keyword
https://read.qxmd.com/read/36138866/cortical-source-analysis-of-the-face-sensitive-n290-erp-component-in-infants-at-high-risk-for-autism
#21
JOURNAL ARTICLE
Maggie W Guy, John E Richards, Jane E Roberts
Appropriate head models for cortical source analysis were investigated and applied to source analyses examining the neural bases of the face-sensitive N290 event-related potential (ERP) component in infants at high risk for autism spectrum disorder (ASD). This included infant siblings of children with ASD (ASIBs) and infants with fragile X syndrome (FXS). First, alternative head models for use with ASIBs and FXS were investigated. Head models created from the infant's own MRI were examined in relation to five head models based on average MRI templates...
August 25, 2022: Brain Sciences
https://read.qxmd.com/read/35943376/diagnostic-overshadowing-insidious-neuroregression-mimicking-presentation-of-autism-spectrum-disorder
#22
JOURNAL ARTICLE
Kek Khee Loo, Jerry Cheng, Dean Sarco, Sarah S Nyp
Zac is a 13-year-old boy who presented with his parents to developmental-behavioral pediatrics seeking diagnostic clarity. He was born by vaginal delivery at full term after an uncomplicated pregnancy. Developmental milestones were met at typical ages until he was noted to have language delay and to be hyperactive and impulsive on entering preschool at age 4 years. Although he used some phrases in speech, he often used physical force to take toys from other children, rather than using words.On entering preschool at age 4 years, he was noted to have language delay (i...
September 1, 2022: Journal of Developmental and Behavioral Pediatrics: JDBP
https://read.qxmd.com/read/35923290/case-report-asi-intervention-on-a-child-with-autism-in-saudi-arabia
#23
Shahad Alkhalifah, Susan Allen, Hesham Aldhalaan
Background : Ayres Sensory Integration (ASI) is widely employed by occupational therapists working with clients who experience challenges in sensory integration, including those with autism spectrum disorder (ASD). However, there is a dearth of research examining the feasibility of ASI outside of Western nations. This study documented the barriers associated with ASI in Saudi Arabia and assessed whether the intervention could improve process and participation skills. Methods : A pre-test/post-test case study design was used...
2022: F1000Research
https://read.qxmd.com/read/35896409/playing-to-pretend-or-pretending-to-play-play-in-children-with-autism-spectrum-disorder
#24
REVIEW
Carol Westby
Children diagnosed with autism spectrum disorder (ASD) exhibit early delays and deficits in play. In infancy, they engage in unusual exploratory behaviors with toys. As toddlers, they are slow to develop functional play, and in preschool some children with ASD fail to develop symbolic play despite having the necessary cognitive and language skills. Furthermore, when children with ASD are engaged in play, they demonstrate less playfulness. This article reviews the literature on the characteristics of exploratory, functional, and symbolic/pretend play in children with ASD and possible reasons for their unusual patterns of play development...
August 2022: Seminars in Speech and Language
https://read.qxmd.com/read/35846691/electronic-toys-decrease-the-quantity-and-lexical-diversity-of-spoken-language-produced-by-children-with-autism-spectrum-disorder-and-age-matched-children-with-typical-development
#25
JOURNAL ARTICLE
Courtney E Venker, Jennifer R Johnson
Many young children with autism spectrum disorder (ASD) have language delays. Play-based interactions present a rich, naturalistic context for supporting language and communication development, but electronic toys may compromise the quality of play interactions. This study examined how electronic toys impact the quantity and lexical diversity of spoken language produced by children with ASD and age-matched children with typical development (TD), compared to traditional toys without electronic features. Twenty-eight parent-child dyads (14 per group) played with both electronic and traditional toy sets in a counter-balanced order...
2022: Frontiers in Psychology
https://read.qxmd.com/read/35757211/different-eye-tracking-patterns-in-autism-spectrum-disorder-in-toddler-and-preschool-children
#26
JOURNAL ARTICLE
Xue-Jun Kong, Zhen Wei, Binbin Sun, Yiheng Tu, Yiting Huang, Ming Cheng, Siyi Yu, Georgia Wilson, Joel Park, Zhe Feng, Mark Vangel, Jian Kong, Guobin Wan
Background: Children with autism spectrum disorder (ASD) have been observed to be associated with fixation abnormality as measured eye tracking, but the dynamics behind fixation patterns across age remain unclear. Materials and Methods: In this study, we investigated gaze patterns between toddlers and preschoolers with and without ASD while they viewed video clips and still images (i.e., mouth-moving face, biological motion, mouthing face vs. moving object, still face picture vs...
2022: Frontiers in Psychiatry
https://read.qxmd.com/read/35717449/teaching-joint-attention-assessing-generalization-and-maintenance-of-effects-using-multiple-exemplar-training
#27
JOURNAL ARTICLE
Brianne M Fredericks, Sylvia Sze Ya Sng, Diana Parry-Cruwys, Rebecca P F MacDonald
The purpose of the present study was to evaluate the effects of multiple exemplar training and social reinforcement on the maintenance and generalization of joint attention initiations across toy classes. Three children with autism spectrum disorder (ASD) participated. After analyzing samples of joint attention initiations from neurotypical peers, a composite score was developed and used to evaluate joint attention initiations of the children with ASD. Gaze shifting and commenting were taught using social reinforcement in a multiple exemplar format...
