Autism-open access最新文献

{"title":"The Effectiveness of Animal Assisted Therapy in Adults with Autism Spectrum Disorder: Study Protocol for a Randomized Controlled Trial","authors":"Carolien Wijker, A. Spek, R. Leontjevas, T. Verheggen, M. Enders-Slegers","doi":"10.4172/2165-7890.1000221","DOIUrl":"https://doi.org/10.4172/2165-7890.1000221","url":null,"abstract":"Introduction: Comorbid problems are common in adults with autism spectrum disorder (ASD). The number of studies on the effects of behavioural interventions in adults with ASD is limited, the needs of adults with ASD differ from individual to individual, and the numbers of ASD diagnoses are on the rise worldwide. For this reason, it is of great importance to develop new interventions for adults with ASD and to examine the effectiveness of those interventions on reducing comorbid symptoms. In children with ASD, preliminary positive results are found in interaction with an animal. The effects of Animal Assisted Therapy (AAT) have not yet been studied in adults with ASD. Therefore, this study is focused on the effects of AAT in adults with ASD, without intellectual disability. Methods: The explorative study will be conducted in adults with ASD and aims to provide insight into the effects and feasibility of AAT. The intervention consists of ten weekly one- on-one sessions conducted in the presence of a dog. Participants in this study will be randomized after the baseline measurement and equally distributed towards the AAT or waiting-list control condition. The study outcome measures are self-reported stress, psychological distress, self-confidence, levels of autistic traits, heart rate variability, salivary cortisol, and α-amylase. Data will be analysed with mixed models. A comprehensive process evaluation will be conducted for more insight into barriers and facilitators and into feasibility of the intervention. The medical ethics committee CMO region Arnhem-Nijmegen, the Netherlands, approves this study. Written informed consent will be obtained from all participants before enrolment. Discussion: This study protocol describes a research designed to explore the effects and feasibility of Animal Assisted Therapy in adults with autism spectrum disorder.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"1 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83212228","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":"A Systematic Review of Hippotherapy (horseback riding) for Individuals with Autism is the Cognitive Level Considered","authors":"O. Atun-Einy, M. Lotan","doi":"10.4172/2165-7890.1000215","DOIUrl":"https://doi.org/10.4172/2165-7890.1000215","url":null,"abstract":"Background: Hippotherapy (HT) or horseback riding is a therapeutic modality that is suggested to improve function in children with cerebral palsy (CP), autism spectrum disorder (ASD) and Intellectual and Developmental Disability (IDD) \u0000Aim: The aim of this review was to evaluate HT in children with ASD and to assess the feasibility to conclude on this effect, considering the cognitive level of participants. \u0000Method: Articles describing HT intervention with individuals with ASD were methodically collected and evaluated. Strength of evidence was graded according to the American Academy for Cerebral Palsy and Developmental Medicine. \u0000Results: Most of the 17 articles found supported evidence of positive outcome across a broad range of ASD challenges. Only 5 studies reported participants' IQ level so that the effect of cognitive ability on outcome could not be fully ascertained. Only one study was rated at evidence level I (highest level), two studies were rated at evidence level II, and the remainder were rated at evidence levels III-V. \u0000Conclusion: The findings suggest that HT benefits children with ASD. Nevertheless, the evidence supporting HT for individuals with ASD and IDD is limited due to methodological limitations of past research, highlighting the need for further study.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"30 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2017-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78389969","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":"Gamification Does Not Replace Sensory Integration Training in Autistic Children","authors":"Amira. H. Mohammed, A. E. A. Karim","doi":"10.4172/2165-7890.1000214","DOIUrl":"https://doi.org/10.4172/2165-7890.1000214","url":null,"abstract":"Background: Autistic children had various behavior limitations. These limitations result from defects in interaction and integration of perceptual and sensory processing. \u0000Aim: Our study aimed to determine whether gamification replace sensory integration training in autistic children or not. \u0000Methods: Thirty children (nineteen boys and eleven girls) suffering from autism spectrum disorders (ASDs) conducted to this study. They were divided randomly into two age and sex matched groups. Each child in group I applied Wii training for (30 min, three sessions per week for 6 months). Each child in group II conducted to sensory integration program (30 min, three sessions per week for 6 months). \u0000Results: Post treatment mean values of the calculated variables were compared and revealed significant promotion in fine motor skills for both groups with favor of sensory integration group. \u0000Conclusion: Virtual reality games do not replace sensory integration and open environment training in autistic children.