scholarly journals The Emergence of ADHD Comorbidity in School-Aged Children with ASD Impacts Resting-State Brain Networks Dynamics

2021 ◽  
Author(s):  
Aurélie Bochet ◽  
Fiona Journal ◽  
Holger Franz Sperdin ◽  
Marie Schaer
Keyword(s):  
Temporal Dynamics ◽  
Transition Probabilities ◽  
Brain Networks ◽  
Autism Spectrum ◽  
Small Sample ◽  
Adhd Group ◽  
Temporal Parameters ◽  
School Aged Children ◽  
Children With Asd ◽  
The Impact

Abstract Background: EEG microstates are defined in the literature as quasi-stable topographies of the electric fields in the ongoing EEG, lasting approximately 100 milliseconds and representing the sub-second coherent activation within global functional brain networks. Recently, we found early alterations in the spatio-temporal dynamics and syntax of brain states in toddlers and preschoolers with autism spectrum disorders (ASD) compared to their typically developing (TD) peers.Method: Here, we investigated how these alterations evolve over time and how they are impacted by the emergence of comorbid attention deficit/hyperactivity disorder (ADHD) in ASD among 49 school-aged children (19 children with ASD-only, 15 children with ASD+ADHD, and 15 TD children). Results: We found a decreased prevalence of all temporal parameters of microstate map B in school-aged children with ASD compared to TD peers. Children with ASD+ADHD had a significantly lower prevalence of map B compared to children with ASD-only. Moreover, children with ASD+ADHD had a higher prevalence in time coverage and occurrence for microstate map A than children with ASD-only and TD children. Map E of the ASD+ADHD group has a weaker spatial correlation with map E of ASD-only and TD groups. Moreover, the GEV of map E was significantly decreased for the ASD+ADHD group compared to the ASD-only group. We found that the transition probabilities between maps of the ASD+ADHD group, particularly for map B, differed from ASD-only and TD groups. Exploratory longitudinal analysis showed an increase in all temporal parameters of map B in TD children but a decrease in children with ASD, regardless of the ADHD comorbidity.Limitations: The present study has a small sample size and does not include a group of children with ADHD-only. Conclusion: Our results show that ADHD comorbidity in school-aged children with ASD impacts the spatial organization and the temporal dynamics of whole-brain networks. Further longitudinal studies are needed to understand better the impact of the emergence of ADHD comorbidity in ASD across ages.

scholarly journals Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children

2021 ◽  
Author(s):  
Mizuho Takayanagi ◽  
Yoko Kawasaki ◽  
Mieko Shinomiya ◽  
Hoshino Hiroshi ◽  
Satoshi Okada ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Block Design ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cognitive Characteristics ◽  
Children With Asd ◽  
The Right ◽  
The Impact

AbstractThis study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.

scholarly journals Early alterations of large-scale brain networks temporal dynamics in young children with autism

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Aurélie Bochet ◽  
Holger Franz Sperdin ◽  
Tonia Anahi Rihs ◽  
Nada Kojovic ◽  
Martina Franchini ◽  
...  
Keyword(s):  
Large Scale ◽  
Developmental Stages ◽  
Temporal Dynamics ◽  
Brain Networks ◽  
Autism Spectrum ◽  
Brain Network ◽  
Clustering Methods ◽  
Early Developmental Stages ◽  
Spatio Temporal ◽  
Early Developmental

AbstractAutism spectrum disorders (ASD) are associated with disruption of large-scale brain network. Recently, we found that directed functional connectivity alterations of social brain networks are a core component of atypical brain development at early developmental stages in ASD. Here, we investigated the spatio-temporal dynamics of whole-brain neuronal networks at a subsecond scale in 113 toddlers and preschoolers (66 with ASD) using an EEG microstate approach. We first determined the predominant microstates using established clustering methods. We identified five predominant microstate (labeled as microstate classes A–E) with significant differences in the temporal dynamics of microstate class B between the groups in terms of increased appearance and prolonged duration. Using Markov chains, we found differences in the dynamic syntax between several maps in toddlers and preschoolers with ASD compared to their TD peers. Finally, exploratory analysis of brain–behavioral relationships within the ASD group suggested that the temporal dynamics of some maps were related to conditions comorbid to ASD during early developmental stages.

