Autisme en genderidentiteit: aanbevelingen voor de praktijk

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Anne Margriet Euser ◽  
Annemiek Landlust ◽  
Sigrid Piening ◽  
Inge van Balkom ◽  
Frouktje Zuiderveld
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Development ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Gender Variation ◽  
Present Essay

The present essay describes genderidentification in autism spectrum disorder, as well as autism spectrum disorder in gender variation or dysphoria. Authors argue the importance of determining the individual’s social and emotional development before conferring meaning and before deciding on potentially irreversible treatment trajectories.

Selecting Computer-Mediated Interventions to Support the Social and Emotional Development of Individuals with Autism Spectrum Disorder

2016 ◽  
pp. 32-58 ◽  
Author(s):  
Kristen Gillespie-Lynch ◽  
Patricia J. Brooks ◽  
Christina Shane-Simpson ◽  
Naomi Love Gaggi ◽  
Deborah Sturm ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Development ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Computer Mediated ◽  
The Social ◽  
Target Skills

This chapter is designed to provide parents, professionals, and individuals with Autism Spectrum Disorder (ASD) with tools to help them evaluate the effectiveness of computer-mediated interventions to support the social and emotional development of individuals with ASD. Starting with guidelines for selecting computer-mediated interventions, we highlight the importance of identifying target skills for intervention that match an individual's needs and interests. We describe how readers can assess the degree to which an intervention is evidence-based, and include an overview of different types of experiments and statistical methods. We examine a variety of computer-mediated interventions and the evidence base for each: computer-delivered instruction (including games), iPad-type apps, virtual environments, and robots. We describe websites that provide additional resources for finding educational games and apps. We conclude by emphasizing the uniqueness of each individual with ASD and the importance of selecting interventions that are well-matched to the specific needs of each individual.

Selecting Computer-Mediated Interventions to Support the Social and Emotional Development of Individuals with Autism Spectrum Disorder

2015 ◽  
pp. 141-167 ◽  
Author(s):  
Kristen Gillespie-Lynch ◽  
Patricia J. Brooks ◽  
Christina Shane-Simpson ◽  
Naomi Love Gaggi ◽  
Deborah Sturm ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Development ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Computer Mediated ◽  
The Social ◽  
Target Skills

This chapter is designed to provide parents, professionals, and individuals with Autism Spectrum Disorder (ASD) with tools to help them evaluate the effectiveness of computer-mediated interventions to support the social and emotional development of individuals with ASD. Starting with guidelines for selecting computer-mediated interventions, we highlight the importance of identifying target skills for intervention that match an individual's needs and interests. We describe how readers can assess the degree to which an intervention is evidence-based, and include an overview of different types of experiments and statistical methods. We examine a variety of computer-mediated interventions and the evidence base for each: computer-delivered instruction (including games), iPad-type apps, virtual environments, and robots. We describe websites that provide additional resources for finding educational games and apps. We conclude by emphasizing the uniqueness of each individual with ASD and the importance of selecting interventions that are well-matched to the specific needs of each individual.

scholarly journals Cannabinoids in the treatment of children with autism spectrum disorder

2020 ◽  
Vol 20 (3) ◽  
pp. 119-124
Author(s):  
Małgorzata Stachoń ◽  
◽  
Milena Sierocka ◽  
Piotr Poniewierski ◽  
Anna Kostiukow ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Anxiolytic Effect ◽  
Standard Of Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dravet Syndrome ◽  
Social And Emotional ◽  
Positive Effects ◽  
Anticonvulsant Effects

Introduction: Isolation of two compounds, tetrahydrocannabinol (THC) and cannabidiol (CBD), contributed to an increased interest in the use of marijuana for medicinal purposes. It was then that research on the effects of marijuana on the course of different diseases began. Aim: The aim of this paper was to analyse the use of cannabinoids in the treatment of children with autism spectrum disorder. Results: There are different methods for cannabinoid administration. Researchers use various preparations with doses ranging between 0.04 mg to 900 mg. Preliminary studies are conducted on animal models, usually in genetically modified mice. Cannabinoids have been found to have a positive effect on social and emotional behaviours of children, as well as to show anxiolytic and antipsychotic effects. Cannabidiol plays an important role in the secretion of vasopressin and oxytocin. Some patients experience adverse effects. Antidepressant and anticonvulsant effects have been observed in patients with neurological and mental disorders. Conclusions: Cannabinoid therapy is not the standard of care in children with autism spectrum disorders, and the doses used vary significantly. There is evidence for the positive effects of cannabinoids in patients with comorbidities. It is possible that cannabinoids have an anxiolytic effect and allow for a reduced use of antipsychotics in the analysed group of patients. Antidepressant and anticonvulsant effects have also been observed. Furthermore, it was shown that CBDs administered in mice with Dravet syndrome improve social behaviour, dysfunction of which is one of the central symptoms of autism spectrum disorder.

