scholarly journals Effects of Sleep Disturbances on Behavioral Problems in Preschool Children With Autism Spectrum Disorder

2021 ◽  
Vol 11 ◽  
Author(s):  
Ying Wang ◽  
Jingjing Lin ◽  
Ying Zeng ◽  
Yanan Liu ◽  
Yamin Li ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Behavioral Problems ◽  
Sleep Disturbances ◽  
Child Behavior Checklist ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sleep Habits ◽  
Children With Asd

Study Objectives: This study aims to identify the characteristic sleep disturbances that affect behavioral problems in children with autism spectrum disorder (ASD), providing a potential direction for sleep and behavioral intervention in ASD.Methods: The data of 513 children with ASD and 246 typically developing (TD) children aged between 2 and 5 years old were collected. The behavior performance of preschool children was assessed using the Child Behavior Checklist for 1.5–5.0 years old. The Children's Sleep Habits Questionnaire (CSHQ) was used to measure the sleep status of the children, and the Social Responsiveness Scale was used to measure the severity of disorder. Linear regression analysis was performed to examine the effects of sleep disturbances on behavioral problems, and independent-sample t-test was performed to compare the mean of the samples.Results: Compared to TD children, children with ASD had longer sleep onset delay and more night awakenings. The parasomnias score (a subscale of the CSHQ) was significantly associated with the internalizing (β = 0.113, P = 0.010), externalizing (β = 0.128, P = 0.006), and total problems (β = 0.143, P = 0.001) of children with ASD, while this association was not significant in TD children. “Bed wetting” and “restless and moves a lot” (two items in the CSHQ under parasomnia) significantly only affected the overall behavioral score in children with ASD (P < 0.05).Conclusion: Parasomnias, especially bed wetting and restlessness, are specifically associated with the behavioral problems of children with ASD rather than TD children.

scholarly journals Disturbances of Continuous Sleep and Circadian Rhythms Account for Behavioral Difficulties in Children with Autism Spectrum Disorder

2020 ◽  
Vol 9 (6) ◽  
pp. 1978
Author(s):  
Enise Yavuz-Kodat ◽  
Eve Reynaud ◽  
Marie-Maude Geoffray ◽  
Nadège Limousin ◽  
Patricia Franco ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Circadian Rhythm ◽  
Sleep Disturbances ◽  
Management Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Difficulties ◽  
Sleep Habits ◽  
Children With Asd

Sleep disorders are among the most common comorbidities in children with Autism Spectrum Disorder (ASD), and subjectively defined sleep disturbances have been related to ASD symptom severity. However, no study has investigated the differential impact of objectively measured sleep and circadian rhythm disturbances on behavioral difficulties in this population. Fifty-two children with ASD aged 3–10 years underwent assessments of sleep and circadian rest–activity rhythms objectively with actigraphy and subjectively with the Children’s Sleep Habits Questionnaire. Behavioral difficulties were assessed using the ABC-C. Group comparison analyses were used to compare sleep and circadian rhythm parameters of children with higher and lower behavioral difficulties and dominance analysis to rank predictors and address multicollinearity. Children with high irritability had a shorter continuous sleep period compared to those with lower irritability (−60 min, p = 0.04), as well as those with high stereotypic behaviors compared to children with less stereotypies (−75 min, p = 0.006). Objective circadian and sleep disturbances accounted together for, respectively, 17%, 18% and 36% of the variance in social withdrawal, irritability and stereotypic behaviors. The identification of both sleep and circadian rhythm disturbances as explanatory factors for behavioral difficulties warrants their inclusion in the existing behavioral management strategies for children with ASD.

Remote Microphone System Use in Preschool Children With Autism Spectrum Disorder and Language Disorder in the Classroom: A Pilot Efficacy Study

2020 ◽  
pp. 1-13
Author(s):  
Mary Alice Keller ◽  
Anne Marie Tharpe ◽  
James Bodfish
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Pilot Study ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Children With Asd ◽  
Data Points

Purpose The present pilot study aimed to provide estimates of the feasibility and efficacy of a remote microphone (RM) system as an augmentative intervention to improve the functional listening performance of preschool children with autism spectrum disorder (ASD) and language disorder. Method Eight children with ASD and language disorder participated. Efficacy of the RM system was determined by evaluating participants' functional listening performance, as measured by an observational measure in RM-off and RM-on conditions. Responses were evaluated at the individual level using an alternating conditions design. Results Adequate feasibility was demonstrated as all participants were able to complete tasks in the RM-on condition. A subset of participants showed significant improvements in their functional listening performance in the RM-on condition, as demonstrated by visual inspection and effect sizes (nonoverlapping data points and percentage of data points exceeding the mean), indicating that there may be important sources of individual differences in responses to RM use in children with ASD. Conclusion The results of this pilot study provide support for future research on RM systems to target functional listening performance in children with ASD and language disorder.

