WISC‐V Profiles and Their Correlates in Children with Autism Spectrum Disorder without Intellectual Developmental Disorder: Report from the ELENA Cohort

2020 ◽  
Author(s):  
Lee Audras‐Torrent ◽  
Ela Miniarikova ◽  
Flore Couty ◽  
Florine Dellapiazza ◽  
Mathilde Berard ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual Developmental Disorder

scholarly journals Using emotion recognition technologies to teach children with autism spectrum disorder how to identify and express emotions

2021 ◽  
Author(s):  
Jose Maria Garcia-Garcia ◽  
Victor M. R. Penichet ◽  
Maria D. Lozano ◽  
Anil Fernando
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Recognition ◽  
User Interfaces ◽  
Developmental Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Tangible User Interfaces ◽  
Software Application ◽  
Natural Way

AbstractAutism spectrum disorder (ASD), which since 2013 is considered as an umbrella term for several disorders such as autistic syndrome, Asperger’s disorder and pervasive developmental disorder, is characterized, among other aspects, by deficits in social-emotion reciprocity. This deficit manifests itself as a reduced sharing of emotions and an increased difficulty in interpreting emotions other people are feeling, which in the end leads to more impairments in social communication. Since it is possible to help a person with ASD (especially children) to improve their ability to understand and detect emotions, we have developed a proposal which integrates emotion recognition technologies, often used in the field of HCI, to try to overcome this difficulty. In this paper, we present a novel software application developed as a serious game to teach children with autism spectrum disorder (ASD) to identify and express emotions. The system incorporates cutting-edge technology to support novel interaction mechanisms based on tangible user interfaces (TUIs) and emotion recognition from facial expressions. In this way, children interact with the system in a natural way by simply grasping objects with their hands and using their faces. The system has been assessed on the premises of an association with children with ASD. The outcomes of the evaluation are very positive and support the validity of the proposal.

scholarly journals Maternal Mid-Gestation Cytokine Dysregulation in Mothers of Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
S. Casey ◽  
M. Carter ◽  
A. M. Looney ◽  
V. Livingstone ◽  
G. Moloney ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Developmental Disorder ◽  
Children With Autism ◽  
Immune Dysregulation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Repetitive Behaviours ◽  
Confounding Variables ◽  
Cytokine Dysregulation

AbstractAutism spectrum disorder (ASD) is a developmental disorder characterised by deficits in social interactions and communication, with stereotypical and repetitive behaviours. Recent evidence suggests that maternal immune dysregulation may predispose offspring to ASD. Independent samples t-tests revealed downregulation of IL-17A concentrations in cases, when compared to controls, at both 15 weeks (p = 0.02), and 20 weeks (p = 0.02), which persisted at 20 weeks following adjustment for confounding variables. This adds to the growing body of evidence that maternal immune regulation may play a role in foetal neurodevelopment.

scholarly journals Significant Changes in Plasma Alpha-Synuclein and Beta-Synuclein Levels in Male Children with Autism Spectrum Disorder

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Wilaiwan Sriwimol ◽  
Pornprot Limprasert
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Alpha Synuclein ◽  
Spectrum Disorder ◽  
Enzyme Linked Immunosorbent Assay ◽  
Not Otherwise Specified ◽  
The Mean ◽  
Presynaptic Proteins

Alpha-synuclein (α-synuclein) and beta-synuclein (β-synuclein) are presynaptic proteins playing important roles in neuronal plasticity and synaptic vesicle regulation. To evaluate the association of these two proteins and autism spectrum disorder (ASD), we investigated the plasma α-synuclein and β-synuclein levels in 39 male children with ASD (2 subgroups: 25 autism and 14 pervasive developmental disorder-not otherwise specified (PDD-NOS)) comparing with 29 sex- and age-matched controls by using enzyme-linked immunosorbent assay (ELISA). We first determined the levels of these two proteins in the ASD subgroups and found that there were no significant differences in both plasma α-synuclein and β-synuclein levels in the autism and PDD-NOS groups. Thus, we could combine the 2 subgroups into one ASD group. Interestingly, the mean plasma α-synuclein level was significantly lower (P<0.001) in the ASD children (10.82±6.46 ng/mL) than in the controls (29.47±18.62 ng/mL), while the mean plasma β-synuclein level in the ASD children (1344.19±160.26 ng/mL) was significantly higher (P<0.05) than in the controls (1219.16±177.10 ng/mL). This is the first study examining the associations between α-synuclein and β-synuclein and male ASD patients. We found that alterations in the plasma α-synuclein and β-synuclein levels might be implicated in the association between synaptic abnormalities and ASD pathogenesis.

scholarly journals Intellectual developmental disorder and autism spectrum disorder in the WPA next triennium mainstream

2020 ◽  
Vol 19 (2) ◽  
pp. 260-260 ◽  
Author(s):  
Marco O. Bertelli ◽  
Luis Salvador‐Carulla ◽  
Kerim M. Munir ◽  
Maria Luisa Scattoni ◽  
Muhammad  Waqar Azeem ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual Developmental 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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