Serological screening for Celiac Disease in 382 pre-schoolers with Autism Spectrum Disorder

Latar Belakang : Penyandang autism spectrum disorder (ASD) dan celiac disease tidak dapat menerima gluten yang masuk kedalam tubuh. Mi merupakan salah satu makanan pokok sumber karbohidrat yang terbuat dari gandum. Gandum memiliki kandungan gluten yang tinggi, sedangkan mi adalah makanan pokok terbanyak kedua setelah nasi. Salah satu alternatif bahan makanan sumber karbohidrat yang bebas gluten adalah singkong. Olahan singkong yaitu mocaf dan tepung tapioka memiliki sifat fisik yang menyerupai tepung terigu sehingga diharapkan dapat menggantikan tepung terigu dalam pembuatan mi. Singkong memiliki kadar protein yang rendah, oleh karena itu dilakukan penelitian mengenai penambahan jumlah telur terhadap kadar protein mi basah bebas gluten agar sesuai dengan standar nasional indonesia (SNI) yaitu 8%, serat, tingkat kekenyalan dan penerimaan mi basah bebas gluten berbahan baku tepung komposit ( tepung mocaf, tapioka dan maizena).Tujuan : Menganalisis pengaruh penambahan telur terhadap kadar protein, serat, tingkat kekenyalan dan penerimaan mi basah bebas gluten berbahan baku tepung komposit.Metode : Merupakan penelitian eksperimental dengan rancangan acak lengkap, dengan 4 perlakuan menggunakan 1 kontrol dan 3 variasi penambahan jumlah telur (5 butir telur, 6 butir telur, 7 butir telur). Analisis laboratorium yang dilakukan adalah uji kadar protein, serat dan tingkat kekenyalan. Uji tingkat penerimaan dilakukan dengan uji hedonik pada 20 orang panelis agak terlatih. Analisis statistik kadar protein, kadar serat dan tingkat kekenyalan diuji menggunakan uji ANOVA One Way CI 95% dengan uji lanjut LSD (Least Significance Different). Analisis statistik untuk tingkat penerimaan menggunakan uji Friedman CI 95% dengan uji lanjut Wilcoxon.Hasil : Penambahan jumlah telur mempengaruhi kadar protein, serat dan tingkat kekenyalan mi basah bebas gluten. Penambahan jumlah telur juga mempengaruhi tingkat penerimaan dari segi warna dan tekstur tetapi tidak mempengaruhi aroma dan rasa. Hasil penilaian terbaik didapat pada mi basah bebas gluten berbahan baku tepung komposit dengan 5 butir telur dengan kadar protein 7,66%, serat 0,84% dan tingkat kekenyalan 41,83 mm/g/detik.Simpulan : Mi basah bebas gluten berbahan baku tepung komposit dengan 5 butir telur merupakan mi terbaik dan dapat diterima oleh panelis. Mi basah tersebut menyumbang asupan serat sebesar 3,36% untuk wanita dewasa, 2,21% untuk pria dewasa dan 4,42% untuk anak-anak.

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Association between Celiac Disease and Autism Spectrum Disorder

Journal of Pediatric Gastroenterology and Nutrition ◽

10.1097/mpg.0000000000003051 ◽

2021 ◽

Vol Publish Ahead of Print ◽

Author(s):

Joshua Quan ◽

Nicola Panaccione ◽

Jocelyn Jeong ◽

Fox E. Underwood ◽

Stephanie Coward ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Celiac Disease ◽

Autism Spectrum ◽

Spectrum Disorder

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Autism spectrum disorder and celiac disease: no evidence for a link

Arquivos de Neuro-Psiquiatria ◽

10.1590/s0004-282x2012000100007 ◽

2012 ◽

Vol 70 (1) ◽

pp. 28-33 ◽

Cited By ~ 31

Author(s):

Icaro Camargo Batista ◽

Lenora Gandolfi ◽

Yanna Karla Medeiros Nobrega ◽

Rodrigo Coutinho Almeida ◽

Lucas Malta Almeida ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Celiac Disease ◽

Children And Adolescents ◽

Geographical Area ◽

Cost Effective ◽

Autism Spectrum ◽

Routine Screening ◽

Spectrum Disorder ◽

Gluten Sensitivity ◽

Antigliadin Antibodies

OBJECTIVE: To evaluate the possible association between celiac disease (CD) and/or gluten sensitivity (GS) and autism spectrum disorder (ASD). METHODS: Occurrences of CD were determined in a group of children and adolescents affected by ASD and, conversely, occurrences of ASD were assessed in a group of biopsy-proven celiac patients. To detect the possible existence of GS, the levels of antigliadin antibodies in ASD patients were assessed and compared with the levels in a group of non-celiac children. RESULTS: The prevalence of CD or GS in ASD patients was not greater than in groups originating from the same geographical area. Similarly the prevalence of ASD was not greater than in a group of biopsy-proven CD patients. CONCLUSION: No statistically demonstrable association was found between CD or GS and ASD. Consequently, routine screening for CD or GS in all patients with ASD is, at this moment, neither justified nor cost-effective.