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"24 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2017-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85525399","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":"Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback","authors":"Lema Kabashi, Louise A. Kaczmarek","doi":"10.4172/2165-7890.1000212","DOIUrl":"https://doi.org/10.4172/2165-7890.1000212","url":null,"abstract":"The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"39 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2017-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87992377","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":"Epilepsy and EEG Findings in Children with Autism Spectrum Disorders","authors":"N. Samra, H. Ghaffar, H. El-Awady, Mohamed R. Soltan, Rabab M Abdel Moktader","doi":"10.4172/2165-7890.1000211","DOIUrl":"https://doi.org/10.4172/2165-7890.1000211","url":null,"abstract":"Background: Epilepsy is strongly associated with Autism Spectrum Disorders (ASD). This high rate of epilepsy suggests that ASD and epilepsy might share a common pathophysiological basis. \u0000Objective: To study the characteristics of EEG findings and epilepsy in autistic spectrum disorders (ASD) and the associated neuropsychological symptoms. \u0000Methods: Thirty children with ASD, aged from 3 to 11 years old, were included in the study. EEG recordings were obtained for each child. All patients were evaluated with respect to clinical and familial characteristics and with the Childhood Autism Rating Scale (CARS). \u0000Results: The frequency of epileptiform EEG abnormalities in children with ASD was 40%, and the frequency of epilepsy was 30%. EEG abnormalities were associated with a diagnosis of epilepsy in 13.3%. Seizures and EEG changes were frequent among children with severe autism. Aggressive behaviours, hyperactivity and delayed developmental history were more frequent among patients with seizures. Sleep disturbance and hyperactivity were more common among participants with sever autism. On the other hand, aggressive behaviour and developmental delay were more common among patients with mild to moderate autism. \u0000Conclusion: Autism is one of the risk factors for epilepsy. Epilepsy occurs in one-third of patients with ASD. EEG abnormalities occur in 40% of patients with ASD. Epilepsy may be considered as one of the aggravating factors for behavioural/emotional outcomes for individuals with autism. Treatment of EEG changes might have a positive effect on the symptomatic improvement of children with ASD and EEGs changes.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"21 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86472588","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":"ASD Faces are Less Explainable","authors":"Vikas Khullar, H. Singh, M. Bala","doi":"10.4172/2165-7890.1000210","DOIUrl":"https://doi.org/10.4172/2165-7890.1000210","url":null,"abstract":"The aim of our study is to investigate the relation between the facial emotions of Autistic during their face processing motor activities by using a computerized approach. This experiment is conducted to establish the difference in the total response time (in seconds) for reflected face emotional expressions during the displaying videos as stimuli in the case of TD’s and ASD’s. Python 2.7 has been utilized for programming and implementing the computerized facial emotions detection system and for video playing.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"14 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81837684","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":"The Psychomotor Profile in Children with Autistic Spectrum Disorders: Clinical Assessments and Implications for Therapy","authors":"M. D. Renzo, Bianchi di Castelbianco, E. Vanadia, Lidia Racinaro, M. Rea","doi":"10.4172/2165-7890.1000209","DOIUrl":"https://doi.org/10.4172/2165-7890.1000209","url":null,"abstract":"Autism spectrum disorders (ASDs) are a class of neurodevelopmental disorders defined by qualitative impairments in social functioning and communication, often accompanied by repetitive and stereotyped patterns of behaviour’s and interests, with their typical onset during the first three years of life. Recent researches demonstrate that early diagnosis and intervention sensibly improve outcomes. Until now, a limit of the most common therapies has been to get poor results in approaching the relational and emotional difficulties that, finding their origin in the early interactions that the child has with the outside world, must take account of the body as first experiential and communicative channel for the new-born. Although the current assessment protocols provide for development scales and observation of motor skills, do not yet exist studies aimed at identifying characteristic psychomotor profiles and too little attention is paid to bodily dimension in therapeutic terms. The purpose of present paper is to examine the psychomotor profiles of 61 children diagnosed with ASD, analyse their specifies and correlations with symptoms and cognitive development. Results show that children with more severe impairment have greater troubles in modulating their body, in attention, in spatial organization, in symbolic play, in motor behaviour’s, starting from imitation, and in communication, even from the most archaic mode, namely the tonic dialogue. Findings, supported by what has already been published on the effectiveness of early developmental-relationship-bodily based approach with ASD children, support the idea that psychomotor area