scholarly journals Association of Sensory Processing and Eating Problems in Children with Autism Spectrum Disorders

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Geneviève Nadon ◽  
Debbie Ehrmann Feldman ◽  
Winnie Dunn ◽  
Erika Gisel
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Processing ◽  
Attention Deficit Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensory Profile ◽  
Eating Problems ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Definite Difference

“Selective” or “picky eating” is a frequent problem in children with autism spectrum disorders (ASD). Many of these children do not treat sensory input, particularly olfactory, auditory, visual, and tactile information in the same manner as their typically developing peers of the same age. The purpose of this paper was to examine the relationship between problems of sensory processing and the number of eating problems in children with ASD. Of 95 children with ASD, 3 to 10 years of age, 65 percent showed a definite difference and 21 percent a probable difference in sensory processing on the total score of theShort Sensory Profile. These results were significantly related to an increase in the number of eating problems measured by theEating Profile. These results could not be explained by age, sex, mental retardation, attention deficit disorder, or hyperactivity. Timely interventions focusing on the sensory components of eating must now be developed.

scholarly journals Physiological and Behavioral Stress and Anxiety in Children with Autism Spectrum Disorders during Routine Oral Care

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Leah I. Stein ◽  
Christianne J. Lane ◽  
Marian E. Williams ◽  
Michael E. Dawson ◽  
José C. Polido ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Processing ◽  
Oral Care ◽  
Objective Measure ◽  
Children With Autism ◽  
Parent Report ◽  
Autism Spectrum ◽  
Physiological Measures ◽  
Children With Asd ◽  
Spectrum Disorders

Background. Children with autism spectrum disorders (ASD) commonly exhibit uncooperative behaviors which impede oral care. Previous studies have utilized dentist-report measures of uncooperative behaviors in children with ASD but none have utilized an objective measure of children’s behavior or a physiological measure of distress. This study investigated behavioral and physiological distress in children with ASD during routine oral care and examined factors associated with this distress.Methods. Participants were 44 children (n=22typical,n=22ASD) aged 6–12 receiving routine dental cleanings. Behavioral and physiological measures of stress and anxiety were collected during dental cleanings.Results. Children with ASD exhibited greater distress, compared to the typical group, on dentist-report and researcher-coded measures of overt distress behaviors and on physiological measures. Correlations between physiological and behavioral measures of distress were found in the ASD but not in the typical group. Behavioral distress was correlated with age in the typical group and with expressive communication ability and sensory processing difficulties in the ASD group; physiological distress was correlated with parent-report of anxiety in the typical group and sensory processing difficulties in the ASD group.Conclusions. Novel strategies may be required to decrease behavioral and physiological distress in children with ASD in the dental clinic.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

Handedness in Children with Autism Spectrum Disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S214-S214 ◽  
Author(s):  
L. Kobylinska ◽  
C.G. Anghel ◽  
I. Mihailescu ◽  
F. Rad ◽  
I. Dobrescu
Keyword(s):  
Autism Spectrum Disorders ◽  
Training Programs ◽  
Hand Preference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Left Handedness ◽  
Children With Asd ◽  
Hand Laterality ◽  
Spectrum Disorders ◽  
Competing Interest

Children with autism spectrum disorders (ASD) have a less definitive hand preference for certain actions as opposed to neurotypical children. Moreover, left-handedness in children with ASD has been associated with more echolalia. The objective was to conduct a screening of potential risk and associated features for autism spectrum disorders, among which the hand preference of the child. The current aim is to compare the perceived handedness of children with autism spectrum disorders with that of children with other psychiatric pathologies.MethodsEight hundred and forty-two parents completed our risk and associated features screening questionnaire. Out of these, 494 answered the question regarding handedness (209 had children diagnosed with ASD). This asked the parents to state how they perceived their child's handedness. An ADOS assessment has been conducted for 170 of the children whose parents were included in the study, based on clinical relevance for the case. The data were analysed using Excel and SPSS 22.0. For the comparisons, Chi2 and the Kruskal–Wallis test were used.ResultsChildren with ASD had more left-handedness (χ2(2) = 12.54, P = 0.002). There were no differences between boys and girls in terms of perceived handedness in any of the groups. There were no differences in the ADOS scores according to the perceived hand laterality (χ2(2) = 0.58, P = 0.74).ConclusionRightward-asymmetry in regions of corpus callosum has been reported to correlate with symptoms severity in ASD. The finding of different perceived handedness in children with ASD versus children with other psychiatric pathologies is useful for designing appropriate, individualized training programs for motor therapy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

scholarly journals Parent-reported feeding and swallowing difficulties of children with Autism Spectrum Disorders (aged 3 to 5 years) compared to typically developing peers: a South African study

