scholarly journals Children With Autism Spectrum Disorder and Neurodevelopmental Regression Present a Severe Pattern After a Follow-Up at 24 Months

2021 ◽  
Vol 12 ◽  
Author(s):  
Pilar Martin-Borreguero ◽  
Antonio Rafael Gómez-Fernández ◽  
Maria Jose De La Torre-Aguilar ◽  
Mercedes Gil-Campos ◽  
Katherine Flores-Rojas ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Pervasive Developmental Disorders ◽  
Rating Scale ◽  
Clinical Manifestations ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Autistic Symptoms ◽  
Battelle Developmental Inventory

This study examined the presence of neurodevelopmental regression and its effects on the clinical manifestations and the severity of autism spectrum disorder (ASD) in a group of children with autism compared with those without neurodevelopmental regression at the time of initial classification and subsequently.Methods and Subjects: ASD patients were classified into two subgroups, neurodevelopmental regressive (AMR) and non-regressive (ANMR), using a questionnaire based on the Autism Diagnostic Interview-Revised test. The severity of ASD and neurodevelopment were assessed with the Childhood Autism Rating Scale Test-2, Strengths and Difficulties Questionnaire, and Pervasive Developmental Disorders Behavior Inventory Parent Ratings (PDDBI) and with the Battelle Developmental Inventory tests at the beginning of the study and after 24 months of follow-up. Fifty-two patients aged 2–6 years with ASD were included. Nineteen were classified with AMR, and 33 were classified with ANMR.Results: The AMR subgroup presented greater severity of autistic symptoms and higher autism scores. Additionally, they showed lower overall neurodevelopment. The AMR subgroup at 24 months had poorer scores on the Battelle Developmental Inventory test in the following areas: Total personal/social (p < 0.03), Total Motor (p < 0.04), Expressive (p < 0.01), and Battelle Total (p < 0.04). On the PDDBI test, the AMR subgroup had scores indicating significantly more severe ASD symptoms in the variables: ritual score (p < 0.038), social approach behaviors (p < 0.048), expressive language (p < 0.002), and autism score (p < 0.003).Conclusions: ASD patients exhibited a set of different neurological phenotypes. The AMR and ANMR subgroups presented different clinical manifestations and prognoses in terms of the severity of autistic symptoms and neurodevelopment.

scholarly journals Correlation Between Screen Time and Autistic Symptoms as Well as Development Quotients in Children With Autism Spectrum Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Han-Yu Dong ◽  
Bing Wang ◽  
Hong-Hua Li ◽  
Xiao-Jing Yue ◽  
Fei-Yong Jia
Keyword(s):  
Autism Spectrum Disorder ◽  
Screen Time ◽  
Rating Scale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Vital Role ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Younger Age ◽  
Autistic Symptoms

Background: Electronic screen media play an increasingly vital role in children's entertainment; however, excessive screen time may negatively influence child development. The purpose of this study was to investigate the relationship between the screen time of children with autism spectrum disorder (ASD) and their autistic symptoms and development quotients (DQs).Methods: We compared the screen time of 101 children with ASD and 57 typically developing (TD) children. Then, we performed a correlation analysis to determine the correlations between the screen time and the ASD-related scale scores and developmental quotients of the Gesell Developmental Schedules (GDS) of ASD children. We further divided the ASD group into subgroups according to the screen time and age and then separately conducted the above correlation analyses by subgroup.Result: The results showed that the screen time of the children with ASD was longer than that of the TD children (3.34 ± 2.64 h vs. 0.91 ± 0.93 h). The screen time of the children with ASD was positively correlated with the Childhood Autism Rating Scale (CARS) score (r = 0.242, P = 0.021) and “taste, smell and touch” item of CARS(r = 0.304, P = 0.005), and negatively correlated with the language DQ of the GDS (r = −0.236, P = 0.047). The subgroup analysis showed that in the longer screen time subgroup of ASD children, the screen time was positively correlated with the CARS score (r = 0.355, P = 0.026) and negatively correlated with the DQs of all domains of the GDS (P < 0.05). In addition, in the younger age group of ASD children, the screen time was positively correlated with the CARS score (r = 0.314, P = 0.021) and negatively correlated with the DQs of all domains of the GDS, except for the personal-social behavior domain (P < 0.05).Conclusion: Compared with TD children, children with ASD have a longer screen time. The screen time is related to autism-like symptoms and the DQs of children with ASD. The longer the screen time, the more severe the symptoms of ASD (especially sensory symptoms), and the more obvious the developmental delay, especially in ASD children with a longer screen time and younger age, particularly in the language domain.

Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

2016 ◽  
Vol 64 (2) ◽  
pp. 117-130 ◽  
Author(s):  
Laurie McLay ◽  
Martina C. M. Schäfer ◽  
Larah van der Meer ◽  
Llyween Couper ◽  
Emma McKenzie ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2117-2128 ◽  
Author(s):  
Manon WP De Korte ◽  
Iris van den Berk-Smeekens ◽  
Martine van Dongen-Boomsma ◽  
Iris J Oosterling ◽  
Jenny C Den Boer ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
Robot Assisted ◽  
Communicative Skills ◽  
Robot Assistance ◽  
Social Communicative

The aim of this study was to investigate the effect of Pivotal Response Treatment versus robot-assisted Pivotal Response Treatment on self-initiations of children with autism spectrum disorder and to explore the relation between self-initiations and collateral gains in general social-communicative skills. Forty-four participants with autism spectrum disorder aged 3–8 years (Pivotal Response Treatment: n = 20, Pivotal Response Treatment + robot: n = 24), who were recruited as part of a larger randomized controlled trial (number NL4487/NTR4712, https://www.trialregister.nl/trial/4487 ), were included. Self-initiations were blindly coded, assessing video probes of all parent–child sessions using an event-recording system. General social-communicative skills were assessed with the parent- and teacher-rated Social Responsiveness Scale during intervention and at 3-month follow-up. Results using linear mixed-effects models showed overall gains in self-initiations during both Pivotal Response Treatment intervention groups (estimate = 0.43(0.15), 95% confidence interval (CI): 0.13–0.73), with larger gains in functional self-initiations in children receiving robot-assisted Pivotal Response Treatment (estimate = −0.27(0.12), 95% confidence interval: −0.50 to −0.04). Growth in self-initiations was related to higher parent-rated social awareness at follow-up compared with baseline in the total sample ( r = −0.44, p = 0.011). The clinical implications of these findings, as well as directions for future research in the utility of Pivotal Response Treatment and robot assistance in autism spectrum disorder intervention, are discussed. Lay abstract The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3–8 years) were included in this study. Self-initiations were assessed during parent–child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20 weeks of intervention and 3 months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3 months after finalizing the treatment.

scholarly journals Motor atypicalities in infancy are associated with general developmental level at 2 years, but not autistic symptoms

Autism ◽  
2020 ◽  
Vol 24 (7) ◽  
pp. 1650-1663 ◽  
Author(s):  
Sheila Achermann ◽  
Pär Nyström ◽  
Sven Bölte ◽  
Terje Falck-Ytter
Keyword(s):  
Autism Spectrum Disorder ◽  
Motion Capture ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Level ◽  
Infant Siblings ◽  
Motor Functioning ◽  
History Of ◽  
Autistic Symptoms

