Autism-open access最新文献

{"title":"A Psycho-physiological Investigation in Young Adults with Autism Spectrum Disorders","authors":"F. Pozzo","doi":"10.35248/2165-7890.21.S3.002","DOIUrl":"https://doi.org/10.35248/2165-7890.21.S3.002","url":null,"abstract":"Many autistic people express intense sensory overload as well as high levels of anxiety. Understanding how these events are linked can help provide better assistance and intervention for people suffering from sensory overload and anxiety. Trustworthiness judgments have been linked to neural regions involved in social cognition. In those with autism spectrum disorders, these areas are also functionally abnormal (ASDs). A growing body of research suggests that co-occurring alexithymia is at the root of some aspects of the social-emotional issues that plague people with autism spectrum disorder. The purpose of autism research is to better understand neurocognitive pathways in children with autism spectrum disorder (ASD). But, studying young children with ASD or other neurodevelopmental disorders in rigorous experimental settings can present a number of practical and ethical issues. The focus of this research is on psycho-physiological studies in young people with autism spectrum disorders.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"7 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82425334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eating and feeding problems in Autistic Children: Commentary","authors":"R. Adam","doi":"10.35248/2165-7890.21.11.300","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.300","url":null,"abstract":"","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"14 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89829868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autism Spectrum Disorder: Diagnosis and Intervention","authors":"Karul Paikwal","doi":"10.35248/2165-7890.21.11.272","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.272","url":null,"abstract":"","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"38 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78232761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brief Note on Autism Therapies and Treatment","authors":"A. Cooper","doi":"10.35248/2165-7890.21.11.285","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.285","url":null,"abstract":"*Corresponding author: Andrew Cooper, Child Psychiatrist, Oxford University, University Section of Child and Adolescent Psychiatry, Park Hospital for Children, Old Road, Headington, Oxford OX3 7LQ, UK; E-mail: andrew.cooper@psychiatry.oxford.ac.uk Received date: March 28, 2021; Accepted date: April 12, 2021; Published date: April 19, 2021 Citation: Cooper A (2021) Brief Note on Autism Therapies and Treatment. Autism Open Access 11.285. doi:10.35248/2165-7890.21.11.285. Copyright: © 2021 Cooper A. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Autism Open Access, Vol. 11 Iss. 4 No:285. 1 Brief Note on Autism Therapies and Treatment","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"58 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80612137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autism Compulsive Disorders","authors":"S. Nayak","doi":"10.35248/2165-7890.21.11.292","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.292","url":null,"abstract":"Autism spectrum disorders (ASDs) are a phenotypically and etiologically multifarious set of disorders that include obsessive–compulsive behaviors (OCB) that moderately overlap with symptoms related with obsessive–compulsive disorder (OCD). The OCB seen in ASD vary hinge on  the individual’s mental and sequential age as well as the etiology of their ASD","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"4 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80860617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oxytocin levels in Autistic Children: Commentary","authors":"J. Adrian","doi":"10.35248/2165-7890.21.11.298","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.298","url":null,"abstract":"","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"7 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73539734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication and Language Characteristics Related to High Functioning, Verbal Children and Adults with ASD","authors":"K. Pearson","doi":"10.35248/2165-7890.21.11.277","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.277","url":null,"abstract":"","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"36 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79036405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autism Spectrum Disorder.","authors":"N. Shetty","doi":"10.35248/2165-7890.21.11.290","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.290","url":null,"abstract":"Autism spectrum disorder is a condition interconnected to brain development that impacts how a person recognizes and socializes with others, causing problems in social interaction and communication. The disorder also involves limited and repetitive forms of behavior.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"20 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83055793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special and General Education Teachers Attitudes about Inclusion for Students with ASD","authors":"Perri I. Rosen, Erin J Rotheram-Fuller, M. David","doi":"10.35248/2165-7890.21.S3.001","DOIUrl":"https://doi.org/10.35248/2165-7890.21.S3.001","url":null,"abstract":"Background: While inclusion is the most preferred educational placement for students with autism spectrum disorders (ASD), teachers' perceptions and attitudes are likely to influence the success of inclusion within their classroom. Objective: The goal of this study was to compare the attitudes of special and general education teachers on the appropriateness and challenges of inclusion for their students with ASD. Methods: This study compared self-report surveys of self-contained autism support teachers (AS, n=27) and general education teachers (GE, n=22) attitudes about their experiences with inclusion for their current students. Results:The majority of teachers (73% AS and 91% GE), supported their students’ current placement, however AS teachers recommended more time in the GE classroom in the future for 70% of their students. Challenges of inclusion identified by teachers varied by the type of teacher: GE teachers struggled with students’ communication and social skills and 29% wanted additional support staff. In contrast, 28% of AS teachers wanted more behavioral management training and support for the GE teachers working with their students. Conclusion: Tailoring administrative resources to AS and GE teachers' needs for successful inclusion remains an ongoing challenge. Keywords: Autistic disorder; Attitude; Special education; Education placement; Inclusion","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"74 10 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79512873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent and Teacher Understandings of the Needs of Autistic Children and the Processes of Communication between the Home and School Contexts","authors":"Tara Vassallo, R. Dallos, Rebecca McKenzie","doi":"10.35248/2165-7890.20.10.262","DOIUrl":"https://doi.org/10.35248/2165-7890.20.10.262","url":null,"abstract":"Introduction: Autism is a spectrum condition with symptom presentation varying widely. Teachers and parents \u0000 face challenges in supporting autistic children. There are similarities in how teachers and parents make sense of \u0000 autism, but there may be differences in priorities and approach potentially leading to misunderstandings. Where \u0000 parents are actively engaged in their child’s school life the impact on outcomes is positive. SAFE with Schools is a \u0000 new intervention in development designed to support parents and teachers of autistic children to build collaborative \u0000 relationships. The study aims to explore understandings among parents and teachers, areas of difference and \u0000 agreement and perceptions of communication between the two contexts. \u0000Methods: Teacher–parent units (N=32) for 13 autistic children, were recruited. The parents and teachers completed \u0000 reflective journals and carried out semi-structured interviews focusing on the aims of the study. A blended thematic \u0000 interpretive approach drawing from IPA and Thematic Analysis methodological approaches was used to analyse the \u0000 resulting data. The analysis proceeded by extracting themes for the parents and the teachers separately. Subsequently \u0000 these were compared, to identify which themes appeared for both and how they were employed in similar or \u0000 divergent ways. \u0000Findings: The following 6 themes emerged from the data: Each Child is Unique, Behavioral Differences between Home \u0000 and School, Building Positive Relationships as Essential to Child’s Wellbeing, Emotional Impacts of the Autism, Bureaucracy as \u0000 a Barrier and Feelings of Control. Although these themes were shared by teachers and parents there were differences in \u0000 emphasis and expression in practice between the two contexts. \u0000Discussion: The findings related to various bodies of both clinical and educational literature which highlight the \u0000 need for interventions such as SAFE with Schools that take a systemic, attachment-based approach to facilitating \u0000 strong relationships with and around the autistic child.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"7 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82556665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}