<p>Pharmacological Intervention in Children with Autism Spectrum Disorder with Standard Supportive Therapies Significantly Improves Core Signs and Symptoms: A Single-Center, Retrospective Case Series</p>

Limited research has been published about the demographic characteristics of children with Autism Spectrum Disorder (ASD) in South Africa. Describing the profiles of learners from a school for children with ASD may contribute to local knowledge in the field. A retrospective comparative design was utilised to compare the demographic characteristics of learners over two time intervals: 1992-2002 (Group 1, n=32) and 2003-2014 (Group 2, n=109). A total of 141 historical admission records in paper-based files were reviewed. Results indicated that there is a large male gender bias (8.4:1) in learners, which increased over the years. The age of the child when parents first became concerned and the age at diagnosis and assessment at school increased over both time periods. There was also an increase in the diversity of home languages after 2002. Parental qualifications decreased, but social class improved in recent years. The low qualification of a mother was associated with an advanced age of the child at school entry. The data serves as a point of reference for future studies about the characteristics of school children with ASD in South Africa.

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Auditory Responses and Behavioral Patterns in Children with Autism Spectrum Disorder: A Case Series

Turkish Journal of Audiology and Hearing Research ◽

10.34034/tjahr.23222 ◽

2020 ◽

Author(s):

Gorkem Ertugrul ◽

Gulsum Aydan Genc

Keyword(s):

Autism Spectrum Disorder ◽

Case Series ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Behavioral Patterns ◽

Auditory Responses

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Pediatric Scurvy: How an Old Disease Is Becoming a New Problem

The Journal of Pediatric Pharmacology and Therapeutics ◽

10.5863/1551-6776-25.8.735 ◽

2020 ◽

Vol 25 (8) ◽

pp. 735-741

Author(s):

Megan Fortenberry ◽

Heather Rucker ◽

Katelyn Gaines

Keyword(s):

Autism Spectrum Disorder ◽

Ascorbic Acid ◽

Vitamin C ◽

Case Series ◽

Autism Spectrum ◽

Tissue Growth ◽

Spectrum Disorder ◽

Retrospective Case ◽

Oral Supplementation ◽

Acid Deficiency

Ascorbic acid (vitamin C) functions as a cofactor and antioxidant within the human body that enables tissue growth and repair, but vitamin C is not intrinsically produced. Scurvy, or ascorbic acid deficiency, has traditionally been viewed as a historical disease. With the incidence of autism spectrum disorder and food restriction on the rise, children's hospitals may see increasing cases of scurvy. This is a single-center, retrospective case series including patients aged 7 to 14 years who were admitted to the Kentucky Children's Hospital with scurvy in the 2018–2019 period. Although selective or restricted eating is not an uncommon behavior among children, especially toddlers, parents of autistic children frequently report their children to be exceedingly selective eaters. However, there currently are conflicting findings on whether this leads to nutritional inadequacy. Although no guidelines exist for the treatment of scurvy, the mainstay of therapy is reintroduction of vitamin C. Oral therapy is generally preferred, but vitamin C can be given parenterally when necessary. In conclusion, oral aversion is a symptom commonly seen in patients with autism spectrum disorder and other developmental delays, potentially leading to increased cases of scurvy. Treatment of scurvy includes reintroduction of vitamin C into the diet. However, oral supplementation may pose unique challenges in this patient population.

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A Literature Review: Evidence Base in Speech-Language Pathology for the Management of Pediatric Oral Phase Dysphagia

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2021_persp-19-00080 ◽

2021 ◽

pp. 1-10

Author(s):

Deirdre Muldoon ◽

Laura Meyer ◽

Jenna Cortese ◽

Rebecca Zaleski

Keyword(s):

Autism Spectrum Disorder ◽

Case Studies ◽

Developmental Disability ◽

Evidence Based Practice ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Pharmacological Intervention ◽

Evidence Based ◽

Feeding Difficulties

Purpose A review was conducted of published literature regarding management of feeding difficulties at the oral phase of feeding in children with autism spectrum disorder and/or developmental disability. The articles selected were open access or free for speech-language pathologist (SLP) members of their professional bodies. The specific research question was: What research and evidence-based practice articles have been published in the SLP literature to assist SLPs in the implementation of evidence-based practice for children with challenges during the oral phase dysphagia? Method Initial inclusion criteria were articles published in English, published in SLP journals, discussed management of behavioral feeding difficulties and oral phase dysphagia, and were published between 2008 and 2018. Exclusion criteria for this review included articles that addressed dysphagia for participants who were medically fragile, used pharmacological intervention, or studies that included adults. A comprehensive search was conducted of ASHAWire, the Speech-Language and Audiology Canada website, the Royal College of Speech and Language Therapy of the United Kingdom and the website Speech Pathology Australia. Articles were analyzed using Preferred Reporting Items for Systematic Review and using a modified feasibility, appropriateness, meaningfulness, effectiveness framework for qualitative case studies. Interrater reliability was calculated using intraclass correlation coefficient across four raters. Results All but one of the articles included for this review were qualitative articles containing descriptions of strategies or case studies (e.g., food chaining), were not peer reviewed, but did constitute evidence-based practice as outlined by American Speech-Language-Hearing Association (i.e., were either Level III or Level IV evidence-based strategies or intervention models). Conclusion The review highlighted the need for additional research in SLP designed to answer questions about the management of functional skills in feeding and eating for the population of children with autism spectrum disorder and developmental disability, patients who are increasingly on caseloads of SLPs.

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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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