Atypical motor development has frequently been reported in infants at elevated likelihood for autism spectrum disorder. However, no previous study has used detailed motion capture technology to compare infant siblings of children with autism spectrum disorder and infant siblings with no familial history of autism spectrum disorder. We investigated reaching movements during an interceptive action task in 10-month-old infants using kinematic data with high spatiotemporal resolution. The results indicated that several measures were different in infants at elevated likelihood. However, longitudinal analyses revealed that while specific infant motor measures (e.g. number of movement units) were related to broad measures of general developmental level in toddlerhood, the associations with later autism spectrum disorder symptomatology were not significant. These findings confirm that some aspects of motor functioning are atypical in infants at elevated likelihood for autism spectrum disorder, but provide no support for the view that these issues are specifically linked to autism spectrum disorder symptoms, but may rather reflect neurodevelopment more generally. Lay abstract Atypicalities in motor functioning are often observed in later born infant siblings of children with autism spectrum disorder. The goal of our study was to investigate motor functioning in infants with and without familial history of autism spectrum disorder. Specifically, we investigated how infants catch a ball that is rolling toward them following a non-straight path, a task that requires both efficient planning and execution. Their performance was measured using detailed three-dimensional motion capture technology. We found that several early motor functioning measures were different in infants with an older autistic sibling compared to controls. However, these early motor measures were not related to autistic symptoms at the age of 2 years. Instead, we found that some of the early motor measures were related to their subsequent non-social, general development. The findings of our study help us understand motor functioning early in life and how motor functioning is related to other aspects of development.

Parent Training for Disruptive Behavior

2018 ◽  
Author(s):  
Karen Bearss ◽  
Cynthia R. Johnson ◽  
Benjamin L. Handen ◽  
Eric Butter ◽  
Luc Lecavalier ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Manual ◽  
Training Manual ◽  
Booster Sessions

The RUBI Autism Network has developed and tested a structured parent training manual for children with autism spectrum disorder and disruptive behaviors. The manual is based on principles of applied behavior analysis and is designed for therapists to use with parents of children with autism spectrum disorder and co-occurring challenging behaviors, such as tantrums, noncompliance, difficulties with transitions, and aggression. A trained therapist utilizes the manual to guide the parent in applying techniques and tools to help manage the child’s challenging behaviors. The treatment includes 11 Core sessions, 7 Supplemental sessions, a home visit, and follow-up telephone booster sessions. Each of the sessions contains a therapist script, activity sheets, a parent handout, and treatment fidelity checklists. Additionally, accompanying each core session are video vignettes that the therapist uses to demonstrate concepts taught in the session. The videos include 30- to 60-second vignettes demonstrating common parenting mistakes as well as implementation (to varying degrees of success) of the strategies being taught. The treatment manual is designed to be delivered individually to parents in weekly outpatient visits. Parents are given homework assignments between sessions that focus on applying techniques to specific behaviors.

scholarly journals Theory of Mind Deficit is Associated with Pretend Play Performance, but not Playfulness, in Children with Autism Spectrum Disorder

2016 ◽  
Vol 28 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Ping-Chen Chan ◽  
Cheng-Te Chen ◽  
Hua Feng ◽  
Ya-Chen Lee ◽  
Kuan-Lin Chen
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Internal Control ◽  
Rating Scale ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Free Play ◽  
Spectrum Disorder ◽  
Children With Asd

Objective/Background This study aimed to examine the relationships of theory of mind (ToM) to both pretend play and playfulness in children with autism spectrum disorder (ASD). Methods Twenty children with ASD aged between 3 years and 7.11 years were assessed with the ToM test, and then placed in a free play condition and a pretend play condition to assess pretend play and playfulness with the Child-Initiated Pretend Play Assessment and Test of Playfulness, respectively. In addition, the children's symptom severities of ASD and verbal abilities were also assessed with the Childhood Autism Rating Scale (CARS) and Receptive and Expressive Vocabulary Test—second edition, respectively. Results The results of the regression analysis confirmed that ToM significantly predicted pretend play variables, namely, Number of Object Substitutions (R2 = .158, p = .002) and Number of Imitated Actions (R2 = .175, p = .001), but not playfulness. The CARS score was a significant predictor of the Percentage of Elaborate Pretend Play Actions of pretend play (R2 = .075, p = .034), as well as the internal control (R2 = .125, p = .006) and framing (R2 = .071, p = .039) variables of playfulness. Conclusion The findings support the idea that children with ASD who have better ToM might be able to develop better pretend play, but not better playfulness, which might be more strongly related to their autistic severity.

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