Behavior Of Autistic Children Research Articles

The Impact of Cognitive Behavioral Therapy on Sleep Problems in Autistic Children with Co-occurring Anxiety.

This study seeks to examine the relationship between anxiety-symptom severity and sleep behaviors in autistic children receiving cognitive behavioral therapy (CBT). We conducted a secondary-data analysis from a sample of 93 autistic youth, 4 to 14 years, participating in 24 weeks of CBT. Clinicians completed the Pediatric Anxiety Rating Scale (PARS) and parents completed the Children's Sleep Habits Questionnaire, Abbreviated/Short Form (CSHQ-SF) at baseline, mid-treatment, post-treatment and 3months post-treatment. Mediation analysis evaluated the role of anxiety symptoms in mediating the effect of time in treatment on sleep. There was a negative association between time in treatment and scores on the CSHQ-SF (b = -3.23, SE = 0.493, t = -6.553, p < 0.001). Increased time in treatment was associated with decreased anxiety (b = -4.66, SE = 0.405, t = -11.507, p < 0.001), and anxiety symptoms decreased with CSHQ-SF scores (b = 0.322, SE = 0.112, t = 2.869, p = 0.005). The indirect effect of time in treatment on CSHQ-SF scores through PARS reduction was negative, but not statistically significant. Increased time in CBT was associated with decreased anxiety severity and improved sleep behaviors. Reductions in anxiety symptoms may mediate improvements in sleep problems, but larger sample sizes are necessary to explore this further.

Impact of Applied Behavior Analysis on Autistic Children Target Behaviors: A Replication Using Repeated Measures.

Applied behavior analysis (ABA) is a primary evidence-based practice in treating autism spectrum disorder (ASD). Ongoing research is needed to report the resultsof ABArelative to attaining target behaviors. This study aims to replicate the results of previous research to determine the effectiveness of ABA of target behaviors in autisticchildren with a new timepoint sample of data. Materials & methods: A repeated measures analysis tracked 98 autistic children, which included four adult participants, over three timepoints during a one-month snapshot period from 6/7/23to 7/7/23. This study used a retrospective chart review to gather data on target behaviors to determine the effectiveness of ABA treatments across age categories. A mixed (between x within) analysis of variance (ANOVA) and subsequent post hoc and interaction contrasts were used to determine statistical significance. Mixed (between x within) ANOVAindicated statistical significance (sphericity assumed), F(2,160) = 32.893, and p < 0.05, across time. Using bootstrapped paired t-tests, multiple comparisons indicated p < 0.001 on all three multiple comparisons, with Bonferroni corrected α = 0.017. There was also a non-significant interaction effect (sphericity assumed) with (time) x (age category), F(8,160) = 0.333, p = 0.952, likely due to sizeable within-group variation resulting in a lowered statistical power. Conclusions: This replication found that autistic children receiving the ABA intervention demonstrated statistically significant improvement in target behaviors over the one-month snapshot period.

Atypical pattern separation memory and its association with restricted interests and repetitive behaviors in autistic children.

Memory challenges remain understudied in childhood autism. Our study investigates one specific aspect of memory function, known as pattern separation memory, in autistic children. Pattern separation memory refers to the critical ability to store unique memories of similar stimuli; however, its role in childhood autism remains largely uncharted. Our study first uncovered that the pattern separation memory was significantly reduced in autistic children, and then showed that reduced memory performance was linked to their symptoms of repetitive, restricted interest and behavior. We also identified distinct subgroups with profiles of reduced and increased generalization for pattern separation memory. More than 72% of autistic children showed a tendency to reduce memory generalization, focusing heavily on unique details of objects for memorization. This focus made it challenging for them to identify commonalities across similar entities. Interestingly, a smaller proportion of autistic children displayed an opposite pattern of increased generalization, marked by challenges in differentiating between similar yet distinct objects. Our findings advance the understanding of memory function in autism and have practical implications for devising personalized learning strategies that align with the unique memory patterns exhibited by autistic children. This study will be of broad interest to researchers in psychology, psychiatry, and brain development as well as teachers, parents, clinicians, and the wider public.

