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# Asd - Science topic

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Hi, im trying to use matlab parfor to divide a sequencial for loop wich is formed by several independent 1core operations batch. (each batch is the size of vr)
So, i want to create a general varaible where values are stored, and each loop step will get a unique index of where to store its value into this variable (asd).
as i have 4cores to use i set a parfor to devide the work into 4 jobs, and inside of each worker i set a a for loop to run calculations i a way that each batch.
There's an example script at the end to show what i mean, the problem is that matlab won't run it as it is.
Any idea on how to make it work?
vx=[1.5 2];
vy=[1.5 2];
vz=[0.05 0.1];
vr=[1:50];
[a,b,c,d]=ndgrid(vr,vz,vy,vx);
cas=[ d(:) c(:) b(:) a(:)];
cas=num2cell(cas);
clear a b c d
asd(size(cas,1))=0;
parfor ii=1:4
for jj=(1:size(cas,1)/4)+((ii-1)*size(cas,1)/4)
asd(jj)= cas{jj,1}* cas{jj,2}* cas{jj,3}* cas{jj,4};
end
end
Felipe Suarez To save variables to a MATLAB script, click the Save Workspace button or pick the Save As option, and then set the Save as type choice to MATLAB Script in the Save As box. Variables that cannot be stored to a script are saved to the same MAT-file as the script.
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Unilateral ICV administration of 1M Propanoic acid is generally done in rats to induce autism like symptoms.
Hi,
I think the mechanism is more important than the sit and route of administration. Here are a few references on the topic which you have raised:
Paudel R, Raj K, Gupta YK, Singh S. Oxiracetam and Zinc Ameliorates Autism-Like Symptoms in Propionic Acid Model of Rats. Neurotox Res. 2020;37(4):815-826. doi:10.1007/s12640-020-00169-1
Erten F. Lycopene ameliorates propionic acid-induced autism spectrum disorders by inhibiting inflammation and oxidative stress in rats. J Food Biochem. 2021;45(10):e13922. doi:10.1111/jfbc.13922
Witters P, Debbold E, Crivelly K, et al. Autism in patients with propionic acidemia. Mol Genet Metab. 2016;119(4):317-321. doi:10.1016/j.ymgme.2016.10.009
Mehta R, Bhandari R, Kuhad A. Exploring nordihydroguaretic acid (NDGA) as a plausible neurotherapeutic in the experimental paradigm of autism spectrum disorders targeting nitric oxide pathway. Metab Brain Dis. 2021;36(7):1833-1857. doi:10.1007/s11011-021-00811-7
Meeking MM, MacFabe DF, Mepham JR, et al. Propionic acid induced behavioural effects of relevance to autism spectrum disorder evaluated in the hole board test with rats. Prog Neuropsychopharmacol Biol Psychiatry. 2020;97:109794. doi:10.1016/j.pnpbp.2019.109794
Alfawaz H, Al-Onazi M, Bukhari SI, et al. The Independent and Combined Effects of Omega-3 and Vitamin B12 in Ameliorating Propionic Acid Induced Biochemical Features in Juvenile Rats as Rodent Model of Autism. J Mol Neurosci. 2018;66(3):403-413. doi:10.1007/s12031-018-1186-z
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I'm building a catalog of characters representing autism in popular media for research I'm doing.
I can't physically watch all the TV and movies ever made or read all the books ever written to make this as complete as possible, so I've created a survey to gather more information.
You can participate here: https://forms.gle/6Y7iQC6UZogUmE6RA
Thanks in advance for your help adding to this database!
I was planning to end this in May, but I'm getting such interesting responses I'll keep it going. Please do share the link if you are so inclined!
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The covid-19 pandemic has impacted the lives and routine of families globally. Considering the specificities of families of people with Autism Spectrum Disorder (ASD), how to analyze the effectiveness of family ties developed in the context of social isolation by families of people with this condition?
a good summary of what we know to date can be found at
this article looks specifically at family caregivers
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Hello.
I'm currently studying the effect of optogenetic stimulation on social behaviors using the mouse model of autism spectrum disorder (ASD). In one of my experiments, I conducted the three-chamber test in two sessions, before and after the optogenetic stimulation. The social memory (or social novelty preference) test, which is the second phase of the three-chamber test, consisted of a novel mouse on one side and a familiar mouse that has been exposed to the subject earlier on the other side, as established by previous protocols.
In the first session (before the optogenetic stimulation), the subject mice couldn't distinguish between the familiar and novel mouse, which was demonstrated by similar time spent in interaction with each mouse. However, in the second session (after the optogenetic stimulation), the subject mice spent significantly more time interacting with the familiar mouse rather than the novel mouse (The target mice pair was replaced by a new pair in the second session). This result was quite unexpected and confusing since it is well known that mice generally seek novelty by natural instinct, which is exhibited by exploration time. But anyway, I still interpreted this finding as a positive improvement of the social memory, because after the stimulation, the subjects can now at least distinguish between familiar and novel targets.
Currently, I'm trying to search for some references that reported similar results of social attraction towards the familiar mouse, or any other alternative explanation based on the natural behaviors of mice, but haven't found any. Can anyone provide suggestions or recommend references with relevant findings? Is my interpretation correct?
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As we all know those developmentally challenged patients experience lots of challenges and there is a paucity of such services.
Thanks for all the replies
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I would like to know how helpful information technology could be for the development of children with ASD.
