Construção e validação de um produto educacional sobre o Transtorno do Espectro Autista no ambiente escolar

Purpose: to describe the panorama of the pedagogical context in the preschool teaching of students with Autism Spectrum Disorder (ASD), in a municipality in the state of São Paulo, Brazil. Methods: 32 teachers, including early childhood education (ECE), special education (SE), and specialized educational assistance (SEA), participated answering a questionnaire about their performance with autistic students. A descriptive qualitative analysis of the data was performed. Results: the average age of the teachers was 40.6 years old, with an undergraduate degree in Teaching, Pedagogy, Special Education, and/or Visual Arts, of which 84.4% were postgraduate. 87.4% knew ASD characteristics; 80%, SEA, 66.7%, SE, 57.1% of ECE teachers had receive the medical report. 78.1% reported difficulties in socialization, communication, behavior, learning; 15.6%, aggressive behavior / irritation; 12.5%, difficulties in attention / concentration; 6.2%, motor coordination difficulties in their autistic students. 62.5% considered that their autistic students had the potential to follow mainstream education; 68.8% received guidance from team professionals; 78.1% participated in courses/lectures on the theme; 28.1% considered they were able to teach autistic children; 78.1% stated that adjustments in the teaching structure were necessary. Conclusion: the scenario of the pedagogical context in the preschool teaching of students with ASD, in the studied municipality, needs reflections. Information on ASD characteristics, training courses, knowledge on individual follow-ups, so that teachers are prepared to promote effective teaching and learning, are needed.

Autism Characteristics in Older Adults with Depressive Disorders

This study investigates the relationship between the perceived stress of parents with a child with (characteristics of) an autism spectrum disorder (ASD) and the degree of ASD characteristics within parents. Data from 222 children (mean age 7.8 years) and their primary caregivers, previously collected as part of the Social Spectrum Study, were analyzed. Linear regression analyses were used to investigate the association between experienced parenting stress and the influence of parents’ own ASD characteristics, taking into account relevant covariates. This study shows that the experienced parenting stress does not show a significant relationship with the ASD characteristics of parents when relevant covariates (such as own psychiatric problems, ASD characteristics of the child and the partner relationship) are added. This study finds indications that parenting stress in parents of children with ASD appears to be more strongly related to their general perceived psychopathology than to their specific ASD characteristics. Further replication is warranted, and we advise research into interventions for parents that possibly prevent (further) stress associated with raising a child with ASD (characteristics).

Autism spectrum disorder (ASD) characteristics seem to abate over time, but whether this protracts until late adulthood is largely unknown. We cross-sectionally investigated self- and other-reported ASD characteristics of adults with (ASD: Nmax-self = 237, Nmax-other = 130) and without ASD (COM: Nmax-self = 198, Nmax-other = 148) aged 19–79 years. Within the ASD group, self-reported ASD characteristics, and sensory sensitivities were highest in middle adulthood, while age was not associated to empathy. Sex differences were also found. However, age-and sex-related differences were not revealed by others and self- and other-report were poorly concordant. These results show that ASD characteristics in adulthood are differently perceived across age, sex, and informants and suggest that it is important to repeatedly assess self-reported ASD characteristics during adulthood.

This prospective, longitudinal study aims to compare the prevalence of autism spectrum disorder (ASD) characteristics in adolescents with anorexia nervosa (AN) during and after underweight in order to help unravel the complex link between both conditions. 24 adolescents with AN completed the youth self-report, autism spectrum quotient (AQ) or autism spectrum quotient adolescent version (AQ - adolescent) and a questionnaire designed by the researchers during a state of underweight and after weight recovery. AQ total score and several AQ subscale scores at the time of underweight are significantly higher than after weight recovery with medium to large effect sizes. Linear modelling cannot prove a significant effect of weight gain, internalizing problems or medication use on AQ score, but it does show an association between AQ during underweight and AQ after weight recovery. The results highlight the complexity of the link between AN and ASD characteristics. Although a clear change in AQ score is seen in part of the participants, this effect cannot be generalized and a link with weight change cannot be demonstrated. It seems likely that ASD characteristics in AN are a combination of trait and state: underweight and starvation might exacerbate potentially present traits. Part of our results may indicate the existence of subgroups based on AQ score during underweight. Our study supports the theory that more ASD characteristics at T1 may result in a poorer outcome and a higher need for specified and intensive treatment.

We applied a trajectory-based analysis to eye tracking data in order to quantify individualized patterns of pupil response in the context of global-local processing that may be associated with autism spectrum disorder (ASD) features. Multiple pupil response trajectories across both global and local conditions were identified. Using the combined trajectory patterns for global and local conditions for each individual, we were able to identify three groups based on trajectory group membership that were thought to reflect perceptual strategy. Results indicated that the proportion of children with ASD was significantly greater in the group demonstrating a local-focus response. This research presents a novel analytic approach to the objective characterization of individualized pupil response patterns that are associated with ASD features.

