scholarly journals Serum Cytokine and Growth Factor Levels in Children with Autism Spectrum Disorder

2018 ◽  
Vol 24 ◽  
pp. 2639-2646 ◽  
Author(s):  
Ivo Lochman ◽  
Veronika Švachová ◽  
Kristýna Mílková Pavlíková ◽  
Hana Medřická ◽  
Vilém Novák ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Growth Factor ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Serum Cytokine

scholarly journals Negative Correlation between Serum Cytokine Levels and Cognitive Abilities in Children with Autism Spectrum Disorder

2017 ◽  
Vol 5 (2) ◽  
pp. 19 ◽  
Author(s):  
Daimei Sasayama ◽  
Kana Kurahashi ◽  
Kayoko Oda ◽  
Takehiko Yasaki ◽  
Yoshiyuki Yamada ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Negative Correlation ◽  
Cognitive Abilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Serum Cytokine ◽  
Cytokine Levels

scholarly journals Impact of Auditory Integrative Training on Transforming Growth Factor-β1 and Its Effect on Behavioral and Social Emotions in Children with Autism Spectrum Disorder

2018 ◽  
Vol 27 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Laila Al-Ayadhi ◽  
Abdulrahman Mohammed Alhowikan ◽  
Dost Muhammad Halepoto
Keyword(s):  
Autism Spectrum Disorder ◽  
Growth Factor ◽  
Plasma Levels ◽  
Transforming Growth Factor ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
The Social ◽  
Tgf Β1

Objective: To explore the impact of auditory integrative training (AIT) on the inflammatory biomarker transforming growth factor (TGF)-β1 and to assess its effect on social behavior in children with autism spectrum disorder (ASD). Subjects and Methods: In this cross-sectional study, 15 patients (14 males and 1 female) with ASD aged 3-12 years were recruited. All were screened for autism using the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Plasma levels of TGF-β1 were measured in all patients using a sandwich enzyme-linked immunoassay (ELISA) immediately and 1 and 3 months after the AIT sessions. Pre- and post-AIT behavioral scores were also calculated for each child using the Childhood Autism Rating Scale (CARS), the Social Responsiveness Scale (SRS), and the Short Sensory Profile (SSP). Data were analyzed using the Statistical Package for the Social Sciences (SPSS 21.0 for Windows). Results: Plasma levels of TGF-β1 significantly increased to 85% immediately after AIT (20.13 ± 12 ng/mL, p < 0.05), to 95% 1 month after AIT (21.2 ± 11 ng/mL, p < 0.01), and to 105% 3 months after AIT (22.25 ± 16 ng/mL, p < 0.01) compared to before AIT (10.85 ± 8 ng/mL). Results also revealed that behavioral rating scales (CARS, SRS, and SSP) improved in terms of disease severity after AIT. Conclusion: Increased plasma levels of TGF-β1 support the therapeutic effect of AIT on TGF-β1 followed by improvement in social awareness, social cognition, and social communication in children with ASD. Furthermore, TGF-β1 was associated with severity in all scores tested (CARS, SRS, and SSP); if confirmed in studies with larger sample sizes, TGF-β1 may be considered as a marker of ASD severity and to assess the efficacy of therapeutic interventions.

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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