimental AB single-subject study was conducted to investigate the impact of digital social stories on nonverbal communication, targeting two specific behaviors: raising hands before leaving one’s seat (TB1) and playing and sharing toys with peers (TB2). Two digital social stories (DSS1 and DSS2) were developed for the purpose of this study and transformed using a digital platform to be displayed on an iPad (tablet). Findings This study involved two male participants with ASD (10 and 11 years old). Participant one demonstrated improvement in TB1 (mean of 1.11) because of DSS1 in the intervention phase. Participant two demonstrated improvement of 18% in TB2 ( mean of 0.18) as a result of DSS2 in the intervention phase. Practical implications Both students that participated in the study showed a positive change in their target behaviors during the intervention phase intervention at different levels. Using an ABA study design would have been stronger in establishing a more valid causal relation in this single-subject design study. However, due the COVID-19 closures and curfews, the researchers had to switch to the AB design. Originality/value This study demonstrated how social stories had a positive impact on ASD social skills. Further, it indicated the potential effectiveness of using digital social stories to reduce undesirable behaviors or increase a desirable behaviors in children who have ASD.


2019 ◽  
Vol 32 (1) ◽  
pp. 208-223 ◽  
Author(s):  
Lisa Hurt ◽  
Kate Langley ◽  
Kate North ◽  
Alex Southern ◽  
Lauren Copeland ◽  
...  

Purpose The purpose of this paper is to describe current care pathways for children with autism including enablers and barriers, as experienced by health professionals, education professionals and families in South Wales, UK. Design/methodology/approach This study is based on a mixed-methods approach using focus group discussions, creative writing workshops and visualisation using rich pictures. Findings The experiences of the care pathways differed significantly across the three groups. Health professionals described the most rigidly structured pathways, with clear entry points and outcomes. Education professionals and parents described more complex and confusing pathways, with parents assuming the responsibility of coordinating the health and education activity in a bid to link the two independent pathways. All three groups identified enablers, although these differed across the groups. The barriers were more consistent across the groups (e.g. poor communication, missing information, lack of transparency, limited post-diagnosis services and access to services based on diagnosis rather than need). Practical implications This research could inform the design of new services which are premised on multi-agency and multi-disciplinary working to ensure children with Autism spectrum disorders (ASD) receive joined up services and support. Originality/value Although this study did not represent all professional groups or all experiences of autism, the authors examined three different perspectives of the ASD pathway. In addition, the authors triangulated high-level process maps with rich pictures and creative writing exercises, which allowed the authors to identify specific recommendations to improve integration and reduce duplication and gaps in provision.


2019 ◽  
Vol 5 (4) ◽  
pp. 255-267 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Razan N. Alkhatib

PurposeThe purpose of this paper is to investigate whether age plays a role in the acquisition of construct state (CS) constructions in Arabic by 14 children with autism spectrum disorder (ASD). It also examined the challenges faced by children with ASD in producing different types of CS constructions. Finally, the study analysed the sources of difficulties children with ASD encounter during the learning process of the CS.Design/methodology/approachFor the purposes of this study, the participants were asked to orally complete short sentences with the help of illustrative pictures.FindingsResults revealed that the age of the 14 children with ASD plays a role in the acquisition of CS constructions. Children of age 12–15 performed better than those of age 8 and 10. Results also showed that children with ASD performed better in producing phrases rather than compounds. Moreover, the participants performed better on endocentric compounds as opposed to exocentric ones. Finally, analysing the errors produced on the text revealed that the acquisition of head direction precedes definiteness.Originality/valueThe topic of the study has not been investigated yet and the study concluded with some important findings concerning teaching Arabic CS to children with ADS.


2019 ◽  
Vol 13 (2) ◽  
pp. 59-69
Author(s):  
Maria Jose Galvez Trigo ◽  
Penelope Jane Standen ◽  
Sue Valerie Gray Cobb

Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms. Findings Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.


2021 ◽  
Vol 16 (4) ◽  
pp. 1776-1787
Author(s):  
Saad Yahya Athbah

The current study aims to identify the impact of psychological stress among siblings of autistic children on their academic achievement, as well as identifying differences in the level of their academic achievement according to the variables of the normal brother: gender, age, educational level, and the variables of the autistic siblings: gender and age of autistic children in Jeddah. The quantitative approach was followed, depending on the questionnaire. The results revealed that the level of psychological stress and academic achievement were moderate. The results also showed that there were no significant differences due to the variable gender of the respondent, the gender of the autistic child, the age of the autistic children, the educational level, and the age of the sibling in relation to academic achievement. The results also showed that no relationship between psychological stress and academic achievement.   Keywords: psychological stress, academic achievement, siblings, autism spectrum disorder


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Genevieve Johnsson ◽  
Michelle Lincoln ◽  
Anita C. Bundy ◽  
Debra Costley ◽  
Kim Bulkeley

PurposeThe rollout of individualised disability funding in Australia resulted in an increased demand for services for people with a disability, particularly support for the high percentage of Australians with autism spectrum disorder. Continuing professional development is one way to grow and maintain a skilled workforce; however, face-to-face opportunities can be limited in remote areas of Australia. Technology may provide a low-cost and widely accessible platform for providing education and support for staff in these areas.Design/methodology/approachThe current study evaluated a novel webinar training and individual online support program for 36 allied health, education and community support staff. Data were collected via a survey on changes in perceived “knowledge and skills” and “confidence” in supporting children with autism, as well as mode of participation, and accessibility of the program.FindingsParticipants reported a significant increase in their “knowledge and skills” and “confidence”, in working with children with autism. This increase was positively related to the number of webinars the participants accessed. The mode of webinar access was predominantly via watching recordings of webinars (asynchronous learning). Synchronous learning via individual online sessions was accessed by a small number of participants, mostly allied health professionals. Workload and scheduling were identified as barriers to engaging in the program. The technology platform was found to be accessible and acceptable.Originality/valueA predominantly asynchronous mode of delivery was successful, thereby increasing program access and flexibility for remote staff. Technology was not a barrier to accessing the program regardless of remoteness or job role.