Hi Pavlo,
Here are some references related to the topic:
Szymona B, Maciejewski M, Karpiński R, et al. Robot-Assisted Autism Therapy (RAAT). Criteria and Types of Experiments Using Anthropomorphic and Zoomorphic Robots. Review of the Research. Sensors (Basel). 2021;21(11):3720. Published 2021 May 27. doi:10.3390/s21113720
Choi H, Song J, Park G, Kim J. Modeling of Autism Using Organoid Technology. Mol Neurobiol. 2017 Dec;54(10):7789-7795. doi: 10.1007/s12035-016-0274-8
Pennisi P, Tonacci A, Tartarisco G, Billeci L, Ruta L, Gangemi S, Pioggia G. Autism and social robotics: A systematic review. Autism Res. 2016 Feb;9(2):165-83. doi: 10.1002/aur.1527
Bölte S, Bartl-Pokorny KD, Jonsson U, Berggren S, Zhang D, Kostrzewa E, Falck-Ytter T, Einspieler C, Pokorny FB, Jones EJ, Roeyers H, Charman T, Marschik PB. How can clinicians detect and treat autism early? Methodological trends of technology use in research. Acta Paediatr. 2016 Feb;105(2):137-44. doi: 10.1111/apa.13243
Scassellati B, Admoni H, Matarić M. Robots for use in autism research. Annu Rev Biomed Eng. 2012;14:275-94. doi: 10.1146/annurev-bioeng-071811-150036
Shic F, Goodwin M. Introduction to Technologies in the Daily Lives of Individuals with Autism. J Autism Dev Disord. 2015 Dec;45(12):3773-6. doi: 10.1007/s10803-015-2640-1
Scherf KS, Griffin JW, Judy B, Whyte EM, Geier CF, Elbich D, Smyth JM. Improving sensitivity to eye gaze cues in autism using serious game technology: study protocol for a phase I randomised controlled trial. BMJ Open. 2018 Oct 4;8(9):e023682. doi: 10.1136/bmjopen-2018-023682
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Hi
I live in the UK but as yet our Government nor our health services define DCD; mainly putting in as a subset of ASD or a "learning difficulty". Fellow members have very kindly sent me papers on why DCD and ASD are two distinct disorders requiring distinct treatments. This I have been working on over here. The next stage is looking at the treatment pathways for those having both these distinct disorders including thoughts as to whether they should be concurrent or consecutively.
As well as researching disorders I have DCD etc as does our child that I would argue gives me extra insight of how children and young people have to cope with such disorders including the lack of knowledge by many clinicians, educators and government.
Dear colleague,
ASD, DCD and ADHD are umbrella definitions based of symptoms frequency. Also DAMP proposed by prof Cristopher Gillberg as ADHD+DCD which also has some overlap with ASD. These labels help to address patients to the professionals and teams that will better treat them. But every child within these general conditions is different, may have a different combination of genetic and environmental hits, and deserves an individualized assessment in order to tailor the treatment by experienced professionals.
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Hello, I am planning to develop a project on facial expression recognition in children with ASD. To develop this project, I need an image dataset of facial expressions of children with ASD. Any recommendations will be very helpful.
-and IV-
Additional reading: Article on prosopagnosia (face-blindness) in people without autism, written by Ellie's other thesis supervisor, Romina Palermo, who currently works at the University of Western Australia.
Bibliographic references:
-Wilson CE, Palermo R, Burton AM, & Brock J (2011). Recognition of own- and other-race faces in autism spectrum disorders. Quarterly journal of experimental psychology, 64 (10), 1939-54 PMID: 21895562 PDF
-Wilson CE, Palermo R, & Brock J (2012). Visual scan paths and recognition of facial identity in autism spectrum disorder and typical development. PloS one, 7 (5) PMID: 22666378 Open Access
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I was able to find this resource, which might be helpful:
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Dear colleagues, recently I had to do a investigation work about autism spectrum disorder and I can saw there are three theories more accepted about the pathophysiology of the disorder, these three theories are those of the chromosomes (1), serotonin and GABA (2), and the other of glutamate and GABBA (3). So I ask for your help to know, Which is the most correct or accepted theory about the pathophysiology of ASD?
Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928
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Autism spectrum disorder (ASD), also known as autism, is a common, highly heritable and heterogeneous neurodevelopmental disorder that has underlying cognitive features and commonly co-occurs with other conditions. The behaviours, strengths and challenges
of people with autism have attracted the attention of scientists and clinicians for at least 500 years...
Indeed, the concept of "Autism", which was a true "mixed bag", required that it be redefined and, therefore, the DSM-5 of the APA discontinued and redefined it under the common framework of Autism Spectrum Disorders ( ASD), eliminating from the previous classification, for example, Rett Syndrome, which has nothing to do with it. As ASD is a general concept, similar to what happens with Cancer, also as an example, it brings together pictures of different etiology, clinical symptoms, symptoms, etc. but they all have a common denominator:
They are a developmental disability that can cause significant social, communication, and behavioral problems. Often, there are no clues to the appearance of people with ASD that differentiate them from other people, but it is possible for those with an ASD to communicate, interact, behave, and learn differently from other people. The learning, thinking, and problem-solving skills of people with ASD can vary; there are from people with very high levels of ability (gifted in English) and people who have many difficulties. Some need a lot of help in daily life, while others need less.
Currently, the diagnosis of ASD includes many conditions that used to be diagnosed separately and include autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome.
People with an ASD often have problems with social, emotional, and communication skills. They may repeat certain behaviors or may not want changes in their daily activities. Many people with ASD also have different ways of learning, paying attention, or reacting to things. Some of the signs begin during early childhood and usually last a lifetime.
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I am really stucked in the simple, but not trivial problem of finding the amplitude spectrum function from the given PSD or ASD.
So, what I have initially is this ASD and PSD of the signal (see 1-st attached image).
What I want at the end: is a signal in time-series domain.
I've read a lot of forum pages and I knew that ifft here should take place in order to switch from the frequency domain to the time-domain (for ex. a good algorithm was presented here: https://www.researchgate.net/post/How-do-I-generate-time-series-data-from-given-PSD-of-random-vibration-input)
The thing is that I also already have a signal in the time domain (acquired from additional software), so I can check myself whether my ifft works correct or not.
To sum up, if everything works correctly, the ASD and PSD of the output time-series signal should coincide with the input ASD and PSD (see 2-nd attached image).
My problem is that I can not calculate correctly the amplitude spectrum in the frequency domain U(f) in order to use it further in the ifft procedure (see 3-rd attached image).
Here on the graphs below the cyan curve is the U(f) as it should be and the grey curve as I have it. And hence the output ASD and PSD do not coincide with the input ones (see 4-th attached image)
Could you tell me please which kind of transformation shall I use in order to get from the input ASD (or PSD) to the correct U(f)?
Here is the equation for the initial function:
y = (1e-12 * sqrt( (1e-3./f).^4 ./ ((1e-5./f).^4+1) + 1 + (f/1e-1).^4)).^2; acc_freq_asd = abs(sqrt(y)); %convert to ASD acc_freq_psd = abs(y); %convert to PSD
The plotted U(f) 'grey curve' was acquired by the following formula:
U_f = sqrt(2*acc_freq_psd.*tslength);
where tslength - is the signal length
But I've also used many more combinations (with the normalizations and etc) but none of them give the correct U(f).
Will be really appreciate for your help!
