Development Of Autistic Children Research Articles

University studies of future psychologists to work with autistic children

The aim of the study. Help autistic children in Ukraine is inadequate due to a lack of well-trained specialists. This article is dedicated to the problem of preparation of specialists for the work with autistic children by the module system of higher education. Methods. The methodological basis for constructing an educational module is to use the elements of graph theory, which can detect basic blocks, functions of the educational module, and identify the components of the content of the module and install interrelationships between them. To determine the content of the educational module were used the results of the survey of parents and professionals who work with autistic children. There have also been investigated indicators of 60 autistic children by Binet-Simon and CARS methods in the experimental and reference group. In the experimental group are specialists who have been trained by TEACCH method, whereas in reference group are specialists who do not have special education in the fi eld of ASD. Results. The results of the survey of parents and professionals as well as indicators of autistic children of experimental and reference group have shown a greater progress in development of autistic children in experimental group. Taking into account the results an educational modul for preparation of psychologists for work with autistic children wasconstructed. The modul consists of 8 blocks that include clinical, correctional and therapeutic knowledge and covers 5 functions of preparation of practical psychologists: diagnostical, predictive, corrective, coordinative and productive, that provides success in the development of autistic child. Conclusions. Creation and the improvement of the contents of the modules, which deal with the question of autistic disorders, are interconnected with the quality of providing educational and correctional-teaching services for children and families in which they are educated.

Support and development of autistic children with selective eating habits

AimsWe provided 3 special diets to 40 preschool children with autism at lunchtime and detected improvements in diet-related issues in almost all of the children. The children fell into the following 3 groups: those who selected their diet based on: group1 = sensory factors; group2 = visual appearance of foods; and group3 = familiar foods. To identify effective support, we performed developmental and sensory assessments of each group retrospectively. MethodThere were 7 children in group1, 9 in group2, and 24 in group3. The duration of support was 1–3 years. We performed developmental assessments before and after the support period. ResultsWe found improvement in diet-related issues in almost all children. Initially, the mean developmental age for language understanding differed among group1 (10.8 months), group2 (14.7 months), and group3 (16.6 months). Furthermore, with respect to basic ability in daily life, the mean developmental age in group1 (19.2 months) was lower than that in group3 (24.8 months). Finally, the mean developmental quotient in group3 (49.6) was higher than that in group1 (36.4) and group2 (40.8).No significant differences were observed in sensory assessment among the groups. ConclusionsDevelopmental assessment can be useful for determining the type of support. Group1 support is suitable for children in the pre-language stage. Group2 support is suitable for children who can recognize shapes or understand instructions in simple language. Group3 support is suitable for children who can understand instructions in simple language and a daily routine.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR COGNITIVE DEVELOPMENT OF CHILDREN WITH AUTISM

The article analyses the psychological and pedagogical conditions necessary for development of autistic children’s cognitive processes. The influence of pedagogical conditions on the pedagogical system is analyzed, and it reflects the totality of educational and material-spatial possibilities during the educational process. The performed theoretical analysis of the above-mentioned studies allowed us to determine the pedagogical conditions as pedagogical circumstances, when the components of the educational process (content, teaching and learning), vocational training, psychological and pedagogical support are interconnected in the best way and create an atmosphere of fruitful cooperation between a teacher and his/her pupils. The performed correlative analysis have shown that the correlations between cognitive activity, memory, verbal communications, imitation, space structuring, and autism deepness are the most important fir the group of children with autism. Adequate psychological and pedagogical conditions - the space structuring and the improvement of correctional teachers’ skills - facilitate the successful adaptation of such children at the inclusive environment. There is a line of pedagogical conditions ensuring pedagogical system functioning and effective development. The most important of them are organizational, psychological, pedagogical, didactic conditions. The organizational and pedagogical conditions are a combination of purposefully designed contents, forms, methods of the holistic pedagogical process that underlie functioning and development of the procedural aspect of the pedagogical system (as a holistic process). The specificity of the developing educational environment for children with autism is manifested in the organization of environmental resources into various complexes. For this purpose, the following principles are applied: safety, culturally significant objects, supported poly-sensor perception and semantic orderliness. Safety means a certain objective and spatial organization of the environment that minimizes the feelings of uncertainty and fear of a child with autism. The environment saturated with culturally significant objects helps children to contact with various information carriers (gives them certain information about the world), which greatly stimulates their cognitive activities, involuntary and voluntary attention. The supporting poly-sensor perception correctional-developing environment stimulates and ensures obtainment of information from various sense organs, at perception of both separate objects and relations existing between them. The environment organization in the semantic order provides children with effective cohesion, stimulates their active interactions and cooperation with other people, and puts children into situation when they work in the zone of their actual and near development.