Might the fungus Candida albicans be a risk factor for autism? A meta-analysis study

Objective: Due to the high increase in rate of autism, it has gained great importance to determine the etiology of autism spectrumdisorder. The purpose of our study was to assess the role of Candida albicans as a risk factor to cause autism behavior.Methods: We searched Scopus, PubMed, Web of Science and PsycINFO for articles up to December, 2021. The studies involving children diagnosed with autism spectrum disorder were included. Children’ outcomes were selected as Candida albicans (positive) and Candida albicans (negative). Odds ratios were reported using fixed-effect and random-effect meta-analysis. The heterogeneity was assessed by the Chi-square test and Higgins' I2 test. The publication bias was examined via funnel plot and Hegger’s test.Results: Our meta-analysis was conducted based on 254 diagnosed with Autism Spectrum Disease cases and 161 healthy cases from 4 studies. Compared to the healthy cases, the odds of presence of Candida albicans (OR=7.21; 95% CI: 3.75-13.85; p&lt;0.001) were higher in those diagnosed with autism spectrum disorder.Conclusion: This study as a whole showed that children diagnosed with autism spectrum disorder have higher frequency of the presence of the fungus Candida albicans. Therefore, Candida albicans may be an etiological factor for the autistic behavior in children.

تأثير العلاج بأوميغا-3 على الأطفال المصابين بالتوحد في الرياض، المملكة العربية السعودية

This comprehensive review article explores the effect of omega-3 medication on autistic children in Riyadh, Saudi Arabia. Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by challenges in social communication and repetitive behaviors. Traditional treatment approaches for ASD have limitations, necessitating the exploration of alternative treatments. Omega-3 fatty acids, which are essential nutrients found in certain foods, have been associated with various health benefits, including potential benefits for managing ASD symptoms. The review begins by providing a detailed overview of the prevalence and characteristics of ASD, as well as the current treatment approaches and their limitations. It emphasizes the importance of exploring alternative treatments for ASD due to the need for more effective interventions. Next, the article delves into an in-depth exploration of omega-3 fatty acids, explaining their sources, types, and associated health benefits. The role of omega-3 supplementation in managing ASD symptoms is discussed, highlighting the potential mechanisms through which omega-3 fatty acids may exert their effects on the neurodevelopmental processes relevant to ASD. To support the potential benefits of omega-3 supplementation for autistic children, the review examines relevant research studies conducted on this topic. A comprehensive review of randomized controlled trials (RCTs), systematic reviews, and meta-analyses is provided, summarizing the key findings and conclusions. The review explores the varied outcomes observed in terms of improvements in social interaction, communication, and repetitive behaviors in autistic children after omega-3 supplementation. It also discusses the limitations and gaps in the existing research, highlighting the need for further studies to provide a clearer understanding of the effects of omega-3 medication on ASD symptoms.

A multidimensional investigation of the relationship between skin-mediated somatosensory signals, emotion regulation and behavior problems in autistic children.

Autistic children may have abnormal sensory perception, emotion dysregulation and behavior problems. The aim of this cross-sectional study was to explore the relationship between skin-mediated somatosensory signals and emotion/behavior difficulties in autistic children and adolescents, in comparison typically developing peers (TDP). Thirty-eight autistic children and adolescents and 34 TDP completed a multidimensional assessment consisting of the measurement of somatosensory thresholds of touch, pain and temperature, a task on emotion knowledge and parent-reported questionnaires on sensory reactivity, emotion regulation and behavior. Autistic children had higher pain sensitivity, less sensory reactive behaviors and more behavior problems than their TDP. In contrast to TDP, several somatosensory thresholds of autistic children correlated with emotion regulation and behavior problems. Sensory dysfunction may affect the development of emotional processing and behavior in autistic children and adolescents. This knowledge can lay the foundation for future studies on co-occurring alterations in corresponding neural networks and for the implementation of early interventions, including sensory rehabilitation therapy, for promoting regulated behaviors in autistic children and adolescents.

Effect of Gluten Free Casein Free Diet on Maladaptive Behavior in Autistic Children: Meta-Analysis

