scholarly journals Aspectos sensoriais e a seletividade alimentar da criança com transtorno do espectro autista: um estudo de revisão integrativa

2021 ◽  
Vol 10 (10) ◽  
pp. e557101018944
Author(s):  
Ávyla Germano Santos Silva ◽  
Simone Pereira Lins Chaves ◽  
Larissa Nadjara Alves Almeida ◽  
Ruth Lopes do Nascismento ◽  
Marcela Leiros Maciel Macêdo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Feeding Behavior ◽  
Autistic Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
National Library ◽  
Electronic Library ◽  
Food Fussiness

Introdução: O Transtorno do Espectro Autista (TEA) é considerado um transtorno do neurodesenvolvimento que afeta a comunicação social e comportamentos, que são restritos, persistentes ou estereotipados, incluindo as alterações no processamento sensorial, de modo hipo ou hiper-reativa. Essas disfunções sensoriais podem provocar problemas na alimentação, sendo a seletividade alimentar a mais comum em crianças com TEA, que é determinada pela rejeição alimentar, resistência ao novo e limitação no repertório alimentar. Objetivo: Identificar os aspectos sensoriais e sua interferência na seletividade alimentar das crianças com Transtorno do Espectro Autista. Métodos: Consiste em uma revisão integrativa, utilizando as seguintes bases de dados eletrônica: Lilacs (Literaturac Latino-Americana e do Caribe em Ciências da Saúde), PubMed (U.S. National Library of Medicine) e SciELO (Scientific Electronic Library Online) através de cruzamento dos seguintes descritores, nos idiomas português e inglês: Seletividade alimentar/ Food Fussiness; Comportamento alimentar/Feeding Behavior; Transtorno do Espetro Autista/Autism Spectrum Disorder; Autismo/Autism; Autismo infantil/Autistic Disorder, utilizando o operador booleano AND. Resultados: Obteve-se um universo de 818 artigos, após os critérios elegíveis foram selecionados 39 artigos. Por fim, após leitura dos artigos na íntegra, resultou em 9 artigos compondo o estudo. Conclusão: A literatura científica demonstra que as crianças com Transtorno do Espectro Autista apresentam alterações sensoriais, como: sensibilidade sensorial oral, tátil e olfativa. Tendo como consequência maiores recusas alimentares. Porém, ainda são encontrados poucos artigos.

scholarly journals Potenciais evocados auditivos corticais no transtorno do espectro do autismo: revisão sistemática

CoDAS ◽  
2021 ◽  
Vol 33 (2) ◽  
Author(s):  
Mariana Keiko Kamita ◽  
Liliane Aparecida Fagundes Silva ◽  
Carla Gentile Matas
Keyword(s):  
Autism Spectrum Disorder ◽  
Evoked Potentials ◽  
Autistic Disorder ◽  
Web Of Science ◽  
Event Related Potentials ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cochrane Library ◽  
Related Potentials

RESUMO Objetivo Identificar e analisar quais são os achados característicos dos Potenciais Evocados Auditivos Corticais (PEAC) em crianças e/ou adolescentes com Transtorno do Espectro do Autismo (TEA) em comparação do desenvolvimento típico, por meio de uma revisão sistemática da literatura. Estratégia de pesquisa Após formulação da pergunta de pesquisa, foi realizada uma revisão da literatura em sete bases de dados (Web of Science, Pubmed, Cochrane Library, Lilacs, Scielo, Science Direct, e Google acadêmico), com os seguintes descritores: transtorno do espectro autista (autism spectrum disorder), transtorno autístico (autistic disorder), potenciais evocados auditivos (evoked potentials, auditory), potencial evocado P300 (event related potentials, P300) e criança (child). A presente revisão foi cadastrada no Próspero, sob número 118751. Critérios de seleção Foram selecionados estudos publicados na integra, sem limitação de idioma, entre 2007 e 2019. Análise dos dados: Foram analisadas as características de latência e amplitude dos componentes P1, N1, P2, N2 e P3 presentes nos PEAC. Resultados Foram localizados 193 estudos; contudo 15 estudos contemplaram os critérios de inclusão. Embora não tenha sido possível identificar um padrão de resposta para os componentes P1, N1, P2, N2 e P3, os resultados da maioria dos estudos demonstraram que indivíduos com TEA podem apresentar diminuição de amplitude e aumento de latência do componente P3. Conclusão Indivíduos com TEA podem apresentar respostas diversas para os componentes dos PEAC, sendo que a diminuição de amplitude e aumento de latência do componente P3 foram as características mais comuns.

scholarly journals A Comparison between Suzuki Method and Traditional Piano Method on Children with Autism Spectrum Disorder: Case Study

2020 ◽  
Vol 5 (1) ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Disorder ◽  
Teaching Methods ◽  
Music Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Suzuki Method ◽  
Piano Teaching

Autism Spectrum Disorder is a neurological disorder that has a growing diagnostic rate among children. Children with ASD first show signs during infancy or childhood, and the progression varies greatly between individuals. An increasing number of parents decide to engage their children in artistic development, with piano being a popular choice. Though observational studies have noted the heightened sensitivity to sound and enhanced recall abilities of children with autism when learning instruments, there is little consensus on which piano teaching method is the most effective in developing musical skills. The goal of this study is to assess the effects of two piano-instruction methods on an autistic child’s music performance, which is assessed by categories, including tone quality, technique, interpretation and artistry. This paper presents the case of a 9-year-old child diagnosed with autistic disorder living in New Jersey. The Suzuki method and the traditional method are utilized to improve the piano abilities of this child. The different results in piano performance following the application of the two teaching methods in a three-year-period (2017/1-2019/12) may suggest the modality of different teaching methods on this child. This study may lay the groundwork for future research on selective piano teaching techniques for children with autistic disorder.

scholarly journals Neuropeptides in the microbiota-brain axis and feeding behavior in autism spectrum disorder

Nutrition ◽  
2019 ◽  
Vol 61 ◽  
pp. 43-48 ◽  
Author(s):  
Sergueï O. Fetissov ◽  
Olga V. Averina ◽  
Valery N. Danilenko
Keyword(s):  
Autism Spectrum Disorder ◽  
Feeding Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Experiences of family members of children diagnosed with autism spectrum disorder

2021 ◽  
Vol 42 ◽  
Author(s):  
Juliana Macêdo Magalhães ◽  
Thalia Alves Rodrigues ◽  
Marly Marques Rêgo Neta ◽  
Carolinne Kilcia Carvalho Sena Damasceno ◽  
Kayo Henrique Jardel Feitosa Sousa ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Disorder ◽  
Family Members ◽  
Family Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Need For Care ◽  
Structured Interviews ◽  
Emotional Aspects

ABSTRACT Objective: To describe, in the mothers’ perception, the experiences lived by families in the care of children with autism spectrum disorder. Method: Qualitative study, carried out with 20 mothers of children diagnosed with autistic disorder accompanied by an institution in Teresina-Piauí, Brazil. Semi-structured interviews were conducted between February and March 2019 and subjected to content analysis. Results: Five central ideas related to the stages experienced by family members after the diagnosis were identified, ranging from denial to acceptance. Family members and caregivers experience feelings of sadness and mourning for the discovery of the impossibility of curing the syndrome, revealing the need for care for this family. The search for help and adaptations of the routine are constant experiences. Conclusion: Caring for children who live with autistic disorder involves learning ranging from structural to emotional aspects, such as dealing with limitations and impossibility of cure, pointing out to the need for family care.

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

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.

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

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.

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

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
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.

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

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
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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