June 18, 2022: Journal of Autism and Developmental Disorders
https://read.qxmd.com/read/35561679/children-with-asd-establish-joint-attention-during-free-flowing-toy-play-without-face-looks
#28
JOURNAL ARTICLE
Julia Yurkovic-Harding, Grace Lisandrelli, Rebecca C Shaffer, Kelli C Dominick, Ernest V Pedapati, Craig A Erickson, Chen Yu, Daniel P Kennedy
Children's ability to share attention with another person (i.e., achieve joint attention) is critical for learning about their environments in general1-3 and supporting language and object word learning in particular.1 , 4-14 While joint attention (JA) as it pertains to autism spectrum disorder (ASD) is often more narrowly operationalized as arising from eye gaze or explicit pointing cues alone,2 , 5 , 10 , 15-19 recent evidence demonstrates that JA in natural environments can be achieved more broadly through multiple other pathways beyond gaze and gestures...
June 20, 2022: Current Biology: CB
https://read.qxmd.com/read/35532926/association-between-toy-type-and-parent-language-input-provided-to-children-with-autism-spectrum-disorder-and-age-matched-children-with-typical-development
#29
JOURNAL ARTICLE
Mackenzie Sturman, Kendra Peffers, Jennifer R Johnson, Courtney E Venker
No abstract text is available yet for this article.
August 1, 2022: JAMA Pediatrics
https://read.qxmd.com/read/35437928/super-responders-predicting-language-gains-from-jasper-among-limited-language-children-with-autism-spectrum-disorder
#30
JOURNAL ARTICLE
Jonathan Panganiban, Connie Kasari
Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention...
August 2022: Autism Research: Official Journal of the International Society for Autism Research
https://read.qxmd.com/read/35086427/posture-matters-object-manipulation-during-the-transition-to-arms-free-sitting-in-infants-at-elevated-vs-typical-likelihood-for-autism-spectrum-disorder
#31
JOURNAL ARTICLE
Miranda M Mlincek, Emily J Roemer, Christen Kraemer, Jana M Iverson
Aims: We investigated how infants grasped and transferred toys over a four-week period as they transitioned to arms-free sitting. We compared object manipulation in infants with typical likelihood (TL) and elevated likelihood (EL) for autism spectrum disorder (ASD) as they sat with vs. without support. Methods: Eighteen infants (7 EL; 11 TL; 5-8 months of age at the start of the study) were observed during three sessions at home across the transition to arms-free sitting. At each session, toys were presented to the infants in two different postures: sitting with support from a boppy pillow and sitting independently...
2022: Physical & Occupational Therapy in Pediatrics
https://read.qxmd.com/read/34985196/sex-dependent-influence-of-postweaning-environmental-enrichment-in-angelman-syndrome-model-mice
#32
JOURNAL ARTICLE
Jameson A Cosgrove, Lauren K Kelly, Elizabeth A Kiffmeyer, Alexander D Kloth
INTRODUCTION: Angelman syndrome (AS) is a rare neurodevelopmental disorder caused by mutation or loss of UBE3A and marked by intellectual disability, ataxia, autism-like symptoms, and other atypical behaviors. One route to treatment may lie in the role that environment plays early in postnatal life. Environmental enrichment (EE) is one manipulation that has shown therapeutic potential in preclinical models of many brain disorders, including neurodevelopmental disorders. Here, we examined whether postweaning EE can rescue behavioral phenotypes in Ube3a maternal deletion mice (AS mice), and whether any improvements are sex-dependent...
February 2022: Brain and Behavior
https://read.qxmd.com/read/34903084/shorter-average-look-durations-to-dynamic-social-stimuli-are-associated-with-higher-levels-of-autism-symptoms-in-young-autistic-children
#33
JOURNAL ARTICLE
Samantha Major, Dmitry Isaev, Jordan Grapel, Todd Calnan, Elena Tenenbaum, Kimberly Carpenter, Lauren Franz, Jill Howard, Saritha Vermeer, Guillermo Sapiro, Michael Murias, Geraldine Dawson
Many studies of autism look at the differences in how autistic research participants look at certain types of images. These studies often focus on where research participants are looking within the image, but that does not tell us everything about how much they are paying attention. It could be useful to know more about how well autistic research participants can focus on an image with people in it, because those who can look at images of people for longer duration without stopping may be able to easily learn other skills that help them to interact with people...
