scholarly journals Should we believe the Centers for Disease Control and Prevention’s autism spectrum disorder prevalence estimates?

Autism ◽  
2014 ◽  
Vol 18 (5) ◽  
pp. 482-484 ◽  
Author(s):  
David Mandell ◽  
Luc Lecavalier
Keyword(s):  
Autism Spectrum Disorder ◽  
Disease Control ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prevalence Estimates ◽  
Centers For Disease Control

Successfully Serving Students With ASD in the Schools: Let the Evidence Be Your Guide

2011 ◽  
Vol 12 (3) ◽  
pp. 84-90
Author(s):  
Catherine B. Zenko
Keyword(s):  
Autism Spectrum Disorder ◽  
Disease Control ◽  
Pervasive Developmental Disorder ◽  
Developmental Disorder ◽  
School Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Speech Language Pathologist ◽  
Not Otherwise Specified ◽  
Centers For Disease Control

The caseload of a speech-language pathologist in the school setting consists of students with an array of abilities. The number of students with a diagnosis of autism spectrum disorder (ASD) is on the rise according to the most recent statistics: 1/110 children have an ASD (Centers for Disease Control, 2009). The diagnoses that fall under the ASD umbrella include autism, Asperger's syndrome, and pervasive developmental disorder not otherwise specified (PDD-NOS). Given these statistics, school clinicians will see an increase of students with ASD on their caseloads. Ways to effectively address the needs of children who fall under the ASD diagnostic umbrella will be discussed.

scholarly journals Assessment of racial and ethnic bias in autism spectrum disorder prevalence estimates from a US surveillance system

Autism ◽  
2019 ◽  
Vol 23 (8) ◽  
pp. 1927-1935 ◽  
Author(s):  
Pamela Imm ◽  
Tiffany White ◽  
Maureen S Durkin
Keyword(s):  
Autism Spectrum Disorder ◽  
Race And Ethnicity ◽  
Demographic Data ◽  
Healthcare Access ◽  
Ethnic Disparities ◽  
Monitoring Network ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Health Records ◽  
Prevalence Estimates

This study assessed potential under-ascertainment of autism spectrum disorder due to missing administrative information for Hispanic and non-Hispanic Black children within the Autism and Developmental Disabilities Monitoring Network. We analyzed data from two Network sites (Colorado and Wisconsin) for surveillance years 2012 and 2014 to determine whether children excluded from autism spectrum disorder prevalence estimates due to missing residency and other information differed from those included by race and ethnicity. We used multiple approaches to impute missing information to evaluate impacts on racial and ethnic disparities in autism spectrum disorder prevalence. Compared with confirmed autism spectrum disorder cases, those excluded due to missing residency were more than twice as likely to be Hispanic (19% vs 44%; p < 0.002), yet the number of cases excluded due to missing residency information was too small to account for prevalence differences. Confirmation of autism spectrum disorder case status was more likely for children with relevant health records than for those with school records only. Moreover, relevant health records were more likely to be missing for Black and Hispanic children than for White children. Observed disparities in autism spectrum disorder prevalence were not accounted for by missing demographic data, but may reflect disparities in healthcare access for developmental evaluations.

scholarly journals Potential Impact ofDSM-5Criteria on Autism Spectrum Disorder Prevalence Estimates

2014 ◽  
Vol 71 (3) ◽  
pp. 292 ◽  
Author(s):  
Matthew J. Maenner ◽  
Catherine E. Rice ◽  
Carrie L. Arneson ◽  
Christopher Cunniff ◽  
Laura A. Schieve ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prevalence Estimates ◽  
Potential Impact

scholarly journals Revisiting the Prevalence of Autism Spectrum Disorder among Omani Children: A multicentre study

2019 ◽  
Vol 19 (4) ◽  
pp. 305 ◽  
Author(s):  
Watfa Al-Mamari ◽  
Ahmed B. Idris ◽  
Samar Dakak ◽  
Muna Al-Shekaili ◽  
Zuwaina Al-Harthi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Population Data ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
University Hospital ◽  
Royal Hospital ◽  
Statistical Manual ◽  
Sultan Qaboos University ◽  
Diagnostic And Statistical Manual ◽  
Prevalence Estimates

Objectives: This study aimed to provide an updated estimate of the prevalence of autism spectrum disorder (ASD) among Omani children. Methods: This retrospective descriptive study was conducted from December 2011 to December 2018. Data were retrieved from the three main autism diagnostic centres in Oman: Sultan Qaboos University Hospital, Royal Hospital and Al-Massarah Hospital. The ASD diagnosis was made by experienced clinicians based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The overall population prevalence estimates per 10,000 children aged 0–14 years old in Oman were calculated using the denominator of the mid-period population data. Results: A total of 1,705 ASD cases were identified with the majority of cases being male (78.1%). The overall prevalence rate of ASD was estimated at 20.35 per 10,000 children (95% confidence interval: 19.39–21.32) between 2012–2018. Boys were found to have a 3.4-fold higher prevalence of ASD than girls (31.23/10,000 versus 9.07/10,000). Regionally, the majority of cases were found in the capital, Muscat, where the highest prevalence was 36.51 cases per 10,000 children. Conclusion: The prevalence of ASD among Omani children is 15-fold higher than estimates from 2011. This increase can be attributed to improvements in diagnostic services, increased awareness of ASD, better screening programmes and changes in diagnostic criteria. In addition, this increase in prevalence suggests a need for a registry of developmental disabilities and more extensive diagnostic and rehabilitation services in Oman.Keywords: Autism Spectrum Disorder; Epidemiology; Prevalence; Oman.

scholarly journals A VIEW OF AYURVEDA ON AUTISM SPECTRUM DISORDERS - A CONCEPTUAL STUDY

2021 ◽  
Vol 9 (7) ◽  
pp. 1419-1426
Author(s):  
Nithya A K ◽  
Jithesh Chowta
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Developmental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Past ◽  
Prevalence Estimates ◽  
Spectrum Disorders ◽  
The 1960S ◽  
Conceptual Study

Autism Spectrum Disorders (ASD) is a neuro-developmental disorder. It is defined by deficits in social reciproci- ty and communication and by unusual restricted, repetitive behavior1 It is one of the challenging disorders for children and their families. Prevalence estimates for autism spectrum disorder (ASD) have been increasing over the past few decades, with estimates at about 5 in10,000 in the 1960s and current estimates as high as 1 in 88.2 It is one of the challenging disorders for children and their families and this condition typically persists throughout one’s life period. While coming to the view from Ayurveda, most clinical features of different varieties of autism spectrum disorder resemble the features of Unmada. The condition may be due to the result of Khavaigunya of Srotas which nurtures Manas as a consequence of many Agantuja and Sahaja factors.3 Keywords: Autism Spectrum Disorders, Unmada, Manovaha srotas, Jnanotpatti

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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