Cortical differences have been reported in Anorexia Nervosa (AN) compared with healthy controls (HC); however, it is unclear if Autism Spectrum Disorder (ASD) characteristics are related to these cortical differences. The aim of this study was to examine if structural measures were correlated to ASD traits in AN. In total 184 female participants participated in the study; 57 acutely underweight AN participants (AAN), 59 weight‐restored participants (WR) and 68 HC. Participants underwent structural magnetic resonance imaging as well as completing the Autism Diagnostic Observation schedule, second edition to examine ASD characteristics. Group differences in curvature, gyrification, surface area, thickness, global grey matter and white matter were measured. Correlation and regression analysis were conducted to examine the relationship between cortical measures and ASD characteristics. Two decreased gyrification clusters in the right post central and supramarginal gyrus and decreased global grey matter were observed in the AAN group compared to HC and WR. No correlations between ASD traits and structural measures existed. Our results suggest structural differences seen in individuals with AN do not appear to be related to ASD characteristics.

BackgroundLower gestational age may increase autism spectrum disorder (ASD) vulnerability; however, the incidence of ASD diagnosis through a direct assessment on every very preterm birth child on the population base remains unclear. Moreover, the behavioral characteristics of preterm birth ASD are unknown.MethodsEvery very preterm birth child (gestational age < 32 weeks; birth weight < 1500 g) who was discharged from neonatal intensive care units in Southern Taiwan and prospectively followed to 5 years of age was evaluated using the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R). The term birth (gestational age > 37 weeks) ASD children characterized by ADOS and ADI-R were group matched to the preterm birth ASD by age at examination for comparison. ADOS severity scores were calculated by the Mann–Whitney U test and ADI-R by multivariate analysis of variance and canonical discriminant analysis.ResultsTwo hundred forty-six (87%) of the 283 very preterm survivors were followed prospectively to 5 years of age. Nineteen (7.7%) of the 246 children fulfilled the diagnostic criteria of ASD. After excluding 1 patient with cerebral palsy and profound mental disability, 18 preterm ASD children were compared with 44 term birth ASD children. The two ASD groups were comparable for age at examination, gender, and intelligence quotient. The two groups showed comparable ADOS severity scores in social affect deficits, restricted repetitive behaviors, and total score, but had differences in qualitative abnormalities in reciprocal social interaction (Wilks lambda F value = 6.2, P < 0.001) of ADI-R. Compared to term birth ASD children, preterm birth ASD children exhibited worse nonverbal behaviors that regulate social interaction (OR 2.59, 95% CI 1.41–4.73, P = 0.002) but more favorable peer relationships (OR 0.58, 95% CI 0.38–0.90, P = 0.01) and socioemotional reciprocity (OR 0.55, 95% CI 0.33–0.92, P = 0.02). In contrast to the heterogeneous severity of social reciprocity in the term ASD group, the behavioral characteristics of the preterm ASD group showed a homogeneous reciprocal social interaction pattern.ConclusionsThe 5-year incidence rate of ASD was high in very preterm birth children. Preterm birth ASD exhibited a specific behavioral phenotype of reciprocal social interaction.

The current study examined the relationship between quantitative measures of reward and punishment sensitivity, features of autism spectrum disorder (ASD), and resting and functional pupil response metrics across a clinically heterogeneous sample. Scores on a parent-report measure of punishment and reward sensitivity were correlated with ASD features. We also assessed whether pupil measurements could be used as a physiologic correlate of reward sensitivity and predictor of ASD diagnosis. In a logistic regression model, pupil dilation metrics, sex, and IQ, correctly classified 86.3% of participants as having an ASD diagnosis versus not. This research highlights individual differences of reward sensitivity associated with ASD features. Results support the use of pupil metrics and other patient-level variables as predictors of ASD diagnostic status.

Fragile X Syndrome (FXS) is considered the most common form of inherited intellectual disability. It is caused by reductions in the expression level or function of a single protein, the Fragile X Mental Retardation Protein (FMRP), a translational regulator which binds to approximately 4% of brain messenger RNAs. Accumulating evidence suggests that FXS is a complex disorder of cognition, involving interactions between genetic and environmental influences, leading to difficulties in acquiring key life skills including motor skills, language, and proper social behaviors. Since many FXS patients also present with one or more features of autism spectrum disorders (ASDs), insights gained from studying the monogenic basis of FXS could pave the way to a greater understanding of underlying features of multigenic ASDs. Here we present an overview of the FXS and FMRP field with the goal of demonstrating how loss of a single protein involved in translational control affects multiple stages of brain development and leads to debilitating consequences on human cognition. We also focus on studies which have rescued or improved FXS symptoms in mice using genetic or therapeutic approaches to reduce protein expression. We end with a brief description of how deficits in translational control are implicated in FXS and certain cases of ASDs, with many recent studies demonstrating that ASDs are likely caused by increases or decreases in the levels of certain key synaptic proteins. The study of FXS and its underlying single genetic cause offers an invaluable opportunity to study how a single gene influences brain development and behavior. © 2013 The Authors. Developmental Neurobiology Published by Wiley Periodicals, Inc. Develop Neurobiol 74: 147–177, 2014

