scholarly journals ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR JUNIOR SCHOOLCHILDREN IN AUTISTIC SPECTRUM DISORDERS

2021 ◽  
pp. 6-19
Author(s):  
Valentyna Bilan
Keyword(s):  
Behavioral Problems ◽  
Basic Education ◽  
Autism Spectrum ◽  
Assessment System ◽  
Speech Pathology ◽  
Team Approach ◽  
Special Schools ◽  
Education Development ◽  
Children With Asd ◽  
Spectrum Disorders

The article reveals the stages of psychological and pedagogical support for primary schoolchildren with autism spectrum disorders (ASD) and their organization. It is established that not every child with ASD can continue their education in an inclusive class even after studying in a correctional class. Often the main reasons are serious intellectual or behavioral problems, the solution of which is impossible in school. Such students should continue their education in the system of special schools (special correctional schools for children with intellectual disabilities, for children with severe speech pathology, etc.). Those students, who, after the correctional stage, can study in the mode of full inclusion, should move to regular classes and study according to the general schedule together with normally developed children under the obligatory support of a tutor. One of the proposals was the use of a specialized monitoring system, which allowed to adapt the assessment system, so that, on the one hand, children with ASD could achieve results and demonstrate knowledge of the subjects they studied, and on the other hand, allow timely action to address gaps. Also during the educational experiment it turned out that the team approach is one of the main requirements for the organization of training students with ASD in school. Only using such a method makes it possible to develop a single strategy for a comprehensive impact on children with ASD both in lessons and in frontal and individual correctional and developmental classes. It is important that the team includes a sufficient number of specialists to ensure a comprehensive and systematic correctional and developmental impact. The study is promising and allows to continue working in the following areas: development of specialized methods, technologies and forms of teaching students with ASD at the level of primary and basic education; development of the content of psychological and pedagogical correctional work for different groups of children with ASD, differentiated depending on the manifestation of disorders of the emotional-volitional and cognitive sphere of students.

Managing Problem Emotions and Behaviors in Children With ASD: An Assessment-Driven Three-Step Approach

2012 ◽  
Vol 19 (2) ◽  
pp. 38-47 ◽  
Author(s):  
Carla A. Mazefsky
Keyword(s):  
Behavioral Problems ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional And Behavioral Problems ◽  
Daily Functioning ◽  
Stepwise Approach ◽  
Children With Asd ◽  
Behavioral Stability ◽  
Spectrum Disorders ◽  
And Behaviors

Emotional and behavioral problems in children with autism spectrum disorders (ASD) interfere with daily functioning and their ability to learn new skills. Thus, promoting emotional and behavioral stability is often a necessary component of intervention with children with ASD. This article reviews an approach to managing emotional and behavioral problems in ASD that begins with a thorough assessment to identify the function of the behavior or source of distress. I review common contributors to problem emotions and behaviors in ASD, highlight the importance of matching the intervention to the results of the assessment, and describe a stepwise approach to intervention.

scholarly journals Testosterone in Relation to Behavioral Problems in Pre-Pubertal Boys With Autism Spectrum Disorders

2015 ◽  
pp. S595-S601
Author(s):  
A. PIVOVARCIOVA ◽  
J. DURDIAKOVA ◽  
S. HNILICOVA ◽  
D. FILCIKOVA ◽  
D. OSTATNIKOVA
Keyword(s):  
Autism Spectrum Disorders ◽  
Behavioral Problems ◽  
Emotional Problems ◽  
Autism Spectrum ◽  
Testosterone Levels ◽  
Children With Asd ◽  
Pubertal Boys ◽  
Spectrum Disorders ◽  
Positive Correlations ◽  
The Relationship

Autism spectrum disorders (ASD) are neurodevelopmental conditions characterized by impairment in social communication and presence of stereotyped/restricted behaviors. Children with ASD very often demonstrate co-morbid psychiatric problems, problems known to be affected by testosterone in neurotypical populations. However, there are few reports investigating relationships between testosterone and psychiatric conditions in children with ASD. The aim of this study was to determine the relationship between plasmatic levels of testosterone and behavioral/emotional problems in pre-pubertal boys with ASD. The study sample consisted of 31 pre-pubertal boys (ages 3-10) with ASD. Parents completed the Nisonger Child Behavior Rating Form (NCBRF) to assess specific behavioral/emotional problems as observed in the previous 2 months. Plasmatic testosterone levels were determined in boys according to standardized procedures. It was found that there were positive correlations between testosterone levels and the conduct problems subscale (p=0.034, rs=0.382) of NCBRF and also between testosterone levels and the hyperactive subscale (p=0.025, rs=0.402) of NCBRF. Findings in this study are in line with research conducted in the neurotypical population. This is the first large study investigating testosterone and emotional/behavioral problems in ASD and warrants further research in this field in order to clarify the etiopathogenesis of psychiatric co-morbidities and improve their treatment.