scholarly journals Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Kiley Tyler ◽  
Megan MacDonald ◽  
Kristi Menear
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Handgrip Strength ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Typically Developing ◽  
Physically Active ◽  
School Aged Children ◽  
Children With Asd ◽  
Group Effects

Autism spectrum disorder (ASD) is characterized by impairments in social communication deficits and the presence of restricted and repetitive behaviors, interests, or activities. Literature comparing the physical activity and fitness of children with ASD to typically developing peers is in need of attention. The purpose of this investigation was to examine the physical activity and fitness of school-aged children with ASD (N=17) in comparison to typically developing peers (N=12). Participants with ASD completed diagnostic and developmental assessments and a series of physical fitness assessments: 20-meter multistage shuttle, sit-and-reach test, handgrip strength, and body mass index. Physical activity was measured using accelerometry and preestablished cut-points of physical activity (Freedson et al., 2005). MANCOVA revealed significant between-group effects in strength (P=.03), while ANCOVA revealed significant between-group effects in sedentary (P=.00), light (P=.00), moderate (P=.00), and total moderate-to-vigorous (P=.01) physical activity. Children with ASD are less physically active and fit than typically developing peers. Adapted physical activity programs are one avenue with intervention potential to combat these lower levels of physical activity and fitness found in children with ASD.

scholarly journals Dietary Patterns and Weight Status in Italian Preschoolers with Autism Spectrum Disorder and Typically Developing Children

Nutrients ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 4039
Author(s):  
Benedetta Raspini ◽  
Margherita Prosperi ◽  
Letizia Guiducci ◽  
Elisa Santocchi ◽  
Raffaella Tancredi ◽  
...  
Keyword(s):  
Dietary Patterns ◽  
Weight Status ◽  
Dietary Habits ◽  
Eating Habits ◽  
Autism Spectrum ◽  
Food Selectivity ◽  
Typically Developing ◽  
Children With Asd ◽  
Increased Risk ◽  
The Impact

Atypical eating habits are more common in children with autism spectrum disorders (ASD) than typically developing (TD) peers. Feeding problems may lead to the double burden of specific nutrient deficiencies and excessive weight gain, with a consequent increase in obesity prevalence. The dietary intake of Italian preschoolers with ASD compared to their TD peers and the impact of their dietary choices on their weight status and relationship to food selectivity (FS) were investigated. Dietary patterns and their associations with body mass index (BMI) were evaluated in 65 children with ASD and 82 peers with TD aged 1.3–6.4 years. Eating habits were assessed with a modified version of a parent-rated semi-quantitative Food Frequency Questionnaire. Moreover, the prevalence of FS and possible links with dietary patterns and BMI were investigated in the ASD group. Children with ASD consumed significantly higher amounts of simple sugars, processed and ultra-processed carbohydrates, both low- and high-fat animal proteins, and lower amounts of vegetables and fruits compared to peers with TD. The obesity rate was 1.5% in children with TD and more than fourfold (6.2%) in children with ASD, although the difference between groups was not statistically significant. FS was significantly more frequent in children with ASD than in peers with TD. Children with ASD and FS showed significantly lower annual intakes of vegetable proteins and fiber (considered essential nutrients for a healthy diet) than children with ASD without FS. Our results showed that children with ASD showed different dietary habits than those with TD, with the higher consumption of energy-dense foods and lower amounts of food-sourced fibers, which could place them at increased risk to develop overweight, obesity, and micronutrient deficiencies later in life.

scholarly journals The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study

10.2196/12176 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e12176 ◽  
Author(s):  
Theoneste Ntalindwa ◽  
Tanjir Rashid Soron ◽  
Mathias Nduwingoma ◽  
Evariste Karangwa ◽  
Rebecca White
Keyword(s):  
Positive Impact ◽  
Low Cost ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Assistive Technologies ◽  
Appropriate Technology ◽  
Children With Asd ◽  
Patterns Of Use ◽  
Starting Point ◽  
The Impact