Aparna Sathya Murthy Thanks for the link, but I am afraid these scheme is not working for me because there they start with a speech signal (which is in time domain), while my input ASD and PSD are in the frequency domain
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Hello all. I have been searching for research in coffee consumption, tea or any other substance in adults with ASD, to see if the effect perceived by neurotypical individuals is the same in ASD individuals. Can someone help me with this?
Regards
There are some things published, but no Meta-analysis, Systematic Review or any Publication on research in this regard, with a Control Group, Double blind, etc. that indicates or demonstrates that such "minor" stimulant substances (not psychoactive psychostimulant drugs such as amphetamines or cocaine, for example) have some positive or negative influence on ASD, at normal doses of "common use", since a MEGADOSIS would have the negative effects they have on any subject, whether they are affected by ASD or not.
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Hi,
I am looking for literature on preferably ASD research focusing on behavioural interventions with single case designs. Specifically where children or adolescents receiving the intervention are self-reporting on their weekly or daily progress (whatever the frequency of the measurements).
For a research project we are investigating whether we would like our clinical group to assess their own progress, or to let parents/teachers/caregivers rate. All methods have their own downsides so we are simply seeing what the best options are.
Thank you in advance!
Hi,
Here are some studies of the topic of interest:
Watkins L, Ledbetter-Cho K, O'Reilly M, Barnard-Brak L, Garcia-Grau P. Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis. Psychol Bull. 2019 May;145(5):490-507. doi: 10.1037/bul0000190.
Hutchins NS, Burke MD, Bowman-Perrott L, Tarlow KR, Hatton H. The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis. Behav Modif. 2020 Sep;44(5):773-794. doi: 10.1177/0145445519846817
Wright B, Marshall D, Adamson J, Ainsworth H, Ali S, Allgar V, Collingridge Moore D, Cook E, Dempster P, Hackney L, McMillan D, Trepél D, Williams C. Social Stories™ to alleviate challenging behaviour and social difficulties exhibited by children with autism spectrum disorder in mainstream schools: design of a manualised training toolkit and feasibility study for a cluster randomised controlled trial with nested qualitative and cost-effectiveness components. Health Technol Assess. 2016 Jan;20(6):1-258. doi: 10.3310/hta20060
Feldman JI, Dunham K, Conrad JG, Simon DM, Cassidy M, Liu Y, Tu A, Broderick N, Wallace MT, Woynaroski TG. Plasticity of Temporal Binding in Children with Autism Spectrum Disorder:A Single Case Experimental Design Perceptual Training Study. Res Autism Spectr Disord. 2020 Jun;74:101555. doi: 10.1016/j.rasd.2020.101555
Whalon KJ, Conroy MA, Martinez JR, Werch BL. School-based peer-related social competence interventions for children with autism spectrum disorder: a meta-analysis and descriptive review of single case research design studies. J Autism Dev Disord. 2015 Jun;45(6):1513-31. doi: 10.1007/s10803-015-2373-1.
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Any standardized tool for identification of ASD
Hi,
Internationally, M-CHAT revised is a screening questionnaire. Later detailed assessment can be done by Mental Health Professionals. This is also true in India.
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I am working on building a sex ed and relationships course for adolescent students with ASD who are part of the mainstream student population; meaning they are of average intelligence and so can complete most academic tasks. However, they still struggle with social interactions, including how to handle situations where they are attracted to someone. They also often differ in their "social age" as compared to their physical age and so regular sex ed does not meet their needs.
Heres some references I found that may help answer your question.
Solomon, D., Pantalone, D. W., & Faja, S. (2019). Autism and adult sex education: A literature review using the information–motivation–behavioral skills framework. Sexuality and disability, 37(3), 339-351.
Sala, G., Hooley, M., Attwood, T., Mesibov, G. B., & Stokes, M. A. (2019). Autism and intellectual disability: A systematic review of sexuality and relationship education. Sexuality and Disability, 37(3), 353-382.
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Children with ASD need a clear and effective way to communicate to reduce frustration and
replace challenging or unacceptable behaviours (Beukelman and Mirenda, 1998; Webb, 2000).
Augmentative and alternative communication (AAC) interventions for these children have traditionally focused on unaided communication (i.e. signs and gestures). Subsequently, the focus shifted to aided communication systems utilizing the visual–spatial processing strengths of individuals with ASD (Light, Roberts, Dimarco, and Greiner, 1998). The PECS is an aided, picturebased communication system, aiming to develop the social exchange underlying all communicative acts.
The Picture Exchange Communication System (PECS) is an evidence based alternative communication system for individuals with deficits in vocal language. It can be used to teach a variety of skills such as requesting, labeling, commenting, and answering some questions. How it is used depends on the client it is being used with. It can help reduce problematic behaviors when children are given a functional way to make requests for their wants and needs and can use PECS instead of problem behavior to do so.
Here are some articles on PECS:
Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on autistic behavior, 9(3), 1-19
Charlop‐Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social‐communicative behavior, and problem behavior. Journal of applied behavior analysis, 35(3), 213-231.
Doherty, A., Bracken, M., & Gormley, L. (2018). Teaching children with autism to initiate and respond to peer mands using picture exchange communication system (PECS). Behavior analysis in practice, 11(4), 279-288.
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I want to run a variant caller on ASD sequences but I can't find any database that allows open access to it. Have we got something like SRA to download such data?
Autism Genome Project (AGP) Consortium - Whole Genome Association Study of over 1,500 Parent-Offspring Trios - Stage I and II
dbGaP Study Accession: phs000267.v5.p2
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The Picture Exchange Communication System (PECS) was developed to teach children with
autism spectrum disorders (ASD) and related developmental disabilities a functional communication system (Bondy and Frost, 1998), requiring the user to approach a communicative partner and initiate interaction prior to performing a referential communicative act (Bondy, 2001; Charlop- Christy, Carpenter, Le, LeBlanc, and Kellet, 2002). The PECS was only formally introduced to South Africa in 2004, and the purpose of this study was to evaluate the effectiveness of PECS within this specific context, and its effect on the requesting and commenting behaviours and length of verbal utterances of children with ASD.