August 2022: Autism: the International Journal of Research and Practice
https://read.qxmd.com/read/34823273/therapeutic-engagement-in-robot-assisted-psychological-interventions-a-systematic-review
#34
REVIEW
Simon Riches, Lisa Azevedo, Alkesh Vora, Ina Kaleva, Lawson Taylor, Peipei Guan, Priyanga Jeyarajaguru, Harley McIntosh, Constantina Petrou, Sara Pisani, Neil Hammond
PURPOSE: Therapeutic engagement is a key component of psychological interventions. Robot-assisted psychological interventions appear to have therapeutic benefits for service users that are challenging to engage. However, engagement with robots in robot-assisted psychological interventions is not well understood. The aim of this systematic review is to evaluate the quality of therapeutic engagement in robot-assisted psychological interventions (PROSPERO: 122437). METHODS: Scopus, Web of Science, PsycInfo and Medline were searched until 15 January 2021 for studies which quantitatively evaluated therapeutic engagement in robot-assisted psychological interventions...
May 2022: Clinical Psychology & Psychotherapy
https://read.qxmd.com/read/34806181/a-comparison-of-development-matched-and-age-matched-targets-on-play-skills-of-children-with-autism-spectrum-disorder
#35
JOURNAL ARTICLE
Heather M Pane, Tina M Sidener, Sharon A Reeve, April Kisamore, Anjalee Nirgudkar
Although neurotypical children often spend the majority of their time engaged in play activities, children with autism spectrum disorder (ASD) can present with substantial delays in the development of play skills, requiring intensive intervention. Although targets for language and basic learning skills are often selected based on the development of neurotypical children (e.g., Sundberg, 2008), little research has been conducted on methods for selecting play skill targets. The current study compared acquisition of play skills that were development-matched (DM) and age-matched (AM) with 4 children diagnosed with ASD...
February 2022: Journal of Applied Behavior Analysis
https://read.qxmd.com/read/34777730/rehabilitation-educational-design-for-children-with-autism-based-on-the-radial-basis-function-neural-network
#36
JOURNAL ARTICLE
Yueer Qi, Jia-Xuan Han
Children with autism need appropriate educational toys to assist rehabilitation training, so as to inhibit the development of autism. Toys and related treatments for children with autism can alleviate some of the deficits of children with autism. By using toys as stimuli and various sensations obtained by children with autism or toys as a result of reinforcement, the improvement of certain capabilities expected by related therapies can be achieved through the process of stimulation and reinforcement. However, in the process of pediatrics toy development, it is difficult for toy designers to assess whether the purpose of stimulation and reinforcement can be achieved...
2021: Journal of Healthcare Engineering
https://read.qxmd.com/read/34623583/context-modulates-attention-to-faces-in-dynamic-social-scenes-in-children-and-adults-with-autism-spectrum-disorder
#37
JOURNAL ARTICLE
Dzmitry A Kaliukhovich, Nikolay V Manyakov, Abigail Bangerter, Gahan Pandina
Individuals with autism spectrum disorder (ASD) have been found to view social scenes differently compared to typically developing (TD) peers, but results can vary depending on context and age. We used eye-tracking in children and adults (age 6-63) to assess allocation of visual attention in a dynamic social orientation paradigm previously used only in younger children. The ASD group (n = 94) looked less at the actor's face compared to TD (n = 38) when they were engaged in activity (mean percentage of looking time, ASD = 30...
October 2022: Journal of Autism and Developmental Disorders
https://read.qxmd.com/read/34421194/examination-of-the-effectiveness-and-acceptability-of-a-play-based-sibling-intervention-for-children-with-autism-a-single-case-research-design
#38
JOURNAL ARTICLE
Lindsay B Glugatch, Wendy Machalicek
Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in intervention and family cohesiveness, but there is no consistent method for involving siblings in intervention benefitting the sibling dyad. This study evaluated a novel treatment package including training siblings on play strategies to increase positive sibling play in combination with a sibling support group to offer social support for the neurotypical sibling (NT)...
2021: Education & Treatment of Children
https://read.qxmd.com/read/34098753/what-are-the-odds-predicting-the-likelihood-of-a-negative-episode-in-a-sample-of-toddlers-with-autism-spectrum-disorder
#39
JOURNAL ARTICLE
Amanda Dimachkie Nunnally, Kyle Sterrett, Amanda Gulsrud, Connie Kasari
Children with autism spectrum disorder sometimes have challenges with regulating their negative emotions. These difficulties can impact children's social outcomes and how well they respond to intervention. We know that caregivers of children with autism spectrum disorder can help their children regulate negative emotions in a process known as co-regulation, but not much is known about how child and caregiver strategy use impacts children's negativity in real time. In this study, 71 caregivers of toddlers with autism spectrum disorder were asked to encourage their child to unlock a locked toy box, a task which is designed to elicit frustration...
June 8, 2021: Autism: the International Journal of Research and Practice
https://read.qxmd.com/read/34028024/improving-pretend-play-for-children-with-autism-through-experiencing-the-stimulus-properties-of-real-objects
#40
JOURNAL ARTICLE
Gabrielle T Lee, Xiaoyi Hu, Yanhong Liu, Zijin Yang
Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e...
May 24, 2021: Journal of Applied Behavior Analysis
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