Background The prevalence of Autism Spectrum Disorder (ASD) appears to be increasing globally due to the complex interaction of multiple biopsychosocial and environmental factors. Mobile phones, tablets, and other electronic gadgets have transformed our means of communication, and have also changed both healthcare and how we learn. These technological enhancements may have a positive impact on the lives of children, but there is currently a global scarcity of information on how information technology influences the education of children with ASD. Objective This study was conducted in Rwandan schools and communities, and aimed to understand the perceptions of students with ASD, their parents, and their teachers, on the use of Information and Communication Technology (ICT) in the education of those with ASD. Methods This qualitative descriptive study was conducted from December 2017 to July 2018. Researchers conducted four focus group discussions (FGDs) with 54 participants from different backgrounds: teachers, parents, and students with ASD. Each of the FGDs took approximately two and a half hours. A predefined set of open-ended questions were selected to discover people’s perceptions regarding assistive technologies used in ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. The interviews were recorded, transcribed, and analyzed. Results The findings of the study revealed seven key themes: (1) the use of ICT for the education of children with ASD; (2) existing augmentative facilities for learning; (3) current patterns of use of ICT in education; (4) preferred areas of learning for ASD students; (5) integration of ICT into educational programs; (6) areas of interest outside the classroom; and (7) future opportunities and challenges in Rwanda. We found most of the study participants assumed that appropriate technology and related innovations might solve the challenges faced by learners with ASD in classrooms. Moreover, they thought that children with ASD more so enjoyed watching television, playing digital games, and drawing objects using gadgets than interacting with people or playing with other children. Conclusions The use of various low-cost technical devices can aid with teaching and the education of children with autism in Rwanda. However, this area requires further research to discover the impact ICT can have on the education of children with ASD, so this study may become a starting point for further research in the area.

scholarly journals The Effectiveness of Equine-Based Therapy in the Treatment of Social and Behavioural Aspects of Children with Autism Spectrum Disorder: A Systematic Review

2016 ◽  
Author(s):  
Courtney Wiese ◽  
Rebecca Simpson ◽  
Saravana Kumar
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Outcome Measures ◽  
Methodological Quality ◽  
Small Sample Size ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Behavioural Aspects

Introduction: Individuals with Autism spectrum disorder (ASD) present with impairments in social interactions, communication, restricted, repetitive and stereotyped patterns of behaviour, interests or activities. Equine-based therapy is used as a treatment with children with disabilities. There have been no systematic reviews conducted on the effectiveness of equine-based therapy in children with ASD. Purpose: To examine the effectiveness of equine-based therapy on behavioural and social interactions in the treatment of children with ASD. Methods: A systematic search of Cochrane, OT Seeker, MEDLINE, Embase, CINAHL, PsychINFO, Informit health databases and Proquest central were conducted. Studies of participants, aged 4-16 years, with professional diagnosed ASDs were included if they utilised outcome measures assessing behaviours and social interactions through questionnaire or observation. A critical appraisal, using the McMaster Critical Review Form for Quantitative Studies, was performed to assess methodological quality. NHMRC body of evidence framework was used to provide the study with an overall grade of recommendation in assessing quality of evidence. Results: Eight studies of varying research designs and methodological quality met the inclusion criteria. The participants in these studies were aged between 4-16 years of age. The duration of the inventions ranged from 6-12 weeks, and each study used varied measures of outcome. Overall, studies showed some improvements in behaviours and social interactions following an equine-based therapy intervention. Conclusions: Few studies have investigated the effect of equine therapy on behaviour and social interactions of children with ASD. The current body of evidence is constrained by small sample size, lack of comparator, crude sampling methods, and the lack of standardised outcome measures. Equine-based therapy shows potential as a treatment method for behaviours and social interactions in children with ASD.

