scholarly journals Visual Attention Patterns Differ in Dog vs. Cat Interactions With Children With Typical Development or Autism Spectrum Disorders

2020 ◽  
Vol 11 ◽  
Author(s):  
Marine Grandgeorge ◽  
Yentl Gautier ◽  
Yannig Bourreau ◽  
Heloise Mossu ◽  
Martine Hausberger
Keyword(s):  
Autism Spectrum Disorders ◽  
Visual Attention ◽  
Autism Spectrum ◽  
Typical Development ◽  
Spectrum Disorders

scholarly journals The level of quality of life of schoolchildren with disorders of the autic spectrum in comparison with typically developed peers

2021 ◽  
pp. 107-115
Author(s):  
O. Petrusenko ◽  
I. Bodnar
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Emotional Functioning ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Social And Emotional ◽  
Spectrum Disorders

In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.

scholarly journals Comparing service use and costs among adolescents with autism spectrum disorders, special needs and typical development

Autism ◽  
2014 ◽  
Vol 19 (5) ◽  
pp. 562-569 ◽  
Author(s):  
Barbara Barrett ◽  
Iris Mosweu ◽  
Catherine RG Jones ◽  
Tony Charman ◽  
Gillian Baird ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Service Use ◽  
Autism Spectrum ◽  
Typical Development ◽  
Adolescents With Autism ◽  
Spectrum Disorders

scholarly journals Effects of Physical Exercise and Virtual Training on Visual Attention Levels in Children with Autism Spectrum Disorders

2021 ◽  
Vol 12 (1) ◽  
pp. 41
Author(s):  
Chaoxin Ji ◽  
Jun Yang
Keyword(s):  
Autism Spectrum Disorders ◽  
Visual Attention ◽  
Physical Exercise ◽  
Detection Rate ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Stimulus ◽  
Virtual Training ◽  
Children With Asd ◽  
Spectrum Disorders

This study compared the effects of physical exercise (PE) and virtual training (VT) on the improvement of the visual attention mechanism in children with autism spectrum disorders (ASD). One hundred eighty-nine children with ASD were recruited from Orphan School in Liaoning Province, China. After screening, 100 children ultimately participated in the experiment. Children with ASD were randomly assigned to VT (VT, n = 34), PE (PE, n = 33) and control group (CG, n = 33). The VT group experiment was performed in a virtual environment through the game FIFA21 three times per week for 6 weeks. The PE group played physical football matches three times per week for 6 weeks. Children with ASD in the CG group did not receive VT or PE but only received psychological counseling. Visual attention of children with ASD is evaluated by using the multiple object tracking paradigm (MOT). After 6 weeks of observation, although none of the three groups saw improvements in the correct rate of ring tracking, the observations of the VT and PE groups were significant (p < 0.05) compared to the CG group in finding detection rate of probe stimulus. Through MOT tests, VT and PE improved the detection rate of probe stimulus in children with ASD. Therefore, this paper indicates that VT and PE can improve the visual attention ability of children with ASD.

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