scholarly journals Participation in Play and Leisure Activities of Young Children with Autism Spectrum Disorder and Typically Developing Children in Taiwan: A Preliminary Study

2021 ◽  
Vol 18 (11) ◽  
pp. 5787
Author(s):  
Chi-Ching Huang ◽  
Lin-Ju Kang
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Activities ◽  
Typically Developing ◽  
Children With Asd ◽  
Preliminary Study

Participation in enjoyable activities is essential for the health and development of young children with and without disabilities. For preschool children with autism spectrum disorder (ASD), there is limited knowledge regarding their participation in play, learning, recreation, and social activities. This was a preliminary study that compares the participation between children 2–6 years of age with ASD (n = 25) and age- and sex-matched typically developing (TD) (n = 25) children. The Chinese version of the Assessment of Preschool Children’s Participation (APCP-C) measures participation in play, skill development, active physical recreation, and social activities. Parents of the children in this study completed the APCP-C by structured interview. The results showed that children with ASD had lower participation diversity and intensity than TD children in play activities. A lower percentage of children participating in individual activity was found for children with ASD than TD children in most APCP-C activities. Professionals that serve young children with special needs are encouraged to partner with parents to provide playful and socially enhancing activities for preschool children with ASD.

scholarly journals Analysis Of Occupational Therapy’s Role to Promote Healthy Sleep Participation to Support Caregivers of Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
◽  
Sophia Roman
Keyword(s):  
Autism Spectrum Disorder ◽  
Occupational Therapy ◽  
Sleep Disturbances ◽  
Sleep Problems ◽  
Occupational Therapists ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Occupational Engagement ◽  
Sleep Habits ◽  
Children With Asd

Children with autism spectrum disorder (ASD) face sleep disturbances. Healthy sleep habits are essential for children with ASD and their caregivers to properly engage in their everyday lives. Occupational therapists are trained to evaluate clients in areas that contribute to sleep dysfunction and to focus on promoting optimal sleep performance. There is limited research on caregivers’ perceptions of their child’s sleep disturbances, these disturbances’ influence on occupational engagement, and whether occupational therapists have collaborated with caregivers of children with ASD to treat this area of occupation. Collecting data from caregivers by using a questionnaire can provide occupational therapy (OT) practitioners the emphasis on healthy sleep habits to promote healthy occupational engagement for children with ASD. This project was pursued to see if all research questions relating to sleep, occupational therapy, and occupational engagement were answered. Although rest and sleep are part of the OT practice framework, there is not enough literature to describe roles and caregivers’ perceptions to determine evidence for sleep interventions in children with ASD. This study will benefit caregivers to express their perceptions on how OT manages sleep difficulties to increase their children’s occupational engagement. The benefit of having more sleep resources available for these families can also assist caregiver stresses. The questionnaire results suggested that there is a relationship between age of child and sleep disturbance, there is a relationship between a caregiver expressing concerns about their child’s sleep problems with their occupational therapist and receiving services to address sleep during the OT intervention, there is a relationship between a caregiver expressing concerns about their child’s sleep problems with their occupational therapist and receiving services to address sleep during the OT evaluation, and there is a relationship between sleep disturbances and occupational engagement. The findings from this quantitative study support an increased role for OT practitioners to address sleep in the initial evaluation and treatment sessions.

scholarly journals Features of parent-child interaction and behavioral problems among children with autism spectrum disorder

2021 ◽  
Vol 11 (2) ◽  
pp. 162-178
Author(s):  
Natalia Pleshkova ◽  
◽  
Oksana Tatarenko ◽  
Denis Sevryugin ◽  
◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Video Recording ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dyadic Relationship ◽  
Developmental Problems ◽  
Oppositional Defiant ◽  
Children With Asd

The article presents the results of a study of behavioral features of children with autism spectrum disorder (ASD) in connection to the characteristics of psychological interaction of children and their mothers. It previously has been found that children with ASD demonstrate more communicative and social activity, have less pronounced symptoms of autism, if their parents show a high level of sensitivity to the needs of children and are emotionally involved in interaction with them. The study’s participants consisted of 29 children with ASD (average age: 52,4 ± 8,9 months) who were diagnosed by a psychiatrist during examination in the Stavropol Clinical Psychiatric Hospital no. 1. The comparison group included 36 typically developing children (average age: 39,7 ± 12,1 months). The PCERA method, with a video recording of mother — child interactions, was used for assessing qualities of interaction in children with ASD. Behavioral difficulties were evaluated using the CBCL/1.5-5 questionnaire. The results of the study suggest that low sensitivity to child’s cues, high intrusiveness and negative affect in mothers, and low level of reciprocity and enjoyment in the dyadic relationship are linked to borderline/clinical levels on several DSM-oriented scales (“Affective Disorders”, “Pervasive Developmental Problems”, “Oppositional Defiant Problems”) and syndrome scales (“Emotionally Reactive”, “Anxious/Depressed”, “Aggressive Behavior”) in children with ASD.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

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