scholarly journals Teacher Harassment Victimization in Adolescents with High-Functioning Autism Spectrum Disorder: Related Factors and Its Relationships with Emotional Problems

2020 ◽  
Vol 17 (11) ◽  
pp. 4057
Author(s):  
Po-Chun Lin ◽  
Li-Yun Peng ◽  
Ray C. Hsiao ◽  
Wen-Jiun Chou ◽  
Cheng-Fang Yen
Keyword(s):  
Social Communication ◽  
Emotional Problems ◽  
Autism Spectrum ◽  
Depression And Anxiety ◽  
Related Factors ◽  
Parent Reports ◽  
Communication Deficits ◽  
Odd Symptoms ◽  
Self Reports ◽  
Adolescents With Asd

This study aimed to examine the prevalence, related factors, and emotional problems associated with teacher harassment victimization in adolescents with autism spectrum disorder (ASD) assessed by self-reports and parent reports. A total of 219 adolescents with ASD participated in this study. The self-reported and parent-reported rates of teacher harassment victimization were calculated. Sociodemographic characteristics, parent-reported social communication deficits, attention-deficit and hyperactivity disorder (ADHD) symptoms, oppositional defiant disorder (ODD) symptoms, self-reported depression and anxiety symptoms, and suicidality were surveyed. In total, 26 (11.9%) adolescents with ASD experienced teacher harassment based on self-reports or parent reports; the convergence between adolescent and parent reports on adolescent experiences of teacher harassment was low. Victims of teacher harassment exhibited more severe social communication deficits and ODD symptoms than nonvictims of teacher harassment. Victims of teacher harassment displayed more severe depression and anxiety and were more likely to have suicidality. Socio-communication deficits and ODD symptoms were related to teacher harassment victimization, which in turn was significantly associated with emotional problems among adolescents with ASD.

scholarly journals Developmental social communication deficits in the Shank3 rat model of phelan-mcdermid syndrome and autism spectrum disorder

2018 ◽  
Vol 11 (4) ◽  
pp. 587-601 ◽  
Author(s):  
Elizabeth L. Berg ◽  
Nycole A. Copping ◽  
Josef K. Rivera ◽  
Michael C. Pride ◽  
Milo Careaga ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Rat Model ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Deficits

Co-occurrence of Obsessive-Compulsive Disorder and Autism Spectrum Disorder

2021 ◽  
pp. 332-351
Author(s):  
Saashi A. Bedford ◽  
Michelle Hunsche ◽  
Connor M. Kerns
Keyword(s):  
Autism Spectrum Disorder ◽  
Obsessive Compulsive Disorder ◽  
Social Communication ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Communication Deficits

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication deficits and, similar to obsessive-compulsive disorder (OCD), restricted and repetitive behaviors. The restricted, repetitive patterns of behaviors and interests that are characteristic of ASD often resemble the obsessions and compulsions of OCD, which can make it difficult to distinguish or differentiate the two conditions. A common challenge in diagnosing comorbid ASD and OCD is the apparent overlap in symptoms between the two disorders. This chapter discusses the differentiation between OCD and ASD, the assessment and diagnosis of OCD within the context of ASD, and the treatment of this presentation of OCD.

scholarly journals Impact of antipsychotics in children and adolescents with autism spectrum disorder: a systematic review and meta-analysis

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Gian Loreto D’Alò ◽  
◽  
Franco De Crescenzo ◽  
Laura Amato ◽  
Fabio Cruciani ◽  
...  
Keyword(s):  
Systematic Review ◽  
Adverse Events ◽  
Children And Adolescents ◽  
Social Communication ◽  
Meta Analysis ◽  
Health Benefit ◽  
Autism Spectrum ◽  
Global Functioning ◽  
Global Improvement ◽  
Adolescents With Asd