As you mentioned, Autism is a spectrum and that is key here. Some people autism are verbal, some are not. Autism is not correlated with decreased intelligence quotient though behaviors can reveal developmental milestones that have not been mastered. PECS boards are absolutely necessary for nonverbal autism, starting at a young age. It provides these children and adults a way to mand “ask for” what they need out of a list of necessary daily activities and preferred activities. It negates problem behavior that results from that person’s inability to communicate on their own behalf. Providing a PECS board will not of itself instill development of verbal communication, that is a different behavior protocol, in the case you are asking if a PECS board will present you an individual with autism who communicates and acts more like the status quo. PECS are tailored to the the individual, as are all therapeutic efforts. if implemented correctly (successfully non-aversive) it WILL enhance preexisting/enable new communication skills that will decrease problem behaviors that result from unmet needs and I infer, frustration and stress. I have seen pediatric clients show a significant decrease in SIB and aggression once PECS boards are added to their treatment plan. Parents must be on board with the protocol and have a full understanding of the full access a student needs to the PECS board at all times. My data shows increases in SIB and physical aggression when PECS boards are misplaced or left at home.
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I am developing an indigenous tool for the assessment of Autism Spectrum Disorder (ASD), based on Pakistani population. Shall I call it a scale or checklist or inventory or questionnaire or measure?
What is the major difference between these terms?
M CHAT checklist for screening in very young children.
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When you look at the graph regarding the SPQ, ASDs and non-ASDs score very similarly.
In addition, some of the questions make no sense to me. For example as an autistic if I am hyposensitive I should be able to drink boiling water straight from the kettle. Or I should not be able to tell that a teaspoon of salt is added to my water.
Can someone explain please.
Dear Natalie Engelbrecht,
I suggest you to see links and attached files on topic.
also I invite you to consult a thesis made at the University of Sorbone here is the links:
Best regards
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I have run a study on auditory perception with a sample of children with ASD. Given the high rates of comorbid diagnoses in individuals with ASD, I have some participants with multiple diagnoses (e.g., ADHD, anxiety, speech-language impairment). Is there a way I can control for these comorbid diagnoses so I do not have to exclude these participants? Is there a way to use secondary diagnosis as a covariate? Could I run the analysis with and without the participants who have additional diagnoses? Thank you in advance for any feedback.
You can not exclude the patients with anxiety and speech delay, since these are autistic feautures according to the DSM-V. It's hard to select patients with pure autism, because it always comorbid with other disorder such as ID, Epilepsy, regression, without neglecting the "syndromic autism". So you may just exclude the ADHD patients since it's a disorder that could influence your results and statistics.
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Running a new group for those diagnosed with both ADHD and ASD as adults. How can I evaluate the impact of the group and perhaps compare to the ASD only and ADHD only only groups?
Your problem is that both ADHD and ASD are extremely broad diagnostic categories, so much so that your study is very likely to become a casualty of their width. I doubt that you would be able to generate both significant and interesting results. Simply, many with either or both diagnoses are extremely different from each other. The fundamental problem is that the diagnoses are too vague, the 'spectrums' too wide.
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I am trying to do a systematic review on whether autism spectrum disorder (ASD) is predictive of later psychosis. I have decided to look at studies that follow-up cohorts of children with ASD who go on to develop psychosis (looking at prevalence rates of ASD and psychosis co-morbidity). I can't however decide on a comparison group. Do i look at prevalence rates of individuals with psychosis who have no history of ASD?
I entirely agree with Prof. Seeman. What seems to be shared between both groups is the risk factors you are hypothesizing.
Alexandre
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Our model requires children with ASD to watch a stimulus on a screen while optical neuroimaging is taking place (fNIRS). Our cohort being young children on the autism spectrum, we would like to be able to track when a participant is not looking at the screen. This would not require software to track if the participant is staring at a specific place on the screen but rather if they are actually looking at the screen at all. What cheap options exist to fill our needs?
Thank you for your help.
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Dear fellows,
I am currently working around specified subject. As part of my investigation I recruit volunteers, able to provide faecal tests results, suitable for ASD patients and control. Sample count for control and research group are essential for success of my current project. Thank you for cooperation!
Kind regards
thank you for suggestions. For me the most important is someone, who will have the lab access (probably not now :)) or data of faecal biota assessment of ASD patients, from children to adult, especially interesting if longitudinal. That all suggestions are very supportive and I appreciate your engagement.
Best wishes,
A.
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Many mothers of children with autistic spectrum disorder had History of using hormonal treatment during first trimester without bleeding..is there a study confirming this relation? .
I read it. They studied the use of contraseptive pills and mother age at menarche and BMI.... Still not answering the question about a study of using hormonal treatment during pregnancy and the Risk of developing ASD....
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Here attaching the spectra of raw image samples of white reference (spectralon) and monazite and reflectance spectra of asd and hyperspectral imaging device along with continuum removed spectra. The reflectance image generated from imaging device from the raw files still exhibits the envelope of white reference in the scene when compared to asd spectrum. Any suggestions how to remove the envelope?
You may be interested in this condensed version of “A New Model of Color Vision for Remote Sensing.”
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Could anyone let me know if there is a good database of SNP/mutation found in ASD patients? I realize that AutDB and SFARI are both very informative. However, they do not provide detailed mutation information as far as I understand. Please let me know. Thank you!
Hi Hiroshi, http://www.hgmd.cf.ac.uk/ac/all.php is also a good one. You have to register but it has a lot of info.
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I would like to study the quality of life of individuals with ASD who present low cognitive functioning and are non-verbal. I have found that many of the scales are applicable to only higher functioning individuals with ASD. If anyone knows if there is a quality of life scale that is geared more towards the lower functioning individuals, that would be great!
you may check Child Health Questionnaire-Parent Form 50 (CHQ-PF50) for quality of general mental and physical health.
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• My study is going to compare ASD and TD group on their performance in different linguistic items. Do I need to match them on EF? Why or why not?
Executive functions are cognitive processes that control behavior, and they include, among other: attention control, working memory, cognitive inhibition, planning, problem solving. There are several batteries that assess EF, such as neuropsychological tests (Stroop test), and rating batteries, such as BRIEF(Behavior Rating Inventory of Executive Function). Both ASD and TD are impaired cognitive control syndromes, but I can't see much relevance in matching them on EF other than generic observations.
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Dear Friends,
My question is what therapies for ASD you find the most successful? And if there are any, what do you think about eclecticism/joint therapies in the ASD treatment? And the last question is about paradigms. Do you think that joining therapy e.g behavioral and relation based e.g Original Play make successful results or is contradictory to the extend that cannot be mixed?
