scholarly journals THE FUNCTIONALITY PROFILE OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS (ASD) IN THE AZORES – COMMUNICATION, LEARNING AND AUTONOMY

2020 ◽  
pp. 328-340
Author(s):  
Tânia Botelho ◽  
◽  
Ana Matos ◽  
Pilar Mota ◽  
Bárbara Romão ◽  
...  
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Autistic Spectrum Disorders ◽  
Educational Approach ◽  
Autistic Spectrum ◽  
Children With Asd ◽  
Design For Learning ◽  
Stereotyped Behaviours ◽  
Spectrum Disorders ◽  
Teachers And Parents

Autism is a disorder of the neuro-development characterized by persistent difficulties in communication, cognitive processes, social interaction and also by restrict interests and repetitive and stereotyped behaviours. Regarding to the vision of Universal Design for Learning(UDL), the educational approach should enhance not only the academic acquisitions but also the prognosis of the evolution of the clinical condition and of the functionality of children with Autistic Spectrum Disorders (ASD). Thus, it was considered important to know the perspective of educators / teachers and parents / guardians for the 121 children with ASD who participated in this study.These children, aged 3-11 years old, live in the Azores (ARA) and are enrolled in kindergarten and in primary schools.Data were collected with a questionnaire (educators/teachers) and in an interview (parents/caretakers). Results suggest that there are different perspectives between the two groups, with educators/teachers viewing the functionality profile of these children as being more aggravated. These differences are statistically significant, especially in terms of the functionalities assessed by the items of communication and learning. The analysis of these different perspectives evidences the importance of the communication between these educational providers regarding the work developed by them.

Smartwatch Executive Function Supports for Students With ID and ASD

2020 ◽  
pp. 016264342095002
Author(s):  
Rachel E. Wright ◽  
Don D. McMahon ◽  
David F. Cihak ◽  
Kathryn Hirschfelder
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Universal Design ◽  
Universal Design For Learning ◽  
New Technology ◽  
Autism Spectrum ◽  
Design For Learning ◽  
Technology Applications ◽  
Spectrum Disorders ◽  
Multiple Probe

This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students with intellectual disability, two on the autism spectrum, participated in this multiple-probe across participants with an embedded ABAB design to determine whether a causal relationship exists between the smartwatch intervention and the percentage of tasks completed independently. Students were taught to use a wearable smartwatch device to enter novel appointments for the coming week and the associated tasks. All students self-operated the wearable device to enter appointments, attend appointments on time, and complete associated tasks. Results are discussed in the context of applying new technology applications to assist individuals with intellectual disability and autism to self-manage technological supports to learn new skills, set reminders, and enhance independence.

Seven-Star Needle Stimulation Improves Language and Social Interaction of Children with Autistic Spectrum Disorders

2009 ◽  
Vol 37 (03) ◽  
pp. 495-504 ◽  
Author(s):  
Agnes S. Chan ◽  
Mei-Chun Cheung ◽  
Sophia L. Sze ◽  
Winnie W. Leung
Keyword(s):  
Social Interaction ◽  
Treatment Group ◽  
Controlled Trial ◽  
Autistic Spectrum Disorders ◽  
Control Group ◽  
Autistic Spectrum ◽  
Children With Asd ◽  
Language And Social Interaction ◽  
Spectrum Disorders ◽  
Needle Stimulation

This is a randomized controlled trial that aimed to evaluate the effect of the Seven-star Needle Stimulation treatment on children with Autistic Spectrum Disorders (ASD). Thirty-two children with ASD were assigned randomly into the treatment and control groups. Children in the treatment group underwent 30 sessions of stimulation over 6 weeks, while children in the control group were on a waiting list and did not receive treatment during this period of time. Intervention consisted of a treatment regime comprising of 30 sessions of Seven-star Needle Stimulation, delivered over 6 weeks. Each session lasted 5 to 10 min, children in the treatment group were stimulated at the front and back sides of their body and the head by using Seven-star Needles. The change in the children's behavior was evaluated using parents' report and neurophysiological changes were measured by quantitative EEG (qEEG). Results showed that the treatment group demonstrated significant improvement in language and social interaction, but not in stereotyped behavior or motor function, compared to the control group. qEEG spectral amplitudes in the treatment, but not in the control group, were also reduced significantly. The results suggested that Seven-star Needle Stimulation might be an effective intervention to improve language and social functioning of children with ASD.

Comparison of Physical Activity Levels between Children with and Without Autistic Spectrum Disorders

2005 ◽  
Vol 22 (2) ◽  
pp. 146-159 ◽  
Author(s):  
Dawn D. Rosser Sandt ◽  
Georgia C. Frey
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Autistic Spectrum Disorders ◽  
After School ◽  
Activity Levels ◽  
Autistic Spectrum ◽  
Children With Asd ◽  
Activity Setting ◽  
Spectrum Disorders

The purpose of this study was to compare daily, physical education, recess, and after school moderate to vigorous physical activity (MVPA) levels between children with and without autistic spectrum disorders (ASD). Children ages 5 to 12 years wore a uniaxial accelerometer for five days (four weekdays, one weekend day). There were no differences between children with and without ASD at any physical activity setting. Both groups were more active during recess compared to after school, and children with ASD were similarly active in recess and physical education. Although many children with ASD acquired 60 min of physical education per day, this may decrease with age as opportunities for recess and physical education are eliminated.

Prefrontal Cortex Hypothesis and Autistic Spectrum Disorders

2006 ◽  
Author(s):  
Robert E. Nida ◽  
Christopher Lopata ◽  
Martin A. Volker ◽  
Marcus L. Thomeer ◽  
Gloria K. Lee ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Autistic Spectrum Disorders ◽  
Autistic Spectrum ◽  
Spectrum Disorders
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