scholarly journals Social and Emotional Challenges Encounter Jordanian Parents of Children with Autism Spectrum Disorder

2020 ◽  
Vol 10 (6) ◽  
pp. 173
Author(s):  
Mu'tasem M. Al-Masa'deh ◽  
Najati A. Younis ◽  
Nawaf S. Al-Zyoud ◽  
Moayyad A. Homidi
Keyword(s):  
Autism Spectrum Disorder ◽  
Household Income ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Demographic Variables ◽  
Spectrum Disorder ◽  
Capital City ◽  
Emotional Challenges ◽  
Social Challenges ◽  
Social And Emotional

The current study aims to identify daily social and emotional challenges encountered by parents of children with Autism Spectrum Disorder (ASD) and its relation to some demographic variables. The study sample consists of 223 parents whose children having a diagnosis of ASD and receiving services at special education institutions in Amman, the capital city of Jordan. A validated scale was developed to measure social and emotional challenges. Findings revealed that while the most common social challenges were lacking social support, anger and aggression were the parents' dominant emotional challenges in this study. The association between the severity of ASD and the level of challenges was positive, whereas it was negative between household income and challenges. Parents of girls with ASD tended to experience a higher level of challenges.

scholarly journals How cognitive, social, and emotional profiles impact humor appreciation: sense of humor in autism spectrum disorder and Williams syndrome

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Noémie Treichel ◽  
Daniel Dukes ◽  
Koviljka Barisnikov ◽  
Andrea C. Samson
Keyword(s):  
Autism Spectrum Disorder ◽  
Williams Syndrome ◽  
Positive Emotions ◽  
Genetic Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Approach ◽  
Social And Emotional ◽  
Emotional Processes ◽  
Humor Appreciation

Abstract Humor is a complex and multi-faceted phenomenon composed of a variety of cognitive, social, and emotional processes. This paper will discuss humor appreciation in individuals with autism spectrum disorder (ASD) and individuals with Williams syndrome (WS), a rare genetic disorder mainly characterized by intellectual disabilities, high social approach tendencies and high positive emotions. Drawing on research on the comprehension and appreciation of humor in individuals with ASD, this paper aims to better understand how the particular cognitive, social, and emotional profile of individuals with WS might affect their appreciation of humor and how such research could ultimately lead to a greater understanding of the nature of humor.

scholarly journals Supporting individuals with autism spectrum disorder in understanding and coping with complex social emotional issues

2017 ◽  
Vol 38 (6) ◽  
pp. 586-607 ◽  
Author(s):  
Kaitlyn P. Ahlers ◽  
Terisa P. Gabrielsen ◽  
Danielle Lewis ◽  
Anna M. Brady ◽  
April Litchford
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Strategies ◽  
Social Isolation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Skill Sets ◽  
Social And Emotional ◽  
Emotional Issues

Core deficits in autism spectrum disorder (ASD) center around social communication and behavior. For those with ASD, these deficits complicate the task of learning how to cope with and manage complex social emotional issues. Although individuals with ASD may receive sufficient academic and basic behavioral support in school settings, supports for dealing with complex social emotional issues are more difficult to access, even though these issues significantly impact student learning. When addressing these challenging social- and emotional-based issues, school and professional personnel need more specific instructional skill sets and resources to effectively and compassionately support students with ASD. In this article, we address three challenging areas of social emotional development that are commonly experienced by individuals with ASD: Anxiety, social isolation, and grief. We briefly explore the existing research on these three topics, identify evidence-based practices and learning strategies to support social emotional learning in individuals with ASD, and include descriptive lists of practical resources that address anxiety, social isolation, and grief.

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