Being a mother of a son on the autism spectrum, eclecticism was our choice. Our biggest breakthrough was intensive communication therapy at age 16. He literally had to sit and learn lists of words and phrases and when to use it. Getting a dog and train the dog also helped a lot. Getting him to join clubs with whatever interest was the top priority at that moment also helped - from back row observer to participant which either did not happen or took up to 2 years! He tried a support group/group therapy in early adulthood, but it was a disaster. The different levels of functioning and motivation pulled him down and caused resistance. The social scene of the group also caused anxiety.
It is an ongoing process and we address the needs as it pops up. My personal experience may be biased, but I think our success is the fact that eclectic therapy addressed what ever unique need he had for change at that very moment. Working with people living the autism spectrum, taught me to keep an open mind and be super flexible. There is not a one-size-fit-all solution.
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Does anyone know of quantitative research which has reported on the degree to which children and young people (e.g., anyone under 20yrs) with neurodevelopmental disorders (NDDs) are bullied because they have their specific NDD? There is plenty showing that these young people experience more bullying behaviours from their peers, but there seems to be much less (virtually nothing) on whether they are being picked on specifically because they have an NDD. Thanks.
Indeed there do appear to be significant differences between equality/diversity/inclusion policies and what happens in practice. I'd suggest that there is a need for participatory methods of involvement in how communities (schools, peers, employers, etc) create equality/diversity/inclusion in action - lived experiences because these principles are understood.
This is also a little mind blowing for adults to get their head round - how are we going to help our kids and young people? Difficulties can also take on flavours (or autism constellations - Caroline Hearst) associated with other complexities like gender: https://www.telegraph.co.uk/technology/facebook/10930654/Facebooks-71-gender-options-come-to-UK-users.html
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I gained interest in this topic since noticing the trend and marketing for Neurodiversity and “Autism@Work” programs. I started getting concerned when I didn’t see unconscious bias and ADA training being highly recommended for those employers who wish to start their own program.
When I read the experiences shared in the ASD forums, colleague, articles written by my fellow “Auties” and my own experience, I began to wonder If people on the spectrum are included when building these programs.
The research on this topic, especially for adults, is so limited. I appreciate you for taking an interest.
I have collected a lot of data and know a few people who can speak to their experience, so please let me know if you have any questions.
Hi Nyla,
I was fascinated to ready your question. I am doing a PhD on the lived experience of client with high functioning autism in psychotherapy in the UK. Currently there is no adjustments made (Autism Act, 2009) to accommodate the needs of people with autism. I plan to work with participants who have had experiences of psychotherapy to find out how helpful it was to resolving the issues that initially took them into treatment.
So your question is very interesting to me - even thought I have no answers to offer! You have made me think.
I am wondering if there are parallels with the issues raised in conversion therapy - that clients are expected to adapt or alter themselves in order to be acceptable and how this is unhelpful to the enrichment of the individual. There seems to be many levels to this: cultural, organisational and then by industry, peer to peer (at all levels), social, media. These things may impact the implementation of programmes. A culture of not taking breaks during meetings, of open plan offices, sitting people with their backs to walk ways or near coffee machines. How organisations manage the over stimulation of their staff and create a culture that they are able to express this, be taken seriously and have an adjustment made is really important. Perhaps its more about the employees' lived experience of the policy.
Best wishes, Debbie
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I have a set of dat that is questions about ASD my question is how to I put this data into spss 25 so that it generates the correct response
so I have 14 questions and 55 participants that have responded to the questions but it is a true/false/ I don’t know answer...... do I put each question in a variable tab and then the participants response but how to I get spss to know it is correct or not ??
You definitely have the right idea. Make each item a variable and each participant/respondent a case.
I hope that is helpful. Please let me know if you would like additional clarification.
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Will this information be shared with an institution whose main focus in research is concerned with ASD? I'm only curious to know what will be done with the results after the study comes to a close.
I want to add that it is very important to take into account the nature of children's play — repetitive actions with an object, aligning objects in a row, interest in objects that reinforce network sensations, a desire to destroy (break) objects, etc. Information about the preferred game can give much to the therapist, both in relation to its further development and in relation to connecting other children or adults to it. I think that the records of children's games and their detailed analysis can be the basis for the development of play therapy for children with autism.
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I have a question about the modal approach of solving response for a random analysis
While playing around with a FE Model I de-selected 1 mode and compared the ASD to a prediction will all the modes. See attached graph.
The mode selected has a mass participation of 2.5%
Why is the response with the mode de-activated higher at the low frequency?
At the frequency of the mode de-activated the response is lower which is expected
Thanks
Regards
Can't remember. Will have to have a look again but I am more interested in understanding the effect at the low frequency
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Hello....I am looking to examine the resilience characteristics of support workers of individuals on the autism spectrum who display behaviours of concern living in residential care. Can anyone suggest any suitable methodologies or approaches? Or possible ways to analyse the data? I was planning on using a recognised psychometric tool such as the Conner-Davidson resilience Scale...Thank you
Hi,
There is a small but growing body of literature on resilience, positive adaptation, and growth in parents and families of children with autism and other developmental disabilities. You might want to take a look at the first chapter of
our recent book: Wang, M. & Singer, G.H.S. (2016) on evidence based practices in supporting families of children with developmental disabilities. Also a recent book
by Carroll on families and developmental disabilities has a food review of the more qualitative literature on positive adaptation.
I would start with some classic papers by J. Patterson on family adaptation in these families.
I would be sure to include measures of positive cognitive adaptation in parents-- there are instruments developed by the Beach Center group (the Kansas Inventory of Parent Perceptions, as well as an instrument developed by Jan Blacher and Richard Baker, and one from Richard Hastings in England).
You want to be sure to ground yourself in this literature if you want your work to be well received when it comes time for publication.
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I've read that, for students in the spectrum, it may help to design a class environment that avoids overstimulating their cognitive system with unnecessary distractions, one of them begin colorful slides. Is there any recommendation for color palettes that seem to be more accessible by ASD students? I would prefer specific rgx/hex codes since color names may be somewhat vague.
At the developmental period ,Basic Colour that is Green ,Yellow,Red
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I'm studying about parent sexual education. I want to research parents of childeren with ASD. If you have any knowledge or research please contact me. (It can be private message)
Thanks...
Dear Colleague,
You can asked me any question .It is very vital part in intervention procedure of ASD .
With regards
Dr. Fahmida
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Hello,
I am undertaking a systematic review of prevalence rates of individuals with ASD and doing a narrative synthesis of results as I anticipate there will be heterogeneity in the data. Because I am choosing this method of data synthesis, does this mean I won't have to do any specific calculations comparing mean prevalence rates across studies?
