scholarly journals Age‐related parietal GABA alterations in children with autism spectrum disorder

2021 ◽  
Author(s):  
Marilena M. DeMayo ◽  
Ashley D. Harris ◽  
Yun Ju C. Song ◽  
Izabella Pokorski ◽  
Rinku Thapa ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Related

Age-related trends in treatment use for children with autism spectrum disorder

2015 ◽  
Vol 15-16 ◽  
pp. 29-41 ◽  
Author(s):  
Sarah S. Mire ◽  
Natalie S. Raff ◽  
Christie M. Brewton ◽  
Robin P. Goin-Kochel
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Related ◽  
Treatment Use

scholarly journals Behavioral and Neuropsychological Evaluation of Executive Functions in Children with Autism Spectrum Disorder in the Gulf Region

2020 ◽  
Vol 10 (2) ◽  
pp. 120
Author(s):  
Rehab H. Alsaedi ◽  
Suzanne Carrington ◽  
James J. Watters
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Executive Functions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Gulf Region ◽  
Age Related ◽  
Gulf States ◽  
Executive Functioning Deficits

This study examined the executive functioning abilities and development profiles of children with autism spectrum disorder (ASD). The participants were 119 children with ASD and 30 typically developing children (age range: 6–12 years) who were recruited from three Gulf states. The findings revealed executive functioning deficits in the ASD population when compared to the normative data or to those children without ASD. However, not all the forms of executive functioning were found to be impaired. Age-related differences in the patterns of performance on the utilized measures of executive functioning were also identified. The overall findings provide valuable information regarding the different components of the executive functions, which may prove useful in relation to the development of assessment protocols for ASD.

Age-related gait development in children with autism spectrum disorder

2021 ◽  
Vol 84 ◽  
pp. 260-266
Author(s):  
Yumeng Li ◽  
Rachel M. Koldenhoven ◽  
Ting Liu ◽  
Carrie E. Venuti
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Related

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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