should represent an essential element in childhood rehabilitative therapies, especially in autism, where it is necessary to start from body and experience intended as a solid foundation on which build cognitive and social skills","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"110 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2017-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90389429","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":"Utility of the Vineland Adaptive Behavior Scales in Predicting Future Cognitive Function in Children with Autism Spectrum disorders","authors":"E. Law, Genalyn De Jesus Aguila","doi":"10.4172/2165-7890.1000213","DOIUrl":"https://doi.org/10.4172/2165-7890.1000213","url":null,"abstract":"Objective: Literature shows that cognitive function of a child with autism spectrum disorder (ASD) is positively associated with later outcomes. However, developmental and cognitive assessments have not been consistently completed at the time of diagnosis in many clinical settings. It is uncertain whether a standardized parent adaptive questionnaire will help predict later cognitive functioning. This study explored the utility of a standardized questionnaire in predicting future cognitive functioning in children with ASD. \u0000Method: Children aged 24 to 59 months consecutively diagnosed with ASD from January 2011 to October 2013, and had a cognitive assessment completed at a later time point, were included in the study (N=113). Descriptive data on demographic characteristics, Autism Diagnostic Observation Schedule (ADOS) scores, Vineland Adaptive Behavior Scales-II (VABS-II) standard scores at the time of ASD diagnosis and later cognitive scores of the cohort were presented. VABS-II standard scores at the time of diagnosis were used to predict best estimate nonverbal cognitive scores using linear regression models, after controlling for gender, race, age at diagnosis, and ADOS scores. \u0000Results: In this cohort, 88.5% were boys and the mean age of diagnosis was 48.4 months. The adaptive behaviour profile of the study population showed motor skills>communication>daily living>socialization skills, consistent with previous studies on verbal children with ASD. The VABS-II adaptive behaviour composite score and all the VABS-II domain scores at the time of diagnosis significantly predict later cognitive functioning. The adaptive behaviour composite score best predicts later nonverbal cognitive standard scores (p<0.001, R2=0.446). The age at diagnosis and ADOS social score were also predictors of later nonverbal IQ scores. \u0000Conclusion: In clinical settings where cognitive assessments cannot be completed at the time of diagnosis, there may be utility in using the VABS-II to better understand the cognitive functioning of children with ASD.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"36 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2017-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81336244","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":"Dyslexia-A Learning Difference","authors":"Adubasim Icj, Nganji Jt","doi":"10.4172/2376-0389.1000203","DOIUrl":"https://doi.org/10.4172/2376-0389.1000203","url":null,"abstract":"Dyslexia is a specific learning difficulty which is more prevalent amongst students than any other disability. With an increasing awareness of this disability and the need for support, there have been many articles written on this subject. This article considers the definition of dyslexia, how it manifests and the difference it makes to learning. The implications of this study are presented as well as some recommendations for those working with students with dyslexia in various settings.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"38 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2017-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74774894","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":"Preliminary Evidence for Inflexibility of Motor Planning in Children with Autism Spectrum Disorder","authors":"Breanna E. Studenka, Daisha L. Cummins","doi":"10.4172/2165-7890.1000208","DOIUrl":"https://doi.org/10.4172/2165-7890.1000208","url":null,"abstract":"Abstract Background: Children with ASD often exhibit repetitive and stereotyped behaviors as well as difficulty performing motor actions. Difficulty in performing actions may stem from resistance to formulating new motor plans (persisting with previous motor plans even when new plans are needed for efficient movement). The aim of this study was to document flexibility of motor planning in individuals with ASD. Method: Five children with ASD and 5 neurotypical control children performed a grasp-and-place motor task. In successive trials, a wooden rod was placed in one of 24 different orientations – rotating either clockwise or counterclockwise around a circular template. A child grasped the rod and moved it. The position where the child switched from thumb-toward one end of the rod to the other in each direction was recorded. Results: Neurotypical children exhibited earlier grasp switches as well as a greater number of grasp switches as compared to children with ASD. Conclusion: We found preliminary evidence that, for children with ASD, changing a grasp was more costly than being uncomfortable.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"30 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2017-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90660006","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}