scholarly journals Sensory Differences and Stereotyped Movements in Children with Autism

2002 ◽  
Vol 19 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Eynat Gal ◽  
Murray Dyck ◽  
Anne Passmore
Keyword(s):  
Functional Relationship ◽  
Aversive Stimulus ◽  
Sensory Modality ◽  
Sensory Stimulation ◽  
Children With Autism ◽  
Sensory Profile ◽  
Sensory Stimuli ◽  
Repetitive Movements ◽  
Dsm Iv ◽  
Do So

AbstractThis study was designed to test whether there is a functional relationship between sensory stimulation and stereotyped movements (SM). Four children with autism and intellectual disability (according to DSM-IV criteria) who showed stereotyped movements were studied. The Short Sensory Profile was used to define whether a child perceived stimulation within each sensory modality as aversive, attractive, or neutral. The Stereotyped and Self-Injurious Movements Interview was used to identify each child's repetitive movements. Children were then exposed to sensory stimuli that were neutral, aversive or attractive. Results indicate that children: (a) initiate or increase stereotyped movements immediately following the onset of an aversive stimulus, (b) terminate or decrease stereotyped movements following the onset of an attractive stimulus and (c) initiate or increase stereotyped movements during periods of neutral stimulation. We conclude that stereotyped movements are functionally related to sensory stimulation; individuals who frequently engage in stereotyped movements may do so in order to cope with under-stimulation and aversive over-stimulation.

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.

Gustatory and Multimodal Neuronal Responses in the Amygdala During Licking and Discrimination of Sensory Stimuli in Awake Rats

1998 ◽  
Vol 79 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Hisao Nishijo ◽  
Teruko Uwano ◽  
Ryoi Tamura ◽  
Taketoshi Ono
Keyword(s):  
Sensory Neurons ◽  
Monosodium Glutamate ◽  
Sensory Modality ◽  
Sensory Stimulation ◽  
Central Nucleus ◽  
Neuronal Responses ◽  
Sensory Stimuli ◽  
Oral Sensory ◽  
Ingestive Behaviors ◽  
Awake Rats

Nishijo, Hisao, Teruko Uwano, Ryoi Tamura, and Taketoshi Ono. Gustatory and multimodal neuronal responses in the amygdala during licking and discrimination of sensory stimuli in awake rats. J. Neurophysiol. 79: 21–36, 1998. The amygdala (AM) receives information from various sensory modalities via the neocortex and directly from the thalamus and brain stem and plays an important role in ingestive behaviors. In the present study, neuronal activity was recorded in the AM and amygdalostriatal transition area of rats during discrimination of conditioned sensory stimuli and ingestion of sapid solutions. Of the 420 responsive neurons, 227 responded exclusively to one sensory modality, 120 responded to two or more modalities, and the remaining 73 could not be classified. Among the responsive neurons, 108 responded to oral-sensory stimulation (oral-sensory neurons). In detailed analyses of 84 of these oral-sensory neurons, 24 were classified as taste responsive and were located mainly in the central nucleus of the AM. The other 60 oral-sensory neurons were classified as nontaste oral-sensory neurons and were distributed widely throughout the AM. Both the taste and nontaste oral-sensory neurons also responded to other sensory stimuli. Of the 24 taste neurons, 21 were tested at least with four standard taste solutions. On the basis of the magnitudes of their responses to these sapid stimuli, the taste neurons were classified as follows: seven sucrose-best, four NaCl-best, three citric acid-best, and six quinine HCl-best. The remaining cell responded significantly only to lysine HCl and monosodium glutamate. Multivariate analyses of these 21 taste neurons suggested that, in the AM, taste quality was processed based on palatability. Taken with previous lesion studies, the present results suggest that the AM plays a role in the evaluation of taste palatability and in the association of taste stimuli with other sensory stimuli.

scholarly journals Sensory over-responsivity is related to GABAergic inhibition in thalamocortical circuits

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Emily T. Wood ◽  
Kaitlin K. Cummings ◽  
Jiwon Jung ◽  
Genevieve Patterson ◽  
Nana Okada ◽  
...  
Keyword(s):  
Magnetic Resonance ◽  
Sensory Information ◽  
Network Connectivity ◽  
Sensory Stimulation ◽  
Autism Spectrum ◽  
Future Research ◽  
Resonance Spectroscopy ◽  
Gamma Aminobutyric Acid ◽  
Sensory Stimuli ◽  
Brain Responses