“If the library can serve as a safe and welcoming place for these students, it will help contribute to their ultimate college success.” (Anderson, 2018). Certain characteristics of autism spectrum disorder can make it challenging for autistic college students to make use of academic libraries. High levels of sensory stimulation and the need to understand and comply with neurotypical social norms can make library spaces feel unwelcoming and difficult to use. West Chester University Libraries decided to develop a dedicated space for our growing cohort of autistic students to study. This article will discuss the reasons why autistic students may find academic libraries challenging as well as the considerations and process of developing a separate space for autistic students within a library.

Pica, the repeated ingestion of nonfood items, can be life-threatening. Although case reports describe pica in children with autism spectrum disorder (ASD) or intellectual disability (ID), there has been little systematic study of pica prevalence. We assessed pica in children 30 to 68 months of age (median = 55.4 months) with and without ASD. Our sample from the Study to Explore Early Development, a multisite case-control study, included children with ASD (n = 1426), children with other developmental disabilities (DDs) (n = 1735), and general population-based controls (POPs) (n = 1578). We subdivided the ASD group according to whether children had ID and the DD group according to whether they had ID and/or some ASD characteristics. Standardized developmental assessments and/or questionnaires were used to define final study groups, subgroups, and pica. We examined pica prevalence in each group and compared ASD and DD groups and subgroups to the POP group using prevalence ratios adjusted for sociodemographic factors. Compared with the prevalence of pica among POPs (3.5%), pica was higher in children with ASD (23.2%) and DD (8.4%), and in the following subgroups: ASD with ID (28.1%), ASD without ID (14.0%), DD with ID (9.7%), DD with ASD characteristics (12.0%), and DD with both ID and ASD characteristics (26.3%); however, pica prevalence was not elevated in children with DD with neither ID nor ASD characteristics (3.2%). Between-group differences remained after adjustment (adjusted prevalence ratio range 1.9-8.0, all P <.05). Pica may be common in young children with ASD, ASD characteristics, and ID. These findings inform the specialized health care needs of these children.

Participants assessed the employability of vignette characters whose presentation varied across two dimensions during a job interview: presence of autism spectrum disorder (ASD) characteristics (present, absent) and disclosure of diagnosis (ASD, ADHD, diabetes, or no disclosure). Participants more knowledgeable about ASD had more positive perceptions of vignette characters, particularly when they disclosed an ASD diagnosis and did not show ASD characteristics. Participants high in social desirability perceived vignette characters more positively. Participants expressed the most concern about job candidates showing inflexible adherence to a routine and sensory sensitivity, although such concerns may have been context-dependent due to job expectations. Overall, these results emphasize that employer factors, particularly employer knowledge of ASD and social desirability, significantly affect the perceived employability of job candidates with ASD. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This study examined autism spectrum disorder (ASD) features in relation to treatment completion and eating disorder psychopathology in anorexia nervosa (AN). Thirty-two adult women were recruited from specialist eating disorder services. Features of ASD and disordered eating were measured. Premature termination of treatment was recorded to explore whether ASD traits had impact on early discharge. A healthy control group was also recruited to investigate ASD traits between clinical and nonclinical samples. Significant differences were found between the AN group and the healthy control group in obsessive-compulsive disorder traits, depression and anxiety and ASD traits, with significant differences between groups in Social Skill and Attention Switching. The AN group reported no significant relationship between disordered eating severity and ASD traits. No significant effect was found between ASD features and treatment completion. Raw data on premature termination of treatment, despite no statistic impact, showed that seven out of the eight participants with high features of ASD completed treatment as planned compared with 50% of those with low ASD traits. Unexpectedly, this suggests enhanced treatment adherence in ASD.

The main characteristics of autism spectrum disorder (ASD) lay on the ability to communicate and interact with others. Meanwhile, communication and interaction are highly related to the ability to understand language and ability to convey information. This qualitative study was conducted to identify the language ability of adolescent students with ASD receptively and expressively. Data were collected at seven junior and senior special high schools through assessments using the instruments of Deteksi Dini Gangguan Kemampuan Berbahasa (DDGKB) and Pemahaman Bahasa Secara Auditori (PBSA). 45 students consisting of 37 boys and 8 girls with their age ranging from 11 to 19 years old were assessed using the instruments. The collected data were then analysed by comparing the data to the language development milestones and indicators of receptive and expressive ability from the Education Ministry. Results show the number of male autistic students is greater than the number of female students. Around 13% or 6 out of 45 teenage autistic students already have receptive and expressive language skills over the mental age of 5 years. Meanwhile, 5. 87% or 39 students still have receptive and expressive abilities under the mental age of 5 years.