2020 ◽  
Vol 20 (1) ◽  
pp. 524-532
Author(s):  
Mari Viviers ◽  
Marguerite Jongh ◽  
Lindsay Dickonson ◽  
Roxanne Malan ◽  
Tamaryn Pike
Keyword(s):  
South Africa ◽  
Autism Spectrum Disorders ◽  
Young Children ◽  
South African ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Swallowing Difficulties ◽  
Spectrum Disorders

Background: Research on aspects of neurodevelopment such as feeding and swallowing difficulties in children with Autism Spectrum Disorders (ASD) is limited in low and middle income countries such as South Africa. Method: A descriptive comparative group design was used to investigate feeding and swallowing difficulties of young children with ASD in comparison to typically developing peers. The Brief Autism Mealtime Behavioural Inventory (BAMBI) was used. Results: Findings indicated a significant difference in the severity of feeding and swallowing difficulties between the two groups. Difficulties such as food selectivity, sensory processing difficulties, oral-motor difficulties and symptoms of dysphagia were iden- tified. The findings added to the existing global literature on feeding and swallowing difficulties in young children with ASD but provide a unique first perspective on these difficulties in South African children with ASD. Conclusion: Findings also highlighted the use of the BAMBI as an adjunct clinical tool to encourage comprehensive parental report during feeding assessment in this population. Cultural adaptation of the BAMBI for future use in African countries should be considered. A better local understanding of the parental perspective on the multidimensional nature of the feeding and swallowing difficulties displayed by young children with ASD was obtained. Keywords: Parent-reported feeding; swallowing difficulties; Autism Spectrum Disorders; South Africa. 

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

Relationships Between the Participation Levels of Children With Autism Spectrum Disorders and the Time They Spend in Resource Rooms in Taiwan

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512510287p1-7512510287p1
Author(s):  
Chiao-Ju Fang
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Significant Relationships ◽  
Children With Asd ◽  
Inclusive Settings ◽  
Spectrum Disorders ◽  
Resource Rooms ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this study was to help educators and clinicians better understand how the amount of time children with autism spectrum disorder (ASD) spend in resource rooms affects their participation levels in inclusive educational settings in Taiwan. No statistically significant relationships were found. This study provides professionals with a model for assessing how resource rooms impact the participation levels of children with ASD in inclusive settings. Primary Author and Speaker: Chiao-Ju Fang

Simulation Games as Interventions in the Promotion of Social Skills Development among Children with Autism Spectrum Disorders

2014 ◽  
pp. 160-180 ◽  
Author(s):  
Carolyn Kinsell ◽  
Boaventura DaCosta ◽  
Angelique Nasah
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Children With Autism ◽  
Great Difficulty ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Children With Asd ◽  
Simulation Based ◽  
Spectrum Disorders

It has been suggested that game technology can be successfully used to aid in social skills development among those with special needs. Based on the body of research available, such technology has been used in social skills development with children with Autism Spectrum Disorders (ASD). Furthermore, there is research to suggest that certain game technology, such as simulation-based games, can enhance learning and the retention of knowledge, which is of important benefit, given children with ASD show great difficulty in generalizing newly learned skills and knowledge from the instructional to the functional setting. However, at the time of this publication, very little empirical evidence exists that has specifically investigated the use of simulation-based games as interventions in the promotion of social skill development among children with ASD.

Parent Perceptions of Museum Participation: A Comparison Between Parents of Children With and Without Autism Spectrum Disorders

Inclusion ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Ana Antonetti ◽  
Tina Fletcher
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Art Museum ◽  
Autism Spectrum ◽  
The Body ◽  
Community Activities ◽  
Body Of Knowledge ◽  
Children With Asd ◽  
Five Factors ◽  
Spectrum Disorders

Abstract This study aims to add to the body of knowledge on the experiences of families of children with autism spectrum disorders (ASD) with the goal of promoting increased participation in community activities. Five factors associated with participation in activities at an art museum were explored, comparing families of children with and without ASD. These factors included both children's frequency of participation and parents' perceptions of the importance of community activities. The differences between groups were statistically significant. Parents of children without ASD reported their children's frequency of participation in museum activities was three times more than parents of children with ASD. Parents of children with ASD reported experiencing three times as many negative emotions associated with museum activities than parents of children without ASD.

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