scholarly journals M-CHAT Mexican Version Validity and Reliability and Some Cultural Considerations

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Lilia Albores-Gallo ◽  
Ofelia Roldán-Ceballos ◽  
Gabriela Villarreal-Valdes ◽  
Blanca Xochitl Betanzos-Cruz ◽  
Claudia Santos-Sánchez ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Cultural Differences ◽  
Autism Spectrum ◽  
Typical Development ◽  
Validity And Reliability ◽  
Cultural Considerations ◽  
Outpatient Unit ◽  
Item Responses ◽  
Spectrum Disorders ◽  
Support Evidence

The Modified Checklist for Autism in Toddlers (M-CHAT) questionnaire is a brief measure available in Spanish which needs to be validated for the Mexican population. Parents of children from (1) community with typical development (TD) and (2) psychiatric outpatient unit completed the CBCL/1.5–5 and the Mexican/MM-CHAT-version. The study sample consisted of 456 children (age M = 4.46, SD = 1.12), 74.34% TD children and 26.65% with Autism Spectrum Disorders (ASD). The MM-CHAT mean score for failed key items was higher for the ASD group compared with the TD group. Internal consistency for the Mexican/M-CHAT version was .76 for total score and .70 for the 6 critical items. Correlations between the MM-CHAT and the CBCL/1.5: PDD and Withdrawn subscales and with ADI-R dimensions: B non verbal) and A were high, and were moderate with ADI-R dimensions B1 (verbal) and C The failure rate of the MM-CHAT between the groups did not reproduce all the critical items found in other studies. Although the instrument has good psychometric properties and can be used for screening purposes in primary settings or busy specialized psychiatric clinics, these results support evidence for cultural differences in item responses, making it difficult to compare M-CHAT results internationally.

Paternal speech directed to young children with Autism Spectrum Disorders and typical development

2021 ◽  
Vol 112 ◽  
pp. 103886
Author(s):  
Arianna Bentenuto ◽  
Silvia Perzolli ◽  
Giulio Bertamini ◽  
Paola Venuti ◽  
Simona de Falco
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typical Development ◽  
Young Children With Autism ◽  
Spectrum Disorders

scholarly journals Sleep problems in children with autism spectrum disorders, developmental delays, and typical development: a population-based study

2008 ◽  
Vol 17 (2) ◽  
pp. 197-206 ◽  
Author(s):  
PAULA KRAKOWIAK ◽  
BETH GOODLIN-JONES ◽  
IRVA HERTZ-PICCIOTTO ◽  
LISA A. CROEN ◽  
ROBIN L. HANSEN
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Delays ◽  
Sleep Problems ◽  
Children With Autism ◽  
Population Based ◽  
Autism Spectrum ◽  
Typical Development ◽  
Population Based Study ◽  
Spectrum Disorders

scholarly journals The level of quality of life of schoolchildren with disorders of the autic spectrum in comparison with typically developed peers

2021 ◽  
pp. 107-115
Author(s):  
O. Petrusenko ◽  
I. Bodnar
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Emotional Functioning ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Social And Emotional ◽  
Spectrum Disorders

In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.

Automatic Recognition of the Psychoneurological State of Children: Autism Spectrum Disorders, Down Syndrome, Typical Development

2021 ◽  
pp. 417-425
Author(s):  
Yuri Matveev ◽  
Anton Matveev ◽  
Olga Frolova ◽  
Elena Lyakso
Keyword(s):  
Down Syndrome ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Automatic Recognition ◽  
Typical Development ◽  
Spectrum Disorders

Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development

2018 ◽  
Vol 54 ◽  
pp. 9-20 ◽  
Author(s):  
Nancy S. McIntyre ◽  
Tasha M. Oswald ◽  
Emily J. Solari ◽  
Matthew C. Zajic ◽  
Lindsay E. Lerro ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Autism Spectrum Disorders ◽  
Social Cognition ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Typical Development ◽  
Adolescents With Autism ◽  
Spectrum Disorders

scholarly journals Comparing service use and costs among adolescents with autism spectrum disorders, special needs and typical development

Autism ◽  
2014 ◽  
Vol 19 (5) ◽  
pp. 562-569 ◽  
Author(s):  
Barbara Barrett ◽  
Iris Mosweu ◽  
Catherine RG Jones ◽  
Tony Charman ◽  
Gillian Baird ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Service Use ◽  
Autism Spectrum ◽  
Typical Development ◽  
Adolescents With Autism ◽  
Spectrum Disorders

scholarly journals Do Animals Perceive Human Developmental Disabilities? Guinea Pigs’ Behaviour with Children with Autism Spectrum Disorders and Children with Typical Development. A Pilot Study

Animals ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. 522
Author(s):  
Marine Grandgeorge ◽  
Elodie Dubois ◽  
Zarrin Alavi ◽  
Yannig Bourreau ◽  
Martine Hausberger
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Guinea Pigs ◽  
Acute Stress ◽  
Time Budget ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Human Animal ◽  
Spectrum Disorders

Some cues used by humans and animals during human-animal interactions may have significant effects, modulating these interactions (e.g., gaze direction, heart rate). This study aimed to determine whether an animal in human-animal interactions is capable of “perceiving” its human partner’s potential developmental “disabilities”. To test this hypothesis, we studied guinea pigs (GP) behaviours in the presence of 44 6-to-12-year-old children with either typical development (TD children) or with autism spectrum disorders (ASD children). Thus, we recorded the GP behaviours during the entire session (to establish their time budget) and focused in particular on the onset and end of physical interactions. The GP behaviours (e.g., feeding, resting, self-grooming, exploring) were not significantly different between the two groups of children during the whole session. GP behaviours in the presence of children differed slightly when encountering ASD children versus TD children: more positive behaviours toward ASD children at the onset, more feeding and resting in the presence of TD children toward the end of an interaction. TD children showed longer-lasting interactions. One could explain this by GP curiosity toward ASD children behaviours (e.g., no marked behaviours such as attempts to touch), whereas GPs seemed calmer at the end with TD children (i.e., interacting with ASD children may be a little stressful). This partly gave support to our study’s hypothesis. GPs seemed to perceive developmental disabilities during a first encounter with children and to adjust their behaviours to that of children. We discuss the issues of animal training, animals’ well-being and acute stress, whether they are pets or used in animal-assisted interventions. Further studies (on pets or animal-assisted interventions) are warranted.

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