AbstractSensory over-responsivity (SOR), extreme sensitivity to or avoidance of sensory stimuli (e.g., scratchy fabrics, loud sounds), is a highly prevalent and impairing feature of neurodevelopmental disorders such as autism spectrum disorders (ASD), anxiety, and ADHD. Previous studies have found overactive brain responses and reduced modulation of thalamocortical connectivity in response to mildly aversive sensory stimulation in ASD. These findings suggest altered thalamic sensory gating which could be associated with an excitatory/inhibitory neurochemical imbalance, but such thalamic neurochemistry has never been examined in relation to SOR. Here we utilized magnetic resonance spectroscopy and resting-state functional magnetic resonance imaging to examine the relationship between thalamic and somatosensory cortex inhibitory (gamma-aminobutyric acid, GABA) and excitatory (glutamate) neurochemicals with the intrinsic functional connectivity of those regions in 35 ASD and 35 typically developing pediatric subjects. Although there were no diagnostic group differences in neurochemical concentrations in either region, within the ASD group, SOR severity correlated negatively with thalamic GABA (r = −0.48, p < 0.05) and positively with somatosensory glutamate (r = 0.68, p < 0.01). Further, in the ASD group, thalamic GABA concentration predicted altered connectivity with regions previously implicated in SOR. These variations in GABA and associated network connectivity in the ASD group highlight the potential role of GABA as a mechanism underlying individual differences in SOR, a major source of phenotypic heterogeneity in ASD. In ASD, abnormalities of the thalamic neurochemical balance could interfere with the thalamic role in integrating, relaying, and inhibiting attention to sensory information. These results have implications for future research and GABA-modulating pharmacologic interventions.

Rehabilitation of Post Stroke Sensory Dysfunction—A Scoping Review

2021 ◽  
pp. 251660852098429
Author(s):  
Dorcas B. C. Gandhi ◽  
Ivy Anne Sebastian ◽  
Komal Bhanot
Keyword(s):  
Motor Behavior ◽  
Sensory Modality ◽  
Sensory System ◽  
Sensory Stimulation ◽  
Current Evidence ◽  
Cochrane Library ◽  
Post Stroke ◽  
Sensory Dysfunction ◽  
Electronic Database Search ◽  
External Stimuli

Sensory dysfunction is one of the common impairments that occurs post stroke. With sensory changes in all modalities, it also affects the quality of life and incites suicidal thoughts. The article attempts to review and describe the current evidence of various approaches of assessment and rehabilitation for post-stroke sensory dysfunction. After extensive electronic database search across Medline, Embase, EBSCO, and Cochrane library, it generated 2433 results. After screening according to inclusion and exclusion criteria, we included 11 studies. We categorized data based on type of sensory deficits and prevalence, role of sensory system on motor behavior, type of intervention, sensory modality targeted, and dosage of intervention and outcome measures used for rehabilitation. Results found the strong evidence of involvement of primary and secondary motor areas involved in processing and responding to somatosensation, respectively. We divided rehabilitation approaches into sensory stimulation approach and sensory retraining approach focused on using external stimuli and relearning, respectively. However, with varied aims and targeted sensory involvement, the study applicability is affected. Thus, this emerges the need of extensive research in future for evidence-based practice of assessments and rehabilitation on post-stroke sensory rehabilitation.

Modulation of Neurocardiac Function by Oesophageal Stimulation in Humans

1997 ◽  
Vol 92 (2) ◽  
pp. 167-174 ◽  
Author(s):  
Gervais Tougas ◽  
Markad Kamath ◽  
Geena Watteel ◽  
Debbie Fitzpatrick ◽  
Ernest L. Fallen ◽  
...  
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Power Spectrum ◽  
High Frequency ◽  
Low Frequency ◽  
Sensory Stimulation ◽  
Sensory Stimuli ◽  
Autonomic Reflexes ◽  
Low Frequency Power ◽  
Beat Heart