scholarly journals Inclusive Education for Children with Special Needs and Autism: Status in the Schools of Puducherry, India

2021 ◽  
Vol 11 (01) ◽  
pp. e255-e261
Author(s):  
Sujitha Mukkiri ◽  
Preeti Kandasamy ◽  
Mahadevan Subramanian ◽  
Venkatesh Chandrasekaran ◽  
Shivanand Kattimani
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Behavioral Problems ◽  
Special Educators ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
Special Schools ◽  
Children With Asd ◽  
E Mail

AbstractAutism spectrum disorder (ASD) is a neurodevelopmental disorder affecting social interaction and communication. Children with autism are at risk of school exclusion because of the inherent problems in behavior and communication. This study was performed in Puducherry to determine whether inclusive education is practiced for children with ASD and to ascertain the difficulties faced by educators in the schools that enroll children with ASD. This study was performed in the mainstream (regular) and special schools of Puducherry between November 2018 and February 2019. The mainstream schools were contacted over the telephone, by e-mail, and by regular post, and the investigator contacted the special schools in person. Data were collected using a semistructured proforma. A total of 66 schools participated in the survey (60 mainstream and 6 special schools). Among 60 mainstream schools comprising 3,967 children, 18 (0.45%) were children with special needs (CWSN) and 2 (0.05%) had ASD. In the six special schools comprising 2,167 children, 1,844 (85%) were CWSN and 323 (15%) were those with ASD. Among the 60 mainstream schools, only 14 (23.3%) schools had provision for special educators, accounting for 42 teachers. Behavioral problems were commonly reported in special schools. Enrollment of children with ASD is negligible in mainstream schools compared with special schools in Puducherry. More studies are needed to explore the reason for the same and to explore the feasibility of providing access to disabled children in mainstream schools.

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).

Disorder-specific alterations of tactile sensitivity in neurodevelopmental disorders

2020 ◽  
Author(s):  
Jason He ◽  
Ericka Wodka ◽  
Mark Tommerdahl ◽  
Richard Edden ◽  
Mark Mikkelsen ◽  
...  
Keyword(s):  
Clinical Symptoms ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Hyperactivity Disorder ◽  
The Core ◽  
Children With Asd ◽  
Tactile Detection ◽  
Spectrum Disorders ◽  
Sensory Processes ◽  
Core Symptoms

Alterations of tactile processing have long been identified in autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD). However, the extent to which these alterations are disorder-specific, rather than disorder-general, and how they relate to the core symptoms of each disorder, remains unclear. We measured and compared tactile detection, discrimination and order judgment thresholds between a large sample of children with ASD, ADHD, ASD + ADHD combined and typically developing controls. The pattern of results suggested that while difficulties with tactile detection and order judgement were more common in children with ADHD, difficulties with tactile discrimination were more common in children with ASD. Strikingly, subsequent correlation analyses found that the disorder-specific alterations suggested by the group comparisons were also exclusively related to the core symptoms of each respective disorder. These results suggest that disorder-specific alterations of lower-level sensory processes exist and are specifically related to higher-level clinical symptoms of each disorder.

scholarly journals The Impact of COVID-19 on the Adaptive Functioning, Behavioral Problems, and Repetitive Behaviors of Italian Children with Autism Spectrum Disorder: An Observational Study

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 96
Author(s):  
Martina Siracusano ◽  
Eugenia Segatori ◽  
Assia Riccioni ◽  
Leonardo Emberti Gialloreti ◽  
Paolo Curatolo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Adaptive Functioning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Assessment System ◽  
Spectrum Disorder ◽  
Adaptive Skills ◽  
The Impact

