scholarly journals Television Viewing Habits in a Preschool Age Clinical Population with Autism Spectrum Disorders and Other Clinical Groups

2017 ◽  
Author(s):  
Abdurrahman Cahid ORENGUL ◽  
Vahdet GORMEZ
Keyword(s):  
Autism Spectrum Disorders ◽  
Television Viewing ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Clinical Population ◽  
Spectrum Disorders ◽  
Viewing Habits

scholarly journals Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method

2021 ◽  
Vol 17 (3) ◽  
pp. 51-57
Author(s):  
E.N. Soldatenkova
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Communicative Action ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Main Question ◽  
Central Defect ◽  
Spectrum Disorders ◽  
Universal Communication

The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).

scholarly journals Brain enlargement is associated with regression in preschool-age boys with autism spectrum disorders

2011 ◽  
Vol 108 (50) ◽  
pp. 20195-20200 ◽  
Author(s):  
C. W. Nordahl ◽  
N. Lange ◽  
D. D. Li ◽  
L. A. Barnett ◽  
A. Lee ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorders

scholarly journals THE USE OF CORRECTIVE TECHNOLOGIES IN THE PROCESS OF PREPARING SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER FOR LEARNING ACTIVITIES

2020 ◽  
Vol 4 ◽  
pp. 47-52
Author(s):  
Yuliia Sidenko ◽  
Oleksandr Kolyshkin
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Learning Activities ◽  
Educational Activity ◽  
Cognitive Readiness ◽  
Aba Therapy ◽  
Spectrum Disorders

The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.

scholarly journals Problems in Diagnosing Autism Spectrum Disorders in the Irkutsk Region

2021 ◽  
Vol 11 (3) ◽  
pp. 337-341
Author(s):  
Elena A. Tkachuk ◽  
Lyubov V. Rychkova
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Educational Institutions ◽  
Screening Methods ◽  
Irkutsk Region ◽  
Pediatric Service ◽  
Spectrum Disorders

The purpose of this study was to evaluate the effectiveness of methods for studying the neuropsychiatric development of children in regards to screening for the diagnosis of autism spectrum disorders (ASD) with the example of educational institutions in the Irkutsk region. Methods and Results: Two groups of children in educational institutions of the Irkutsk region regional center were studied: 187 children of preschool age (from 5 to 6 years) and 154 children studying at school (from 7 to 11 years). This study used the methods of neuropsychiatric research used by the pediatric service and the methods of screening diagnosis of autism spectrum disorders (ASD). It was shown that the level of obvious anxiety of schoolchildren (according to the scale developed by A.M. Prihozhan) was higher than in preschoolers and was 10.3±0.1% in girls and 10.6±0.2% in boys. Bad appetite was observed in 50.3±3.7% of preschool children and in 56.5±4.0% of schoolchildren. The selective appetite was observed in 16.6±2.7% of preschool children and in 7.1±2.1% of schoolchildren. The study of hyperactive traits showed that only 5.3±1.6% of parents of preschool children noted hyperactivity in their children while educators considered that 22.5±3.1% were hyperactive. The parents noted hyperactivity in 9.7±2.4% of children, and the teachers noted hyperactivity in 21.7±3.4% of children. The intellectual development of children, according to the Raven test, showed that the average IQ was observed in 47.6±3.7% preschoolers, and below-average IQ in 52.9±3.7% preschoolers. At the same time in schoolchildren, below-average IQ was found in 48.7±4.0% and average IQ in 51.3±4.0%. Conclusion: The study of the development of children’s mental processes and behavior is not informative for the early detection of ASD. Likewise, the screening methods for the detection of ASD known today and available to the pediatric service and based on the detection of social and communication disorders are poorly informative. However, if we consider ASD as a manifestation of genetic and cytogenetic pathology, we should look for screening methods in the field of genetics.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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