Thank you
At the point of designing the protocol for your systematic review, it would probably be worthwhile to plan for a meta-analysis ( as Adrian Esterman and Claire Su-Yeon Park pointed out, some computations may be possible. This would depend on a number of things: e.g. the quality of the studies, type and extent of heterogeniety, etc.).
If in the course of conducting the systematic review, you do find that there are indeed valid reasons NOT to combine the data (as you had anticipated), then it would be appropriate to mention these reasons in your write-up and proceed with a narrative review without any computations.
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Hi,
ASD children are most assumed to be mathematics gifted.
How am i going to reveal that these children are actually having difficulties of in word problem (WP) solving competency?Which angle of the impairment of these children should i emphasize in order to relate their deficit in WP?
For the time being i emphasize on their language impairment.
Looking at the PDF, I’m not clear about what you’re doing- what the virtual reality component is.
My thoughts:
First, every child on the spectrum isnt gifted or even good at math. You can’t generalize to the whole population.
Second, you have a cloud with visualize. Many extremely verbal kids have significant visual spatial deficits. Dont Many use their verbal strengths to talk their way through visual tasks.
Third, many cant get main ideas and identify the most salient points- holistic thinking. They need it verbalized to learn a metacognitive strategy to learn how to do this.
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In our society there is any difficulties in the treatment of autism, because parents are not very involved in the process of treatment. in this order to take and resolution the problem, we want to research in this subject. I hoppe to take many researches in this field of research. and send a message for researchers to help us by articles or papers about this problematic.
Dear Kouider,
Maybe the following papers will help you on the subject:
Bennett A. Parental Involvement in Early Intervention Programs for Children with Autism. School of Social Work St. Catherine University & University of St. Thomas, St. Paul, Minnesota. 2012. https://sophia.stkate.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1113&context=msw_papers
Cohen D, Cassel RS, Saint-Georges C, Mahdhaoui A, Laznik MC, Apicella F, Muratori P, Maestro S, Muratori F, Chetouani M. Do parentese prosody and fathers' involvement in interacting facilitate social interaction in infants who later develop autism? PLoS One 2013;8(5):e61402. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3641085/pdf/pone.0061402.pdf
Estes A, Vismara L, Mercado C, Fitzpatrick A, Elder L, Greenson J, Lord C, Munson J, Winter J, Young G, Dawson G, Rogers S. The impact of parent-delivered intervention on parents of very young children with autism. J Autism Dev Disord 2014;44(2):353-65. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3888483/pdf/nihms-504071.pdf
Pickles A, Le Couteur A, Leadbitter K, Salomone E, Cole-Fletcher R, Tobin H, Gammer I, Lowry J, Vamvakas G, Byford S, Aldred C, Slonims V, McConachie H, Howlin P, Parr JR, Charman T, Green J. Parent-mediated social communication therapy for young children with autism (PACT): long-term follow-up of a randomised controlled trial. Lancet 2016;388(10059):2501-2509. https://www.thelancet.com/action/showPdf?pii=S0140-6736%2816%2931229-6
Ting V, Weiss JA. Emotion Regulation and Parent Co-Regulation in Children with Autism Spectrum Disorder. J Autism Dev Disord 2017;47(3):680-689. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5352765/pdf/10803_2016_Article_3009.pdf
Parsons D, Cordier R, Vaz S, Lee HC. Parent-Mediated Intervention Training Delivered Remotely for Children With Autism Spectrum Disorder Living Outside of Urban Areas: Systematic Review. J Med Internet Res 2017;19(8):e198. https://asset.jmir.pub/assets/846d8c3ed8307a4e477a2f5e87de61b5.pdf
Maughan AL, Weiss JA. Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder. J Autism Dev Disord 2017;47(10):3166-3179. https://link.springer.com/article/10.1007/s10803-017-3224-z
Best wishes from Germany and all the best for your ASD research,
Martin
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I am a child psychiatrist and a researcher of seclusion in Japan.
Duration of seclusion in Japan is significantly longer than in other countries. We are making efforts with using six core strategies, but we can’t reduce using seclusion. There are also many reports on the negative effects of seclusion and I feel that I must manage it as soon as possible.
One of the reasons is that we think that treatment of aggression in seclusion is effective.
Many patients in our unit are ASD who are abused.We conduct aggressive assessment at hospitalization and start various treatments (drug therapy, anger management, trauma therapy etc.), but child's motivation for treatment is poor and treatment is often not successful.
Unfortunately children raise dangerous acts and become isolated, and finally children understand the significance of themselves.Seclusion can reduce interference from other children and focus on treatment.If we stop seclusion in about 15 minutes as well as overseas, children can’t motivate the treatment and it seems to cause problems immediately.
Please tell me how you are successful in treating aggression without using isolation in your country.
Ms.Rita Ortiz-Waschmann
Thank you for the advice.I have to think seriously about the negative impact of Isolatioin. I will also check the site you taught.
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I am currently looking into developing a tool which can be used clinically with young people 14yrs-25yrs who may present with both suspected ASD and psychotic symptomology. Before i begin i though it could be helpfuul to see what is already available.
Any information or pointers would be most helpful.
Thank you in advance
Hi Lorraine, we wrote a paper on this topic in people with intellectual disability which might be useful? Here is the link, I'd be happy to share the paper:
Best wishes, Verity
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Young female patient 24 years old with carcinoid Tumour and ASD in the heart, long history of knee pain and fever and the pain only relieved by steroid, presented to me with knee swelling and flexion 60 degree, after MRI and PXR distal femur it was perosteal reaction and when I open the femral condyle the pus was under tension, drainage and AB sus release was added , oxygen therapy is dangerous to her , what is next ?
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Is there any tool in English version for the detection of ASD?
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Dear Colleagues,
As a non-profit group interested in child and adolescent mental health research in undeveloped and developing countries, the International Child Mental Health Study Group (ICMH-SG, http://www.icmhsg.org/) has gathered participants from 13 world countries, has published 8 articles in international journals, and has participated on several international meetings since 2011. Following our great success with two previous initiatives, a new project by the group is on the horizon! The aim of the project is to research cross-cultural aspects of autism spectrum disorder (ASD). Our plan is to be supported on this by national and international institutions and associations of the countries included.