Psichologija ◽  
2009 ◽  
Vol 39 ◽  
pp. 19-30
Author(s):  
Elena Mickevičienė ◽  
Liuda Šinkariova ◽  
Aidas Perminas

Straipsnyje pateikiami abiejų tėvų, kurie augina vaiką, turintį autizmo sindromą, ir kontrolinės grupės tėvų, auginančių normalios raidos vaiką, depresyvumo ypatumai. Analizuodami depresyvumą, kalbame apie tam tikrą ikiklinikinių nuotaikos būsenų intensyvumą, pasireiškiantį liūdesiu, pesimizmu ir aktyvumo sumažėjimu.Tyrimo tikslas – palyginti tėvų ir motinų, auginančių vaikus, kuriems diagnozuotas autizmas, depresyvumo raiškos skirtumus atsižvelgiant į socialinius demografinius veiksnius. Tyrime dalyvavo motinos ir tėvai, auginantys vaikus, turinčius autizmo sindromą. Kontrolinė grupė atrinkta atitinkamai pagal autizmo sindromą turinčio vaiko ir jo tėvų lytį bei amžių – tai motinos ir tėvai, auginantys normalios raidos vaikus. Tyrime depresyvumo lygiui įvertinti buvo naudojama Zungo depresijos (Zung-SRD) skalė. Papildomai buvo pateikiami klausimai apie socialinius demografinius veiksnius: tiriamojo amžių, išsilavinimą, užimtumą, šeimos sudėtį bei vaiko, kuriam diagnozuotas autizmas, amžių, lytį, užimtumą, autizmo sutrikimo sunkumo laipsnį.Buvo nustatyta, kad šeimoje, auginančioje vaiką, kuriam būdingas autizmo sindromas, motinų ir tėvų depresyvumas pasireiškia vienodai. Tėvų ir motinų, auginančių autizmo sindromą turintį vaiką, depresyvumas yra didesnis nei normalios raidos vaiko tėvų ir motinų. Abiejų tėvų, auginančių vaiką, kuriam būdingas autizmo sindromas, depresyvumas nėra susijęs su amžiumi ir išsilavinimu. Autizmo sindromą turinčio vaiko amžius skirtingai siejasi su abiejų tėvų depresyvumo lygiu: tėvų depresyvumas didesnis, kai autizmo sindromą turintis vaikas yra 8–11 metų, o motinų depresyvumas didesnis šį sutrikimą turinčio vaiko paauglystės laikotarpiu (12–18 m.).Pagrindiniai žodžiai: vaikai, turintys autizmo sindromą, tėvas, motina, depresyvumas.Depression in fathers and mothers of children with autism spectrum disorderElena Mickevičienė, Liuda Šinkariova, Aidas Perminas SummaryParenting a child with autism spectrum disorder is stressful for many reasons: difficulty with diagnosis, lack of information about autism and its treatment, deficit of social support, etc. It is impossible to review all the problems experienced by parents, so our study focused on depression in both parents of an autistic child.The purpose of this work was to compare depression in fathers and mothers of children with autism spectrum disorder and to compare our findings with results of the control group, i.e. parents of a normally developing child. Depression in our study indicates the intensity of the preclinical state of mind, manifested by sadness, pessimism and a decrease of activity.120 persons participated in the study, 72 (60%) of them being mothers and 48 (40%) fathers of autistic children raging from 3 to 18 years of age. Control group consisted of 69 mothers (57.5%) and 51 fathers (42.5%) of normally developing children of the same age, selected in accordance with the gender and age of autistic children as well as the gender and age of their parents. The age of the participants ranged from 25 to 60 years (mean 39, SD 6.55).For evaluation of depression, we employed Cung’s depression scale. Additional questions on social-demographic factors were also included: age, education and employment status of participants; family composition; age and gender of child with diagnosed autism and occupation.The results showed that depression in mothers and fathers with autistic children did not differ. Both parents of an autistic child had a higher depression than both parents of normally developing children (p = 0,001). The age and education of parents with autistic children did not correlate with depression. The age of the autistic child correlated with depression of both parents differently: when an autistic child was 3–7 years old, depression in fathers and mothers did not differ; when an autistic child was 8–11 years old, depression in fathers was higher than in mothers; during adolescence of an autistic child, the difference of depression persised, but its direction was opposite, mothers showing a higher depression than fathers.There are several limitations to this study. We should note that the sample does not represent the population of families with autistic children. Also, Cung’s depression scale might not be the best scale to evaluate depression in these families. Another limitation is that we did not consider all circumstances, such as marital status, gender of children, occupation of parents and children, individual characteristics, social support and the degree of severity of autism. Findings of this study require further researche. However, the results indicate that parents of an autistic child need special understanding and support.Keywords: autistic child, mother, father, depression.


2019 ◽  
Vol 8 (3) ◽  
pp. 5995-5999

This study aims to explain on the development of an Android based application using a serious games technique, which known as Autism Kits. It's a built mobile application that functions as an autism spectrum disorder learning application. The model was followed by the ADDIE methodology. In the meantime, respondents, including autism students, educators and parents, were tested. After the application was completed, a survey was performed. Results have demonstrated that teachers and parents are willing to use the application for autistic children that has been found to be very useful.


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