Background: Children with Autism tend to experience gastrointestinal disorders more often. Interactions between the gut and brain microbiome influence mood and behavior in health and disease. Diet therapy, specifically the gluten and case-free diet (GFCF) is an elimination diet that involves removing certain proteins from the normal diet, such as gluten and casein. The right intervention can change behavior for the better and through the right handling. This study aims to estimate the effect of a case-free gluten-free diet on maladaptive behavior in autistic children, through a meta-analysis of primary studies conducted by previous authors. Subjects and Method: This study is a systematic review and meta-analysis with the following PICO, population: Autism children, intervention: gluten-free case-free diet, comparison: no case-free gluten-free diet, outcome: maladaptive behavior. The articles used in this study were obtained from three databases, namely PubMed, Google Scholar, and Science Direct, using the search key “Diet Gluten Free Casein Free” OR “NonDiet Gluten Free Casein Free” OR “GFCF” AND “Autism” OR “Autism” AND “Maladaptive” AND “Randomize Controlled Trial” OR “RCT”. The included article is a full-text Randomized Controlled Trial study designed from 2002 to 2022 and reports the mean and SD in multivariate analysis. The selection of articles is done using PRISMA flow diagrams. Articles were analyzed using the Review Manager 5.4 application. Results: A total of 7 randomized controlled trial studies conducted in the Americas, Europe, and Asia were selected for meta-analysis. Autistic children who received casein-free gluten-free had an average score of 0.11 units of maladaptive behavior lower than those who were not given a diet (SMD= 0.11 95% CI= .035 to 0.13; p= 0.360). Conclusion: The casein-free gluten-free diet has an effect on reducing the risk of maladaptive behavior in children with autism. Keywords: casein free gluten-free diet, gfcf, maladaptive behavior, autism Correspondence: Ruliany Yuni Nurul Hakim. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A Surakarta 57126, Central Java, Indonesia. Email: Ruliany27@gmail.com. Ponsel +6282124886320. Indonesian Journal of Medicine (2023), 08(03): 286294

IMPLEMENTASI KOMUNIKASI KONSELING ISLAMI TERAPIS DALAM PENGEMBANGAN INTERAKSI DAN PERILAKU ANAK PENYANDANG AUTIS MELALUI TERAPI ABA

Autism is a developmental disorder, understanding which has an impact on behavior, social interaction, communication and language disorders. Because of these problems, children with autism need to do therapy to improve and reduce existing problems. The early intervention method for dealing with autistic children is using ABA therapy.The purpose of this study was to find out how the implementation of therapist counseling communication in ABA therapy, and how changes in the development of interaction and behavior of autistic children before and after being given ABA therapy. The research design uses descriptive qualitative research. Data collection techniques obtained through observation, interviews, and documentation. From this study it was found that at YPAC Medan the implementation of counseling communication was not implemented. But the implementation of communication is generally done by therapists in the form of interactional communication. Furthermore, there are changes in the development of interaction and communication in autistic children before and after carrying out ABA therapy in that before carrying out ABA therapy children are not at all affected by environmental stimuli, there is no eye contact when communicating and interacting, only focusing on oneself, not responding to external stimuli, and only focus on the object or activity they like. Furthermore, after the child is given ABA therapy, there are visible changes, including starting to be able to respond to stimuli, starting to make eye contact, starting to be able to say words even though they don't understand their meaning and starting to be able to express wishes by giving signs

Analyze Social Behavior in Autistic Children by Using Theory of Mind

A complicated heterogeneous disorder, autism spectrum disorder (ASD) impacts verbal and nonverbal communication, social relationships, as well as social and cognitive activities. The study of the theory of mind (ToM) entails the observation, comprehension, and interpretation of mental states and the behaviors they produce. ToM and ASD are closely related. The ToM exam is frequently failed by kids with ASD. Currently, scientists have discovered a link between ToM, social-emotional development, and cognitive development in kids with ASD. ToM was successful in predicting with precision the limitations of autistic patients' social skills, creative abilities, and communication. However, the causes of autism are still largely unknown because of the disorder's complicated behavior and polygenic disorders. The purpose of this paper is to investigate how ToM affects the social, emotional, and cognitive growth of children with ASD. The study uses Empathizing-systemizing (E-S) theory to explain the non-social and social traits of autistic children and describes how ASD children make moral decisions from the perspective of cognitive and social development.

Using Pivotal Response Treatment to Improve Language Functions of Autistic Children in Special Schools: A Randomized Controlled Trial.