1. The heart and the oesophagus have similar sensory pathways, and sensations originating from the oesophagus are often difficult to differentiate from those of cardiac origin. We hypothesized that oesophageal sensory stimuli could alter neurocardiac function through autonomic reflexes elicited by these oesophageal stimuli. In the present study, we examined the neurocardiac response to oesophageal stimulation and the effects of electrical and mechanical oesophageal stimulation on the power spectrum of beat-to-beat heart rate variability in male volunteers. 2. In 14 healthy volunteers, beat-to-beat heart rate variability was compared at rest and during oesophageal stimulation, using either electrical (200 μs, 16 mA, 0.2 Hz) or mechanical (0.5 s, 14 ml, 0.2 Hz) stimuli. The power spectrum of beat-to-beat heart rate variability was obtained and its low- and high-frequency components were determined. 3. Distal oesophageal stimulation decreased heart rate slightly (both electrical and mechanical) (P < 0.005), and markedly altered heart rate variability (P < 0.001). Both electrical and mechanical oesophageal stimulation increased the absolute and normalized area of the high-frequency band within the power spectrum (P < 0.001), while simultaneously decreasing the low-frequency power (P < 0.005). 4. In humans, oesophageal stimulation, whether electrical or mechanical, appears to amplify respiratory-driven cardiac vagoafferent modulation while decreasing sympathetic modulation. The technique provides access to vagoafferent fibres and thus may yield useful information on the autonomic effects of visceral or oesophageal sensory stimulation.

RELATIONSHIP AMONG SENSORY ISSUES AND REPETITIVE BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

2020 ◽  
pp. 59-64
Author(s):  
OJS Admin
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Sensory Stimuli ◽  
Key Features ◽  
Communication Impairments ◽  
Autism Disorder

Sensory issues and Repetitive Behaviors are the key features of Autism Disorder Syndrome (ASD). This is a neurodevelopmental condition marked by social communication impairments and the occurrence ofrestricted and repeated behavioral habits and desires, including irregular responses to sensory stimuli.

scholarly journals Professionally successful adults with attention-deficit/hyperactivity disorder (ADHD): Compensation strategies and subjective effects of pharmacological treatment

2008 ◽  
Vol 2 (1) ◽  
pp. 63-70 ◽  
Author(s):  
Andre Palmini
Keyword(s):  
Subjective Effects ◽  
Executive Dysfunction ◽  
Subjective Effect ◽  
Hyperactivity Disorder ◽  
Excessive Daytime Somnolence ◽  
Independent Life ◽  
Dsm Iv ◽  
Successful Adults ◽  
Subjective Reports ◽  
Do So

Abstract Although as a group, adult patients with ADHD have difficulties in social functioning due to inattention and executive dysfunction, some strive and succeed in living a productive, independent life. Purpose: To report on professionally successful adults with ADHD and analyze their main symptoms, compensation strategies and the subjective effect of methylphenidate on their functioning. Methods: The main symptoms of five patients with ADHD who are University educated and financially independent are reported. These patients were selected from a personally followed cohort of adults with ADHD. All were diagnosed according to DSM-IV adapted criteria (K-SADS E, version 6.0) and completed the Portuguese translated version of the ADHD adult self-reporting scale (ASRS). Results: Main reported symptoms included difficulties with attention, tendency to procrastinate and to 'shuffle' priorities, excessive daytime somnolence, memory difficulties and impulsiveness. Compensation strategies revolve around conscious, 'energy demanding' and time consuming efforts to control and circumvent symptomatic behavioral tendencies. They feel methylphenidate helps by alleviating the need to constantly apply compensation strategies for socially disabling symptoms. In sum, they achieve the same results in a more natural, less effortful fashion. Conclusions: Adults with ADHD may succeed professionally despite significant symptoms of inattention and executive dysfunction. They do so by appropriately using effortful strategies of compensation, the need for which is alleviated by the use of methylphenidate. These subjective reports require confirmation in prospective studies on larger series of patients.

scholarly journals Synaesthesia in Autism

2016 ◽  
Vol 14 (3) ◽  
pp. 21-31 ◽  
Author(s):  
O.B. Bogdashina
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Modality ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensory Modalities ◽  
Spectrum Disorders ◽  
Stimulation Of

Synaesthesia — a phenomenon of perception, when stimulation of one sensory modality triggers a perception in one or more other sensory modalities. Synaesthesia is not uniform and can manifest itself in different ways. As the sensations and their interpretation vary in different periods of time, it makes it hard to study this phenom¬enon. The article presents the classification of different forms of synaesthesia, including sensory and cognitive; and bimodal and multimodal synaesthesia. Some synaesthetes have several forms and variants of synaesthesia, while others – just one form of it. Although synaesthesia is not specific to autism spectrum disorders, it is quite common among autistic individuals. The article deals with the most common forms of synaesthesia in autism, advantages and problems of synesthetic perception in children with autism spectrum disorders, and provides some advice to parents how to recognise synaesthesia in children with autism.