The project is still in its conception phase and before we share details, we have prepared a feasibility testing via this survey. The aim is to locate those researchers and clinicians who are interested in and/or work with neurodevelopmental disorders of childhood. In addition, we are looking for those who might help us find others interested in the topic. If you are not interested in, or not available for participation in this project, we would be thankful if you could recommend your colleagues and share this survey with them.
Please, take this short survey to express your interests and help us!
Thanks a lot and all best,
Dejan Stevanovic and Rajna Knez, on behalf of the ICMH-SG
I am interested in your project . Camel milk its effect . Treatment in Autism. Mujeeb .
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IV- 4 conditions- high ASD, moderate ASD, low ASD, TD children
IV- 2 conditions - Male and female
DV- correctly identifying emotions in children
I am thinking that this is a two way between groups ANOVA?
Also what statistical tests would i need to run, would it be the same as a one way ANOVA?
Many thanks
This is not a one-way ANOVA but 2x4 gender x condition ANOVA.
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Would appreciate any research available within the field of SEN specifically looking at interventions for children with ASD / Down Syndrome / ADHD / etc. Any information on ABA / The Hanen Prog. / Gemini / SonRise Prog. / Or other interventions/supports not mentioned here.
Many thanks
I would suggest looking for reviews of interventions for these individual populations of children, for example:
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I am trying to determine what leadership styles are exhibited by effective secondary principals when working with special education [ASD] teachers/ students, in order to ensure positive student outcomes & successful transition to the postsecondary level. My study will use a theoretical lens (framework) of Transformational Leadership.
*also need to know what instruments besides MLQ would be helpful to use
Were you able to find the MLQ-5X? Are you able to send electronically or is it paper copy only?
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I got a small respond from Autism Spectrum Disorder (ASD) Parent (56), I have been waited for 2 months and I tried to reach them in many ways and different time. Can I stop and analyze the data and compare the two groups Children with ASD (n=56) and without ASD (n=234)?
Thank you in advance,
Laila
Dear Laila, as Joanne rightly said, you can compare two groups of different sizes but the statistical significance of the result will decrease (You can do this for preliminary studies). Indeed, it is preferable that the size of the two groups is similar and that the two groups have similar characteristics for sex and age. If the two groups have the same characteristics, the statistical power of the results will increase. Furthermore, in the event that the disease develops in a given population of a circumscribed geographical area, the best control group are healthy subjects of the same population.
Alessandro
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Motor coordination deficits have been identified as a cardinal feature of ASD (Fournier et al, 2010). Therefore interventions to address motor function, balance and coordination are required to increase functioning. In order to assess the quality and appropriateness of these interventions, outcome measures that are valid and reliable to the population need to be used.
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I am researching the use of one to one support in schools for those on the autism spectrum.
There is tremendous variability in the characteristics and intensity of needs among children currently diagnosed with autism. One-to-one support may be needed by and beneficial for some, but its overuse with students with relatively milder needs interferes with normal social adjustment and increases dependency. In reviewing research, it is essential to carefully scrutinize the actual characteristics and needs of the students with autism or ASD.
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I'm a PhD student working on top-down processing in persons with ASD, and what does uncertainty beget at the level of brain dynamics
Please, a little more papers about ASD.
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Research based inquiry for my mEd program, looking to potentially build curriculum. Researching the possible benefits of having a social - emotional based photography curriculum for ASD students and similar emotional disorders. Students identify emotions through their own eyes, and are helped to better comprehend them. Looking to develop a program with quantifiable methods. Looking for advice and thoughts.
Goals for program include:
gaining affective knowledge
emotion recognition
social reciprocity
technical photography knowledge
fine motor skill development
basic elements of art
My dear friend,
My new book has published. It is about design
as you are in this field i hope you will like it
Please read it and share it with everyone. It is talking about prosumer also for the first time in this book we talk about magic and its power in product design. It is talking also about future of consumers .I request you put the link of book on your page and your school website for your students.
Name: Everyone Is a Designer
Author: Mohsen Jaafarnia
Publisher: MJ
Ghochan, 2017
In Persian, Chinese and English
Topic: Industrial Design
Jaafarnia, Mohsen (2017). Everyone Is Designer. Ghochan, Iran : MJ Publication. ISBN: 978-600-04-7870-4
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I am a music educator in an inner-city school district.  The inordinate amount of children interrupting the educational process in the classroom, due to behavioral issues related to diagnosed ADHD, ODD, ASD, combined with socio-emotional challenges, has inspired me to become a music therapist.  I am seeking research to help support my case presentation to a Board of Education. It is my intention to provide MT services within a school district in order to curb or eliminate IEPs (interruptions to the educational process), whereby reducing the related effects of anxiety experienced by educators and students will improve the overall learning environment.
Dear Joseph F Collette,
I would like to present to your atention my Science Musical Development http://www.music.fedulov.ge as MT product to listen The Anthem of Germany "Das Deutschlandlied", where it would be possible to perform music in accordance with the preferences of the users, namely to set own tempo, sound levels, composition of musical instruments and other parameters. I'm very interested in knowing about any feedback in order to go in the right direction for treatment children with behavioral disorders. In my understanding, by setting their own preferences, users will be able to get the illusion of active participation in the song and not just passively listen. It is this case that I consider as a musical psychotherapeutic effect.
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I am currently conceptualizing an prospective experimental design that would best test for the improvement of the social skills/ theory of mind of children with ASD through canine companionship.
I am glad if it could help. I was at his PhD defense today so I heard there is a new data collect beginning now with a mix methodology. It could be a good time for you contact the research team.
Good Luck
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what strategies could be provided to support these children?
What skills do practitioners believe are important when providing support to children with ASD?
What could be done in the future to ensure inclusive practice to ensure every child receives the support and learning they deserve instead of being let down by the education system?
I'm an occupational therapist, so speaking from that perspective: often children with ASD need OT services collaboratively with their classroom teacher.  Each individual will have varied needs, but commonly sensory integration techniques are used for calming.  Social stories are emerging in the literature as being helpful with disruptive classroom behaviors as well.  Speech therapy will address communication deficits as needed.  Continued support and advocacy for parents is important as many do not know the rights of their child, and consequently may not be able to fully fight for their child's rights.
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Hi, I'm a master's student, recently I'm reading some paper about EIBI (Early Intensive Behavioral Intervention) of the child with ASD. There are a lot of research mentioned the manual of EIBI, but I can't find it. Please help me. Thanks a lot.