Abstract Background The net health benefit of using antipsychotics in children and adolescents with ASD is unclear. This review was performed to provide the evidence necessary to inform the Italian national guidelines for the management of ASD. Methods We performed a systematic review of randomized controlled trials (RCTs) comparing antipsychotics versus placebo for the treatment of ASD in children and adolescents. For efficacy, acceptability and safety we considered outcomes evaluated by the guideline panel critical and important for decision-making. Continuous outcomes were analyzed by using standardized mean difference (SMD), and dichotomous outcomes by calculating the risk ratio (RR), with their 95% confidence interval (95% CI). Data were analyzed using a random effects model. We used the Cochrane tool to assess risk of bias of included studies. Certainty in the evidence of effects was assessed according to the GRADE approach. Results We included 21 RCTs with 1,309 participants, comparing antipsychotics to placebo. Antipsychotics were found effective on “restricted and repetitive interests and behaviors” (SMD − 0.21, 95% CI − 0.35 to − 0.07, moderate certainty), “hyperactivity, inattention, oppositional, disruptive behavior” (SMD − 0.67, 95% CI − 0.92 to − 0.42, moderate certainty), “social communication, social interaction” (SMD − 0.38, 95% CI − 0.59 to − 0.16, moderate certainty), “emotional dysregulation/irritability” (SMD − 0.71, 95% CI − 0.98 to − 0.43, low certainty), “global functioning, global improvement” (SMD − 0.64, 95% CI − 0.96 to − 0.33, low certainty), “obsessions, compulsions” (SMD − 0.30, 95% CI − 0.55 to − 0.06, moderate certainty). Antipsychotics were not effective on “self-harm” (SMD − 0.14, 95% CI − 0.58 to 0.30, very low certainty), “anxiety” (SMD − 0.38, 95% CI − 0.82 to 0.07, very low certainty). Antipsychotics were more acceptable in terms of dropout due to any cause (RR 0.61, 95% CI 0.48 to 0.78, moderate certainty), but were less safe in terms of patients experiencing adverse events (RR 1.19, 95% CI 1.07 to 1.32, moderate certainty), and serious adverse events (RR 1.07, 95% CI 0.48 to 2.43, low certainty). Conclusions Our systematic review and meta-analysis found antipsychotics for children and adolescents with ASD more efficacious than placebo in reducing stereotypies, hyperactivity, irritability and obsessions, compulsions, and in increasing social communication and global functioning. Antipsychotics were also found to be more acceptable, but less safe than placebo.

scholarly journals Increased Neural Reward Responsivity in Adolescents with ASD after Social Skills Intervention

2020 ◽  
Vol 10 (6) ◽  
pp. 402 ◽  
Author(s):  
Elizabeth Baker ◽  
Elina Veytsman ◽  
Ann Marie Martin ◽  
Jan Blacher ◽  
Katherine K. M. Stavropoulos
Keyword(s):  
Social Skills ◽  
Social Communication ◽  
Behavioral Interventions ◽  
Brain Activity ◽  
Reward System ◽  
Autism Spectrum ◽  
Event Related Potential ◽  
Reward Positivity ◽  
Before And After ◽  
Adolescents With Asd

The reward system has been implicated as a potential neural mechanism underlying social-communication deficits in individuals with autism spectrum disorder (ASD). However, it remains unclear whether the neural reward system in ASD is sensitive to behavioral interventions. The current study measured the reward positivity (RewP) in response to social and nonsocial stimuli in seven adolescents with ASD before and after participation in the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention. This study also included seven neurotypical adolescents who were tested at two time points but did not receive intervention. We examined the RewP across the course of a task by comparing brain activity during the first versus second half of trials to understand patterns of responsivity over time. Improvements in social skills and decreased social-communication impairments for teens with ASD were observed after PEERS®. Event-related potential (ERP) results suggested increased reward sensitivity during the first half of trials in the ASD group after intervention. Adolescents with ASD who exhibited less reward-related brain activity before intervention demonstrated the greatest behavioral benefits from the intervention. These findings have implications for how neuroscience can be used as an objective outcome measure before and after intervention in ASD.

Ethical Considerations in Providing Sexuality Education to People With Autism Spectrum Disorder

2020 ◽  
pp. 1-15
Author(s):  
Peggy J. Schaefer Whitby
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Sexuality Education ◽  
People With Disabilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ethical Considerations ◽  
Communication Deficits ◽  
The Social

Sexuality education is a sensitive topic as the norms surrounding sexuality education differ across cultures. It is even more sensitive when providing education to people with disabilities as society may have misperceptions regarding sexuality for people with disabilities. The social communication deficits for people with ASD make sexuality education for this population even more complex. Given complexity, there are some considerations that parents, teachers, and therapists need to keep in mind when teaching sexuality education to students who have ASD. A brief overview of sexuality education and discussion on ethical considerations is provided.

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