scholarly journals Benefits of Music Intervention for Students with Autism Spectrum Disorder

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Finn Keith Hafting ◽  
Birdie Bezanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood Development ◽  
Program Planning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Childhood Development ◽  
Music Intervention ◽  
Music Therapists ◽  
Students With Autism

Current literature, (Gold, Wigram, & Elefant, 2006), (Wimpory & Chadwick, 1995), (NRC, 2001), suggests that there is insufficient evidence to predict long-term (P to Grade 12) benefits of music intervention for students with Autism Spectrum Disorder (ASD). To understand how music intervention can be employed in Nova Scotian schools, music teachers, music therapists, and staff of the Nova Scotia Department of Education and Early Childhood Development were interviewed. The primary needs of students with ASD were identified as, Expression of thoughts, Language, Motor skills, and Social skills. Music intervention was found to have substantial long-term and short-term benefits for students in all grade levels depending on their individual needs. However, to treat these needs, elements of music and music intervention must be considered during program planning meetings.

scholarly journals Circulating Non-Coding RNAs as a Signature of Autism Spectrum Disorder Symptomatology

2021 ◽  
Vol 22 (12) ◽  
pp. 6549
Author(s):  
Salam Salloum-Asfar ◽  
Ahmed K. Elsayed ◽  
Saba F. Elhag ◽  
Sara A. Abdulla
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood Development ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Therapeutic Strategies ◽  
Spectrum Disorder ◽  
Childhood Development ◽  
Diagnostic Biomarkers ◽  
Non Coding Rnas ◽  
Generation Sequencing

Autism spectrum disorder (ASD) is a multifaced neurodevelopmental disorder that becomes apparent during early childhood development. The complexity of ASD makes clinically diagnosing the condition difficult. Consequently, by identifying the biomarkers associated with ASD severity and combining them with clinical diagnosis, one may better factionalize within the spectrum and devise more targeted therapeutic strategies. Currently, there are no reliable biomarkers that can be used for precise ASD diagnosis. Consequently, our pilot experimental cohort was subdivided into three groups: healthy controls, individuals those that express severe symptoms of ASD, and individuals that exhibit mild symptoms of ASD. Using next-generation sequencing, we were able to identify several circulating non-coding RNAs (cir-ncRNAs) in plasma. To the best of our knowledge, this study is the first to show that miRNAs, piRNAs, snoRNAs, Y-RNAs, tRNAs, and lncRNAs are stably expressed in plasma. Our data identify cir-ncRNAs that are specific to ASD. Furthermore, several of the identified cir-ncRNAs were explicitly associated with either the severe or mild groups. Hence, our findings suggest that cir-ncRNAs have the potential to be utilized as objective diagnostic biomarkers and clinical targets.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

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