Lovaas, I. (2003). Teaching individuals with developmental delays. USA: Pro-ed.
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How should I measure IQ levels of ASD patients without purchasing any standard manual? I also need to measure CARS score.
@Dragos - Yes, even I have this concern, that is why I need to know any reliable and proven technique which can help in determining the IQ levels of patients. thanks
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I thought of behavioral indicators such as number of cancelled appointments,  times late, the length of the assessment process, number of clinicians (second opinion). I would greatly appreciate ideas or research experience.
I would ask it indirectly. By projection. Ask how they think their spouse copes with it compared to themselves.
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What are the policy and legislation ( emotional, access to treatment, diagnosis), can anyone add or expand it?
You could look at NICE guidelines for UK. Best practice in assessment would involve multidisciplinary assessment incorporating fit for purpose diagnostic interview and observational elements. DSM V and ICD 10 contain standard diagnostic criteria typically used by clinicians. Any treatments / interventions would depend on individual characteristics and needs. Hope this helps.
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I am looking into the benefits and effectiveness of Animal Assisted Therapy (AAT) for children with ASD for my 4th year Speech Pathology research review. I have started some preliminary review of literature and have found there to be some great gains on communication and social behaviour. I am wondering what other researchers on this topic or Speech Pathologists view points are to this approach? Has anyone seen this delivered in practice?
Belinda
Belinda
I am sending alone a short version of an explanation on how we (my daughter Chana and I) view AAT.
I think this would be better than the chapter, for your purposes.
Stanley
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Dear all,
Researcher: Jack Gilbert
Dissertation Supervisor: Dr Prithvi Perepa
My name is Jack Gilbert. I am a final year student studying BA Special Educational Needs and Inclusion student at the University of Northampton. For my dissertation, I wish to conduct research on whether dance and movement can be an intervention for children with autism with the focus on developing their social-communication skills. The research is going to be conducted under the supervision of Dr Prithvi Perepa who can be contacted on prithvi.perepa@northampton.ac.uk.
The questionnaire is based around the field of dance/movement and autism and your own experiences of working within the field. The questionnaire will take approximately 20 minutes to complete.
Your confidentially and anonymity will be protected throughout the research and your data will be securely stored in accordance to the university ethical guidelines. You also have the right to withdraw from taking part within this research by the 1st April 2016. The information will be stored on an external hard drive which will be protected and secured in a safe place. However please note that Google may store this information on their system.The findings of the research could possibly be published and will be used for my dissertation, which will be submitted to the University.
The link to the questionnaire can be accessed here:
If you need any additional information, please do not hesitate to contact me. I can be contacted on jack.gilbert13@my.northampton.ac.uk. I would like to thank you for taking the time to consider taking part within my research.
Yours Sincerely,
Jack Gilbert
The University of Northampton
Done, inclusion is the way forward gives a new dimension to dance
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I am looking for an observations system for RRBs and SIBs that I could use in a classroom setting.
Dear Clare. Thank you for providing these links.
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I am working with a dataset of 60 subjects that had a set of behavioral patterns calculated during each month for 10 months total. So each subject has 10 time points with 15 variables (of varying, unknown significance) that comprise their developmental trajectory. This will be used to create a series of trajectory clusters that can be used to predict Word count at 18, 24, and 36 months, as well as binary information such as ASD or learning disability diagnosis. KML3d allows me to use multiple variables to create these clusters, but I'm struggling to find some ways to compare the results of different numbers of clusters, different  quality criterion results, and other information about the clustering results. Any and all help or advice for where to look would be greatly appreciated. Thanks!
If you want to compare the clustering performance. You can use the Davies Bouldin (DB) Index & Dunn Index. The smaller values of DB index indicate the better results; similarly higher value of Dunn Index indicates better solution.
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I have noticed that daily exercise is a common recommendation for ASD youth with sleep problems, but have found almost nothing in the literature as far as empirical studies that I could cite. I would really like one or two more cites for a paper I am working on. Can anyone suggest a paper or two?
According to my knowledge in ASD and PA, there is no empirical evidence regarding the beneficial effects of exercise on sleep problems of individuals with ASD. However, I noticed this positive effect when teaching karate to autistic children. Their parents reported this positive effect during and after (a few months) martial art therapy intervention.
There are many papers (title) in typical population and other conditions such as the following:
1. Effects of a Yearlong Moderate-Intensity Exercise and a Stretching Intervention on Sleep Quality in Postmenopausal Women
2. The Effects of Acute and Chronic Exercise on Sleep
3. Effects of Exercise on Sleep
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I completed my research on a play approach using Lego and social skills development in children on the autistic spectrum this year. It was my dissertation for my MSc and I'm hoping to cut it down and publish an article. Which journals would it be good to approach?
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I am currently undertaking research for my dissertation in primary education, and am looking for research that concerns the use of PECS in supporting the teaching and learning of children with ASD.
Specifically, I am looking for any reareach that explores the behavioural impact this has on engagement and participation in learning.
I would be be very great full if anyone could help! :)
Look at Tamara Brooks PhD Thesis about learning environments for children with Autism, undertaken at the University of Worcester  https://eprints.worc.ac.uk/1036/ and also look at the complex learning difficulties and disabilities project http://complexld.ssatrust.org.uk/
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I was told that the section on communication was merged with the section on social interaction in the DSM V because research had shown these impairments to co-occur often. Is this true? Or not? Where might I find some research done by/for the APA which influenced this decision to merge? I would really appreciate some input here.
Hi Leah,
Kanner actually thought language difficulties in ASD were secondary to social issues and removed it from his core criteria for ASD in the 50s. Rutter then demonstrated strong associations between language and later outcomes and language re-emerged as a core criteria when autism became its own diagnostic category in the DSM-3.
There has been a lot of work showing overlap between social and communication difficulties in autism including studies showing that language did not differentiate well between autism and AS. For example:
Tager-Flusberg, H. (1999). A psychological approach to understanding the social and language impairments in autism. International review of psychiatry, 11(4), 325-334.
Lord, C., & Pickles, A. (1996). Language level and nonverbal social-communicative behaviors in autistic and language-delayed children. Journal of the American Academy of Child & Adolescent Psychiatry, 35(11), 1542-1550.
Howlin, P. (2003). Outcome in high-functioning adults with autism with and without early language delays: implications for the differentiation between autism and Asperger syndrome. Journal of autism and developmental disorders, 33(1), 3-13.
Cheers,
Kristen
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