Language difficulties exert profound negative effects on the cognitive and social development of autistic children. Pivotal Response Treatment (PRT) is a promising intervention for improving social communication in autistic children, but there is a lack of a comprehensive examination of language functions. This study aimed to investigate the effectiveness of PRT in promoting the primary language functions (requesting, labeling, repeating, responding) defined by (Skinner, B. F. (1957). Verbal behavior. Martino Publishing.) theory of verbal behavior in autistic children. Thirty autistic children were randomly divided into the PRT group (Mage = 6.20, SDage = 1.21) and control group (Mage = 6.07, SDage = 1.49). The PRT group were provided with an 8-week training of the PRT motivation component in addition to treatment as usual (TAU) in their schools, whereas the control group only received TAU. Parents of the PRT group were also trained to practice the PRT motivation procedures at home. The PRT group demonstrated greater improvements in all four measured language functions compared to the control group. The improvement in language functions in the PRT group was generalized and maintained at the follow-up assessment. In addition, the PRT intervention enhanced untargeted social and communicative functioning, cognition, motor skills, imitation, and adaptive behaviors in the autistic children. In conclusion, language intervention using the motivation component of PRT is effective in promoting language functions as well as widespread untargeted cognitive and social functions in autistic children.

Islamic Counseling as a Therapy to Reduce Impulsive Behavior In Autism Children

This study aims to analyze in depth the effectiveness of Islamic counseling carried out by counselors in reducing impulsive behavior in autistic children. Research Methods were used qualitatively with a case study approach. The informant selection technique uses purposive sampling techniques, so that two core informants are obtained, namely DS and DT and four accompanying informants. Dat collection techniques use interviews, observations, documentation studies, and literature studies. Data analysis techniques go through six stages, namely collection, refinement, processing, analysis, analysis process, and data conclusion. Research findings show that Islamic counseling is effective as a therapy in reducing impulsive behavior in autistic children, as can be seen from the picture of significant changes in the behavior of autistic children. BS and DT become more compliant and able to be cooperative in the learning process, although they still need special assistance when BS and DT explore their potential during learning hours. BS informants still show the behavior of hitting goods or tables, but the intensity is only occasional. The behavior of hitting the head, wrinkling fingers, and playing with saliva does not appear at all. For DT informants the behavior of hitting surrounding goods still appears, but the intensity is only occasional. The emotions displayed are not as explosive as they used to be, only at the time of the class boss. Meracau only occasionally appears. The behavior of attacking and walking around in the classroom shouting did not appear. Recommendations for counselors in inclusive schools can use Islamic counseling therapy in reducing impulsive behavior in autistic children.

Possible Impact of the COVID-19 Pandemic on Language and Speech Development and Autistic Behavior in Children

Abstract The COVID pandemic had a disabling effect on people of all ages and sexes. The enforced lockdown to curb infection rates is hypothesized to have affected toddlers and young children in the developmental phase. The authors report this observation of a significant increase in the consultation numbers of children with speech and language issues and autistic-like behavior postpandemic from Kolkata, West Bengal, and India. There were striking similarities in the profile of these child cases, adding to the doubt whether the COVID pandemic and subsequent lockdown facilitated in the development of language and speech deficits as well as autistic-like features in developing children. It would be of important to know if the effects are temporary in nature or improve with time. Appropriate intervention strategies are suggested.

The Sensory Observation Autism Rating Scale (SOAR): Developed using the PROMIS® framework.

Autistic people experience the sensory world differently, impacting behavior. First-hand accounts and group-based research have found that sensory differences impact a range of things including family life, anxiety, participation, and daily living. Early sensory differences are widely reported to be associated with a cascade of developmental difference, suggesting that early autism diagnosis and sensory mapping could enable the provision of supports to facilitate flourishing. However, appropriate measurement tools are not available as all rely on proxy report or are observation measures which include limited modalities or domains and require the administration of stimuli. Therefore, following the gold-standard recommendations for measurement development outlined by the PROMIS® framework, we created the Sensory Observation Autism Rating scale (SOAR). We identified sensory behaviors across all primary domains and modalities through an extensive autism-sensory literature review and from focus groups with autism stakeholders. The initial item bank was then refined by an expert panel and through video coding five-minutes of free play from Autism Diagnostic Observation Schedule assessments of 105 age- and gender-matched autistic and developmentally delayed children (aged 13-36 months; 38 female). An additional 25% of the sample were double coded to investigate interrater reliability. Observational data and expert review supported the reduction of the item bank to 37 items. We propose that the refined SOAR has excellent face and ecological validity, along with interrater reliability (Intraclass correlation=0.87-0.99). Following further data collection and refinement, SOAR has promise to fully characterize sensory behaviors in autistic children and indicate useful supports.

Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms.

Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials.