scholarly journals Atypical Resting State Functional Neural Network in Children With Autism Spectrum Disorder: Graph Theory Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Daiki Soma ◽  
Tetsu Hirosawa ◽  
Chiaki Hasegawa ◽  
Kyung-min An ◽  
Masafumi Kameya ◽  
...  
Keyword(s):  
Graph Theory ◽  
Resting State ◽  
Brain Networks ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Social Responsiveness ◽  
Beta Band ◽  
Children With Asd ◽  
The Social ◽  
Functional Brain Networks

Measuring whole brain networks is a promising approach to extract features of autism spectrum disorder (ASD), a brain disorder of widespread regions. Objectives of this study were to evaluate properties of resting-state functional brain networks in children with and without ASD and to evaluate their relation with social impairment severity. Magnetoencephalographic (MEG) data were recorded for 21 children with ASD (7 girls, 60–89 months old) and for 25 typically developing (TD) control children (10 girls, 60–91 months old) in a resting state while gazing at a fixation cross. After signal sources were localized onto the Desikan–Killiany brain atlas, statistical relations between localized activities were found and evaluated in terms of the phase lag index. After brain networks were constructed and after matching with intelligence using a coarsened exact matching algorithm, ASD and TD graph theoretical measures were compared. We measured autism symptoms severity using the Social Responsiveness Scale and investigated its relation with altered small-worldness using linear regression models. Children with ASD were found to have significantly lower small-worldness in the beta band (p = 0.007) than TD children had. Lower small-worldness in the beta band of children with ASD was associated with higher Social Responsiveness Scale total t-scores (p = 0.047). Significant relations were also inferred for the Social Awareness (p = 0.008) and Social Cognition (p = 0.015) sub-scales. Results obtained using graph theory demonstrate a difference between children with and without ASD in MEG-derived resting-state functional brain networks, and the relation of that difference with social impairment. Combining graph theory and MEG might be a promising approach to establish a biological marker for ASD.

The Feasibility and Acceptability of Delivering Pivotal Response Treatment for Autism Spectrum Disorder via Telehealth: A Pilot Study (Preprint)

2021 ◽  
Author(s):  
Krista Nicole Drapalik ◽  
David Grodberg ◽  
Pamela Ventola
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Training Condition ◽  
Stepped Care ◽  
Pivotal Response Treatment ◽  
Clinical Effects ◽  
Children With Asd

BACKGROUND Pivotal Response Treatment (PRT), an evidence-based and parent-delivered intervention, is designed to improve social communication in individuals with autism spectrum disorder (ASD). OBJECTIVE To assess the feasibility, acceptability, and clinical effects of an online model of PRT delivered via MindNest Health that aims to provide self-directed and engaging online modules, real-time coaching and feedback, and accessible stepped-care to large populations of parents seeking resources for their children with ASD. METHODS Male and female children, ages 2-7 years old with single-word to phrase-level speech, were eligible to participate in the study. Families were randomized to the online parent training condition or control condition. The online component of the intervention consisted of eight 20-minute online courses of content describing parent training principles in PRT. Four 1-hour videoconferences were held after course 1, course 3, course 5, and course 8. Parents were given 1-2 weeks to complete each course. Parents completed the Client Expectancies Questionnaire (CCQ) at Week 2 and endpoint, as well as the Behavioral Intervention Rating Scale (BIRS) at endpoint to assess parental expectancies and treatment acceptability and effectiveness. RESULTS 9 of 14 subjects completed the study curriculum in the online parent training condition, and 6 of 12 subjects completed the control condition. A total of 58% subjects completed study curriculum by study closure. Within the online parent training condition, there was a significant increase in mean CCQ Total Scores from 25.38 ± 3.25 at baseline to 27.5 ± 3.74 at endpoint (P = .04), mean CCQ Confidence Scores from 6.0 ± 1.07 at baseline to 6.75 ± 0.89 at endpoint (P = .02), and mean CCQ Other Improvement Scores 5.25 ± 0.89 at baseline to 6.25 ± 1.28 at endpoint (P = .009). Within the control condition, a modest increase in CCQ scores existed (Confidence △M = +.25; Recommend △M = +.25; Total Score △M = +.50), but no significant results were found (Confidence P = .38; Recommend P = .36; Total Score P = .43). Out of the eleven parents that completed the BIRS at endpoint, 83% parents endorsed they slightly agree or agree with over 93% of the Acceptability factor items on the BIRS. CONCLUSIONS The feasibility of this online treatment is endorsed by the high rate of online module completion and attendance to videoconferences within the online parent training group. Acceptability of treatment is supported by strong ratings on the CCQ and significant improvements in scores as well as strong ratings on the BIRS. This study’s small sample size limits the conclusions that can be drawn, however, the PRT MindNest Health platform holds promise to support parents of children with ASD who are unable to access traditional, in-person parent-mediated intervention for their child.