Life skill Development of Autistic Children Following Education Therapy in Specialized Schools

Life skill Development of Autistic Children Following Education Therapy in Specialized Schools

Association between Maternal iron and Vitamin D with Risky Development of Autistic children

Association between Maternal iron and Vitamin D with Risky Development of Autistic children

Pengaruh Metode Glenn Doman (Tahap 1 dan 2) terhadap Perkembangan Komunikasi Anak Autisme di Autis Center Bengkulu

This study aims to determine the effectiveness of Glenn Doman method stages 1 and 2 on the development of autistic children’s thinking in autis center Bengkulu.The research design was quasi experiment using two group before after or pre test and post test design group. The result showed that in univariate analysis, it was found that the majority male with speech ability in control group and treatment group is quite capable before being treaten through Glenn Doman theraphy stage 1 and 2. Then the development of the majority treatment group is increasing to capable. In bivariate analysis, it was found out that there was a significant effect of Glenn Doman therapy stage 1 and 2 on the development of autism children communication in autis centre Bengkulu with value p 0,000 < 0,0. Considering the importance of the development of children communication, especially children with autism, autism center Bengkulu is willing improve the method of Glenn Doman stages 1 and 2 in the process of education for children with autism.
 Keyword : Autism, Glenn Doman

Development of Brain Network in Children with Autism from Early Childhood to Late Childhood

Extensive studies have indicated brain function connectivity abnormalities in autism spectrum disorder (ASD). However, there is a lack of longitudinal or cross-sectional research focused on tracking age-related developmental trends of autistic children at an early stage of brain development or based on a relatively large sample. The present study examined brain network changes in a total of 186 children both with and without ASD from 3 to 11 years, an early and key development period when significant changes are expected. The study aimed to investigate possible abnormal connectivity patterns and topological properties of children with ASD from early childhood to late childhood by using resting-state electroencephalographic (EEG) data. The main findings of the study were as follows: (1) From the connectivity analysis, several inter-regional synchronizations with reduction were identified in the younger and older ASD groups, and several intra-regional synchronization increases were observed in the older ASD group. (2) From the graph analysis, a reduced clustering coefficient and enhanced mean shortest path length in specific frequencies was observed in children with ASD. (3) Results suggested an age-related decrease of the mean shortest path length in the delta and theta bands in TD children, whereas atypical age-related alteration was observed in the ASD group. In addition, graph measures were correlated with ASD symptom severity in the alpha band. These results demonstrate that abnormal neural communication is already present at the early stages of brain development in autistic children and this may be involved in the behavioral deficits associated with ASD.

Child Diagnosis of Autism - How It Can Change the Family Life

The article is about the role of the family in the education and formation of children and, especially, in the life and development of autistic children. It describes the problems their family is facing and the need for counseling to parents with autistic children. The reaction to finding the diagnosis of autism varies from one family to another and may encounter a large variety: from disbelief, anger, guilt, helplessness, devastation, surprise, or even rejection of the child, to understanding and relief when finally the parents have an explanation for their child behaviors. Early intervention is important in psychological sustaining of the parent, as parent involvement in the recovery of the child with autism has a determinant role in his development and in ensuring a high quality of life of the child and the life of the hole family. The response to a child's autism diagnosis varies from one family to another. The family goes through a variety of disbelief, anger, guilt, helplessness, devastation, surprise, or even rejection of the child, to understanding and relief. Early intervention is very important in the psychological support of the parent. Because any change disturbs the family equilibrium. A diagnosis of autism changes not only the life of the diagnosed child, but also the life of family members. All the resources are focused on the need of the child. Although each parent is different, after diagnosing the child with autism, all parents are overwhelmed by confusion, shock and denial. Parents' feelings can be influenced by how their children's situation affects different aspects of life - it has an impact on service, on social life and all their personal life. If we look at the family as a system and when a disturbing factor appears, all parts of the system are affected. The involvement of parents in the recovery of the child with autism has a decisive role in its development and in ensuring a high quality of child's life and family life.

Knowledge and Perception Regarding Autism among Primary School Teachers: A Cross-sectional Survey from Pakistan, South Asia.

Background:Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment.Objectives:The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge.Materials and Methods:This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire.Results:Seventy-three teachers (mean age of 34 years, 66% females) responded. Gaps in awareness and knowledge were found. About 52 (71.2%) teachers identified themselves as having some knowledge about autism, with 23 (44.2%) among this group understanding autism as a neurological/mental disorder. The majority (73.1%) believe that special education is a helpful intervention. The only significant factor that influenced knowledge among teachers was attendance of behavioral classes (P = 0.01).Conclusion:Results suggest that teachers have an inadequate understanding of autism due to several misconceptions. This calls for increased education of teachers with regard to autism and other childhood disorders.