The association between motor coordination impairment and restricted/repetitive behaviors in autistic children: The partial mediating effect of executive function

BackgroundIt has been strongly argued that impaired motor function contributes to the restricted/repetitive behaviors (RRBs) of autistic children, but the mechanism exploration of these claims has been limited by the absence of potential confounders such as executive function. MethodWe investigated the role that executive function (EF) plays in the relationship between motor coordination, EF, and RRBs in a school-aged autism population (n = 188, age = 7.42 ± 1.46 years, 86.7% males) via a structural equation model in a statistically robust way. The Developmental Coordination Disorder Questionnaire, Behavior Rating Inventory of Executive Function, and Restrictive Behavior Scale-Revised were collected to measure motor coordination, EF, and RRBs, respectively. ResultsAmong the participants, 33.5% (n = 63) were classified as intellectual disability, 46.8% (n = 88) had EF dysfunction and 35.1% (n = 66) had motor coordination impairment. We found a direct effect of motor coordination impairment on RRBs among children with ASD and without intellectual disability (β = -0.334, p<0.001), as well as an indirect effect through EF, which was a partial mediator of the relationship (β = −0.140, p = 0.001). ConclusionsMotor coordination impairment should be included in the routine evaluation of autism surveillance and rehabilitation procedure, to address the ASD children who need additional support. It is important to add motor skills and motor coordination training in the daily intervention of autism, which could also improve EF and decrease RRBs in these children.

Reducing Tantrum Behavior In Autistic Children Through “Isolationary Time-Out” Type Of Time Out Techniques

This study aims to determine the effectiveness of the "isolationary time out" type of time out technique in reducing tantrum behavior in autistic children, in this study the tantrum behavior in question is hitting behavior. The research approach used is quantitative with the type of experimental research with a Single Subject Research (SSR) approach. The design used is A1–B–A2. The research subject is an autistic student at SDLB YPLB Banjarmasin. The data recording technique uses event recording by measuring the frequency or number of occurrences of tantrum behavior in autistic children. The data obtained were analyzed through descriptive statistics and displayed in graphical form. The components analyzed are analysis under conditions and analysis between conditions. Based on the results of the study, there was a decrease in the frequency of tantrum behavior in autistic children in the baseline-1 (A1) condition, the mean level of tantrum behavior frequency was 14 times. At the time of intervention (B) the mean level of tantrum behavior was 11 times. In the baseline-2 condition (A2), the mean frequency level of tantrum behavior (hitting) was 9 times. Thus it can be concluded that the use of the isolationary time out type of technique is effective in reducing tantrum behavior in autistic children.

Parents Involvement in Social Interaction Intervention for Children with Autism Spectrum Disorder (ASD): A Review

Two basic characteristics characterize autism spectrum disorder: a difficulty in social communication and the prevalence of repetitive activities and/or restricted interests. The most frequently cited explanation for insufficient social contact or skill development is a lack of social cognition. Numerous interventions have been utilized to help children with this issue, including social storytelling, scheduled physical exercise programs, and peer-mediated intervention. Typically, interventions are performed in a clinical setting by experts such as occupational therapists. However, research indicates that parents’ involvement has a significant contribution to helping children to improve their children's social interactions and skills, particularly those with an autistic spectrum disorder. Thus, this study emphasizes social interaction intervention, its benefits, and the involvement of parents in social interaction intervention with autistic children. According to the previous research, early learning experiences through early intervention with the social contract approach significantly enhance development progress among ASD Children. Autistic children's behavior may improve with parental involvement in the intervention, and it may also reduce parenting stress because of improved behavior.

A pilot randomized controlled clinical trial of dance practice for functionality in autistic children and adolescent with all levels of need support

ObjectiveThis study addressed dance practice intertwining communication, functional independence and social behavior in autistic children and adolescents with all levels of need support. DesignA pilot randomized clinical trial with seventy-two participants between 8 and 15 years old were assessed for eligibility. SettingTheater rehearsal room and mental health clinic. InterventionsDance group (n = 17) or control group (n = 19), 24 sessions, once a week, lasting 40 min. Main outcome measuresThe Autism Behavior Checklist (ABC), Autistic Screening Questionnaire (ASQ), Childhood Autism Rate Scale (CARS), Functional Independence Measure (FIM), and World Health Organization Disability Assessment Schedule (WHODAS, version 2.0, to assess mothers’ functioning) were applied at two time points: baseline and end-point. ResultsDifferences between dance and control groups were significant at post-intervention for communication (mean difference: 1.31; 99.8%CI: 0.29, 2.32, p < 0.001, d = 0.93); social cognition (mean difference: 1.01; 99.8%CI: 0.13, 1.89, p < 0.001, d = 0.82); autistic behavior (mean difference: 11.82; 99.8%CI: 17.33, −6.31, p < 0.001, d = 1.45). ConclusionsIn this preliminary study, the findings provide ways of communication and social interaction through dance practice by autistic children and adolescents with all levels of support needs. Research on neurodiversity is needed to understand its feasibility and the lifestyle appropriation.