scholarly journals The Role of Sensorial Integration in Motor Development in Children with Down Syndrome

GYMNASIUM ◽  
2019 ◽  
Vol XIX (1) ◽  
pp. 42
Author(s):  
Mihaela Anghel
Keyword(s):  
Down Syndrome ◽  
Motor Development ◽  
Sensory Stimulation ◽  
Sensory Stimuli ◽  
Children With Down Syndrome ◽  
Combination Strategies ◽  
Sensory Motor ◽  
Syndrome Child

One of the reasons behind the choice of the topic is that this problem of sensory-motor development in children with physical and mental deficiencies, especially in children with Down syndrome, is not sufficiently known and studied, sensory-motor development representing an important factor in their physical and social development. The reason I chose this theme and the theoretical basis from which I started was to improve the psychomotor behaviors through sensory stimulation. The assumptions we went into the research were: 1. If we use different sensory combination strategies, the Down Syndrome will be able to compensate for the psycho-motor disorders; 2. If we apply sensory stimuli to the Down Syndrome child, then there will be ameliorations of the underlying motor conduction. The research presents a case study of a 6 year and six mouth old child diagnosed with Down syndrome. The location of the study was carried out at the "Delfinul" day center of the Betania Association.

scholarly journals Psychocorrective Play Activities for Preschool Children with Autism Spectrum Disorder

2021 ◽  
pp. 177-185
Author(s):  
И.А. Конева ◽  
Н.В. Карпушкина ◽  
А.Н. Щербакова
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Role Play ◽  
Sensory Stimulation ◽  
Children With Autism ◽  
Psychological Research ◽  
Autism Spectrum ◽  
Psychological Development ◽  
Spectrum Disorder ◽  
Know How

В статье рассматривается актуальная проблема психологического сопровождения дошкольников с расстройствами аутистического спектра (РАС), в частности психокоррекция их игровой деятельности. Проведенное авторами психологическое исследование позволило констатировать, что основными особенностями игры дошкольников с РАС являются преобладание в ней предметно-манипулятивной деятельности, выраженный сенсорный раздражитель как основной мотив для игры; трудности в использовании предметов-заместителей, свойств игрушек, использование их не по назначению, стереотипность игровых действий. Сделанные выводы позволили разработать коррекционно-развивающую программу, направленную на развитие процессуальной игры дошкольников с РАС с целью формирования предпосылок развития у них навыков сюжетно-ролевой игры и оптимизации их общего психического развития. В статье раскрыты принципы такой коррекционно-развивающей работы; подробно описана структура коррекционно-развивающей программы, направленной на формирование процессуальной игры дошкольников с РАС, которая является базовой для развития игровой деятельности более высокого уровня, методика ее проведения и сформулированы психологические рекомендации по организации и содержанию коррекции игровой деятельности детей с РАС. После реализации программы и формирования у рассматриваемой категории детей навыков процессуальной игры возможен переход к разработке и реализации коррекционно-развивающих программ, направленных на формирование навыков игры с элементами сюжета, а в последующем — сюжетно-ролевой игры, что определяет перспективы дальнейшей работы и научных исследований. The article treats psychological support of preschool children with autism spectrum disorder and focuses on psycho-corrective play activities. The psychological research enables the authors to state that preschool children with autism spectrum disorder prefer play activities which allow manipulation of objects, demonstrate stereotypical behaviors, experience difficulties with substituting play objects, engage in playing activities when experiencing sensory stimulation. The outcomes of the research enable the authors to develop a correctional program aimed at the development of play activities in preschool children with autism spectrum disorder in order to prepare them for role-play activities and enhance their psychological development. The article describes the principles and the structure of correctional activities aimed at the development of play activities in preschool children with autism spectrum disorder in order to prepare them for more complicated role-play activities. The article provides a structure program for teaching children with autism spectrum disorder to play and underlines the correctional potential of play activities. When the program is implemented and autistic preschoolers know how to play, they can be taught to role-play, which can be treated as an issue requiring further research.

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