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A257 ASSOCIATION BETWEEN CELIAC DISEASE AND AUTISM SPECTRUM DISORDER: A SYSTEMATIC REVIEW

Journal of the Canadian Association of Gastroenterology ◽

10.1093/jcag/gwz006.256 ◽

2019 ◽

Vol 2 (Supplement_2) ◽

pp. 502-503 ◽

Cited By ~ 1

Author(s):

J Quan ◽

N Panaccione ◽

J A King ◽

F Underwood ◽

J W Windsor ◽

...

Keyword(s):

Systematic Review ◽

Autism Spectrum Disorder ◽

Celiac Disease ◽

Autism Spectrum ◽

Spectrum Disorder

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Celiac Disease in Autism Spectrum Disorder: Data from an Italian Child Cohort

10.21203/rs.3.rs-1151916/v1 ◽

2022 ◽

Author(s):

Stefania Zambrano ◽

Barbara Parma ◽

Valeria Morabito ◽

Silvia Borini ◽

Roberta Romaniello ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Celiac Disease ◽

Pediatric Population ◽

Young Patients ◽

Diagnostic Algorithm ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Exact Test ◽

Potential Association ◽

Significant Difference

Abstract Background: In recent decades some studies described the frequent co-occurrence of celiac disease autoimmunity and/or overt celiac disease in patients with autism. Therefore, it was suggested that celiac disease could play a possible role in the etiopathogenesis of autism spectrum disorder. However, several other studies have not confirmed this association. The aim of the present study was to elucidate the potential association between autism spectrum disorder and celiac disease.Methods: We prospectively collected data from an Italian cohort of 223 children at the time of their clinical diagnosis of autism spectrum disorder in the 2019-2020 period. A serological celiac disease screening was performed and data were available for 196 patients; male (M):female (F) ratio = 4.4:1; median age = 3.6 years; age range = 1.6–12.8 years. Full-blown celiac disease was established according to the diagnostic algorithm of the European Society of Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN) 2012 or 2019 guidelines. Fisher’s exact test was used to compare the celiac disease seroprevalence and prevalence in our autism spectrum disorder cohort and in the Italian healthy pediatric population studied by Gatti et al. to highlight the possible differences between the two groups.Results: A not statistically significant difference between the celiac disease seroprevalence in our autism spectrum disorder cohort (4.08%) and Gatti’s Italian healthy group (2.22%) was found, p = 0.0810; OR = 1.871. A similar result emerged for overt celiac disease prevalences (2.24% versus 1.58%, respectively), p = 0.2862; OR = 1.431.Conclusions: Our data validates a weakness of association between autism spectrum disorder and celiac disease. Regular screening for celiac disease in young patients with autism spectrum disorder is not strongly recommended to a greater extent than in the general population.

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Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00209 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1783-1797

Author(s):

Kelly L. Coburn ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Language Development ◽

Diffusion Tensor ◽

Autism Spectrum ◽

Language Intervention ◽

Spectrum Disorder ◽

Autistic Children ◽

Neural Structure ◽

Complex Information ◽

And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00007 ◽

2020 ◽

Vol 29 (2) ◽

pp. 890-902

Author(s):

Lynn Kern Koegel ◽

Katherine M. Bryan ◽

Pumpki Lei Su ◽

Mohini Vaidya ◽

Stephen Camarata

Keyword(s):

Systematic Review ◽

Autism Spectrum Disorder ◽

Parent Education ◽

Autism Spectrum ◽

Verbal Communication ◽

Fidelity Of Implementation ◽

Spectrum Disorder ◽

Education Programs ◽

Minimally Verbal ◽

Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

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The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00003 ◽

2020 ◽

Vol 29 (1) ◽

pp. 327-334 ◽

Cited By ~ 1

Author(s):

Allison Gladfelter ◽

Cassidy VanZuiden

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum ◽

Individual Characteristics ◽

Receptive Vocabulary ◽

Spectrum Disorder ◽

School Age Children ◽

Social Responsiveness ◽

Contributing Factors ◽

Children With Asd ◽

Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

Author(s):

Kaitlyn A. Clarke ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Diagnostic Category ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Speech Language Pathologists ◽

Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00132 ◽

2020 ◽

Vol 5 (1) ◽

pp. 314-325

Author(s):

Kimberly F. Frazier ◽

Jessica Collier ◽

Rachel Glade

Keyword(s):

Autism Spectrum Disorder ◽

Cognitive Abilities ◽

Social Cognitive ◽

Social Performance ◽

Management Strategies ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Self Management ◽

Adolescent Female ◽

Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

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