scholarly journals Motor Capacities in Boys with High Functioning Autism: Which Evaluations to Choose?

2019 ◽  
Vol 8 (10) ◽  
pp. 1521
Author(s):  
Véronique-Aurélie BRICOUT ◽  
Marion PACE ◽  
Léa DUMORTIER ◽  
Sahal MIGANEH ◽  
Yohan MAHISTRE ◽  
...  
Keyword(s):  
Small Sample Size ◽  
Principal Component ◽  
Hierarchical Cluster ◽  
Autism Spectrum ◽  
Small Sample ◽  
Ensemble Classification ◽  
Control Group ◽  
Children With Asd ◽  
Agglomerative Hierarchical Cluster Analysis ◽  
Motor Tests

The difficulties with motor skills in children with autism spectrum disorders (ASD) has become a major focus of interest. Our objectives were to provide an overall profile of motor capacities in children with ASD compared to neurotypically developed children through specific tests, and to identify which motor tests best discriminate children with or without ASD. Twenty-two male children with ASD (ASD—10.7 ± 1.3 years) and twenty controls (CONT—10.0 ± 1.6 years) completed an evaluation with 42 motor tests from European Physical Fitness Test Battery (EUROFIT), the Physical and Neurological Exam for Subtle Signs (PANESS) and the Movement Assessment Battery for Children ( M-ABC). However, it was challenging to design a single global classifier to integrate all these features for effective classification due to the issue of small sample size. To this end, we proposed a hierarchical ensemble classification method to combine multilevel classifiers by gradually integrating a large number of features from different motor assessments. In the ASD group, flexibility, explosive power and strength scores (p < 0.01) were significantly lower compared to the control group. Our results also showed significant difficulties in children with ASD for dexterity and ball skills (p < 0.001). The principal component analysis and agglomerative hierarchical cluster analysis allowed for the classification of children based on motor tests, correctly distinguishing clusters between children with and without motor impairments.

Peer-Mediated Joint Attention Intervention in the Preschool Classroom

2018 ◽  
Vol 53 (2) ◽  
pp. 96-107 ◽  
Author(s):  
Sarah G. Hansen ◽  
Tracy J. Raulston ◽  
Wendy Machalicek ◽  
Rebecca Frantz ◽  
Christine Drew ◽  
...  
Keyword(s):  
Joint Attention ◽  
Autism Spectrum ◽  
Future Research ◽  
Targeted Interventions ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social ◽  
Inclusive Settings ◽  
Age Appropriate ◽  
The Impact

Children with autism spectrum disorder (ASD) and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is joint attention. Joint attention can be defined as shared engagement between two individuals on a third object or event and has been identified as potential pivotal skill for later development of age-appropriate social skills and communication. A growing body of literature documents effective intervention on joint attention skill for young children with ASD; however, few studies document the effects of an intervention mediated by a natural change agent. In the present study, independent concurrent multiple-baseline designs were used to evaluate the impact of a joint attention intervention combined with peer training on the response to joint attention (RJA) behaviors exhibited by seven preschoolers with ASD. Results indicated that RJA behaviors increased overall, the seven peers were able to carry out a simple intervention with fidelity, and that both bids from peers and responses to those bids increased following intervention. Limitations and opportunities for future research are discussed.

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