scholarly journals Urinary levels of 6-sulphatoxymelatonin and their associations with sleep disorders and behavioural impairments in children with autism spectrum disorder

2019 ◽  
Vol 120 (11) ◽  
pp. 849-855 ◽  
Author(s):  
K. Babinska ◽  
L. Siklenkova ◽  
K. Stebelova ◽  
I. Waczulikova ◽  
H. Celusakova ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sleep Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Urinary Levels

Sleep disturbances in children with autism spectrum disorder in Lahore, Pakistan; a cross-sectional study

2020 ◽  
pp. 1-9
Author(s):  
Usman Baig ◽  
Syed Muslim Mehdi ◽  
Hafiz Muhammad Imtiaz Afzal ◽  
Admin
Keyword(s):  
Autism Spectrum Disorder ◽  
Sleep Disorders ◽  
Sleep Disturbances ◽  
Children With Autism ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sectional Study ◽  
Cross Sectional ◽  
Institutional Ethics

Abstract Objective: To assess the frequency of insomnia and other sleep disturbances among children with autism spectrum disorder. Methods: Sleep disturbance scale for children was used in this descriptive cross-sectional study and the parents were asked to fill out the questionnaire along with the consent form. Initial sample size was 97, out of which 93 were included in study. The research was approved by institutional ethics committee of Sharif medical and Dental College. Results: This study showed that 37 (39.8%) children had at least one type of the sleeping disorder. Most common type were insomnia 24 (25.8%) and sleep-awake transition disorders 15 (16.1%), less common were disorders of arousal 10 (10.8%), disorders of excessive somnolence 7 (7.5%), sleep hyperhidrosis 5 (5.4%) and sleep breathing disorders 4 (4.3%). Conclusion: Nearly forty percent of children with autism spectrum disorder suffer from sleep disorders, among which the most frequent was insomnia. Keywords: Autism spectrum disorder, insomnia, sleep disorders, children

scholarly journals 0839 Sleep disorders in children with Autism Spectrum Disorder

SLEEP ◽  
2018 ◽  
Vol 41 (suppl_1) ◽  
pp. A311-A311
Author(s):  
R Siriwat ◽  
Y Xu ◽  
M M Hossain ◽  
N Simakajornboon
Keyword(s):  
Autism Spectrum Disorder ◽  
Sleep Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

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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