Association of urinary polycyclic aromatic hydrocarbon metabolites with symptoms among autistic children: A case-control study in Tianjin, China.

Polycyclic aromatic hydrocarbons (PAHs) are ubiquitous pollutants that are associated with altered neurodevelopment and various neurodevelopmental disorders. However, studies evaluating internal biomarkers of PAH exposure in reference to the severity of autism spectrum disorder (ASD) symptomology and autistic behaviors are scarce. Hence, we conducted a case-control study evaluating 12 urinary hydroxylated PAH metabolites (i.e., hydroxy-PAHs) in 101 children with autism and 101 neurotypical children, matching according to sex and age in a 1:1 ratio. In children with ASD, the severity of symptomology and autistic behaviors were assessed using the child autism rating scale (CARS) and the autism behavior checklist (ABC). We found that urinary levels of nine of the hydroxy-PAHs were statistically significantly higher in the ASD group, with the exception of 2-hydroxynaphthalene (2-OHNap) and 4-hydroxyphenanthrene (4-OHPhe). Moreover, urinary hydroxy-PAH levels were associated with ASD risk, with odds ratios ranging from 1.86 to 17.19. Exposures to 1-hydroxynaphthalene (1-OHNap, β=3.32), hydroxyphenanthrenes (1/2/3 + 9-OHPhes, β=3.41-5.12), 1-hydroxypyrene (1-OH-Pyr; β=3.91), 2-hydroxybenzofuran (2-OHDBF; β=3.93), and ∑OH-PAHs (β=4.67) were positively associated with CARS scores after adjusting for covariates (all p &lt; 0.05). When applying the ABC scale, 1-OHPyr levels were positively associated with ABC total scores (β=18.54), with the strongest associations evidenced in regard to the social relatedness (β=6.51) and language domains (β=6.51) (all p &lt; 0.05). Bayesian kernel machine regression (BKMR) showed consistent positive exposure responses for 1-OHNap, 1-OHPhe, and 3 + 9-OHPhe levels in regard to CARS scores, and for 1-OHPyr levels in regard to ABC total scores. Our findings suggest that children with ASD may have higher urinary levels of hydroxy-PAHs, and that these biomarker levels are associated with an increased odds of ASD, an increased severity of autism symptomology, and increased autistic behaviors in children with autism. LAY SUMMARY: We conducted an epidemiologic study evaluating the associations of urinary hydroxy-PAH levels with autism spectrum disorder (ASD), autism symptomology, and autistic behaviors. We found that urinary hydroxy-PAHs were statistically significantly associated with ASD. We note strong statistically significant associations between 1-OHNap, 1-OHPhe, and 3 + 9-OHPhe levels and increased severity of autism symptomology, as well as a strong statistically significant association between 1-OHPyr levels and behavioral characteristics within the social and linguistic domains. This work, if confirmed, will contribute to the future development of diagnostics for children with mild autism, as well as to environmental measures to promote the health and wellbeing of children with autism spectrum disorders.

Social skills and behavior autism spectrum disorder during covid-19 Pandemic

The research aims to describe the social development and behavior of autistic children and find ways to develop the social skills and behavior of autistic children during the COVID-19 pandemic. The research method is qualitative research. The data ware collected using interviews, documentation studies, and observations on parents and special assistant teachers for children with autism spectrum disorders of primary and secondary school age. Check the validity of the data used source triangulation. The results showed that autistic children during this pandemic experienced a decline in behavioral, social, and communication aspects. The method that is considered effective in overcoming this is by using daily activities for the development of social skills and behavior. The components of these activities are 1). Creating communication using verbal and visual language. 2). Develop new routines by forming new habits. 3). Monitor the mental development and physical health of children. 4). Establish regular collaboration and communication with schools. 5). Utilize existing human resources at home. 6). Literacy practice in children. 7). Always involve children in daily activities at home. 8). Encouraging children's social relations to connect with friends and teachers by utilizing technology media.