Children with autism spectrum disorder (ASD) and their families have represented a fragile population on which the extreme circumstances of the COVID-19 outbreak may have doubly impaired. Interruption of therapeutical interventions delivered in-person and routine disruption constituted some of the main challenges they had to face. This study investigated the impact of the COVID-19 lockdown on adaptive functioning, behavioral problems, and repetitive behaviors of children with ASD. In a sample of 85 Italian ASD children (mean age 7 years old; 68 males, 17 females), through a comparison with a baseline evaluation performed during the months preceding COVID-19, we evaluated whether after the compulsory home confinement any improvement or worsening was reported by parents of ASD individuals using standardized instruments (Adaptive Behavior Assessment System (Second Edition), Achenbach Child Behavior Checklist, Repetitive Behavior Scale-Revised). No significant worsening in the adaptive functioning, problematic, and repetitive behaviors emerged after the compulsory home confinement. Within the schooler children, clinical stability was found in reference to both adaptive skills and behavioral aspects, whereas within preschoolers, a significant improvement in adaptive skills emerged and was related to the subsistence of web-delivered intervention, parental work continuance, and online support during the lockdown.

scholarly journals Oral Health and Autism Spectrum Disorders: A Unique Collaboration between Dentistry and Occupational Therapy

2020 ◽  
Vol 18 (1) ◽  
pp. 135
Author(s):  
Dominique H. Como ◽  
Leah I. Stein Duker ◽  
José C. Polido ◽  
Sharon A. Cermak
Keyword(s):  
Autism Spectrum Disorders ◽  
Oral Health ◽  
Emotional Regulation ◽  
Occupational Therapists ◽  
Autism Spectrum ◽  
Clinic Visit ◽  
Children With Asd ◽  
Increased Risk ◽  
Dental Practitioners ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) are at risk for oral health disparities. With the dramatic rise in ASD prevalence to 1 in 54 children, it is likely that an increasing number of dental practitioners will encounter or be asked to treat children with ASD. This paper reviews explanations related to the increasing prevalence of ASD, provides reasons why children with ASD are at increased risk for poor oral health, and discusses unique interprofessional collaborations between dental practitioners and occupational therapists. Occupational therapists and dentists can work together to plan modifications to the dental environment or adapt dental protocols to reduce some of the barriers encountered by those with ASD, provide desensitization strategies before the clinic visit, or help a child with emotional regulation during clinical treatments.

scholarly journals Increased Serum Levels of Tumor Necrosis Factor-Alpha, Resistin, and Visfatin in the Children with Autism Spectrum Disorders: A Case-Control Study

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Mohammad Ali Ghaffari ◽  
Elham Mousavinejad ◽  
Forough Riahi ◽  
Masoumeh Mousavinejad ◽  
Mohammad Reza Afsharmanesh
Keyword(s):  
Autism Spectrum Disorders ◽  
Tumor Necrosis Factor ◽  
Tumor Necrosis ◽  
Serum Levels ◽  
Autism Spectrum ◽  
Necrosis Factor Alpha ◽  
Children With Asd ◽  
Factor Alpha ◽  
Spectrum Disorders ◽  
Necrosis Factor

Background. Autism spectrum disorders (ASDs) are complex disorders where the pathogenesis is not fully understood. Several proinflammatory and immunoinflammatory disturbances have been observed in the etiology of ASD. There is, however, limited knowledge on variations of adipokines in ASD. The present study aimed to analyze the serum levels of resistin, visfatin, and tumor necrosis factor-alpha (TNF-α) in children with ASD in relation to body weight, gender, and ASD severity level. Method. In total, 30 children with ASD (mean age: 7.72±2.65 y; range; 4–12 y) and 30 healthy children (mean age: 8.4±2.66 y; range: 4–12 y), including males and females, were matched for age, gender, and body mass index (BMI). Serum samples were collected, and visfatin, resistin, and TNF-α serum levels were measured using an enzyme-linked immunosorbent assay (ELISA) kit. Result. Serum visfatin, resistin, and TNF-α levels in children with ASD were significantly higher than that in the healthy patients (p<0.05). Two significant correlations were found: a correlation between resistin and visfatin with TNF-α in children with ASD (R = 0.8 and R = 0.62, resp.) and a correlation between resistin and visfatin in children with ASD (R = 0.66). Conclusion. Higher TNF-α, resistin, and visfatin levels were found in children with ASD in comparison with controls, suggesting that elevated levels of serum proinflammatory agents may be implicated in the pathophysiology of ASD.

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.

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