The Effect of Mirror Neurons Stimulation on Syntax Development of Female Persian Autistic Children

<p>One common language disorder in autistic children is syntax disorder. The current research aims to examine the relationship between mirror neurons stimulation by intentional movements imitation and verbal imitation with syntax skill development in autistic children. This research was performed using an experimental applied design and convenience sampling method. First, the researcher designed a functional and easy model for autistic children rehabilitation based on intentional movement imitation and verbal imitation; Then, using TPR (Total Physical Response) method. A pilot study was conducted on a Persian-speaking autistic girl aged 7 in 12 sessions for four weeks in Iran University of Medical Sciences, School of Rehabilitation Sciences, and effective positive effects were observed. Then, 8 Persian-speaking autistic children were examined in terms of entrance criteria, and finally, 5 autistic girls aged 5-8 were selected and underwent training courses for 42 sessions over 14 weeks (3 20-30 minute sessions). In order to examine syntax skills of the subjects including grammatical understanding, sentence imitation and grammatical completion, before and after intervention, TOLD-P3 test was used. Each subject, as his/her Control was examined before and after intervention. Furthermore, two months after a 14-week stopping period, all the subjects were re-examined using TOLD-P3 test, and finally, results stability was examined. The research findings were analyzed using ANOVA test. The findings show that mirror neurons stimulation in autistic children through intentional movement imitation and verbal imitation has a positive effect on syntax skill improvement on these children thereby facilitating their verbal communication.</p>

Towarzyszenie osobie z autyzmem w jej rozwoju emocjonalnym

The essential element of the clinical picture of autism spectrum disorders is difficulties in processing social-emotional information and reacting appropriately to signals of emotional significance. Up to date the studies have indicated that on physiological level emotional reactions of autistic people are only slightly disordered, and the main problem lies in realizing and interpreting what they experience. The results of numerous studies on recognizing emotions by facial expressions are ambiguous. The article presents selected aspects of emotional development of autistic children, the knowledge of which is indispensable for conducting a complex therapy, and indicates the methods thanks to which such a development can occur.

Training, Transformation and Education

AbstractInMind and World, John McDowell concludes that human beings ‘are born mere animals’ and ‘are transformed into thinkers and intentional agents’, principally by their initiation into language. Such ‘transformational views’ of human development typically represent first-language learning as a movement from a non-rationally secured conformity with correct practice, through increasing understanding, to a state of rational mastery of correct practice. Accordingly, they tend to invoke something like Wittgenstein's concept of training to explain the first stage of this process. This essay considers the cogency of this view of learning and development. I agree with Sebastian Rödl that the idea of training (as developed, say, by Meredith Williams) is inadequate to the nature of infancy and child-parent interaction, and I draw on the work of Lev Vygotsky and Michael Tomasello to offer McDowell a richer picture, which acknowledges the child's active role in fostering the second-personal relations that underlie the possibility of language learning. Such considerations force us to revise the transformational view, but do not refute it outright as Rödl believes. I conclude by considering the relevance of McDowell's view of second nature to two striking ideas: Ian Hacking's suggestion that the development of autistic children is ‘non-Vygotskian’ and Derek Parfit's claim that persons are not human beings.

Process of speech acquisition and development of autistic children with or without autistic regression.

To compare the trajectory of acquisition speech and development of autistic children with or without autistic regression. The sample consisted of 64 children, aged 3-10 years, of both genders, diagnosed by a multidisciplinary team with autism. In the analysis were investigated during the interview: mention whether or not the episode regression speech reported by parents; number of words produced in a minimum period of three months prior to detection of regression; mention whether or not the episode regression social behaviors concomitant arrest in speech, verbal and production at three years of age. We adopted a significance level of 5% for statistical analysis. Thirty one percent of children had speech regression. These, 100% showed regression of social behaviors. Mean words produced before the detection regression were five. The groups did not show difference on the period of acquisition and development of speech. It was possible to compare the trajectory speech development of children with or without regression. And we did not find that the children affected by autistic regression period show more positive clinical outcome in relation to the production of speech.

Evaluation of the effectiveness of Sensory Integration and Sherborne Developmental Movement in improving of psychomotor functioning of autistic children

AbstractIntroduction: Autism is considered to be a holistic, pervasive developmental disorder, significantly determining functioning of the people suffering from it. Currently we witness an increase in detectability of this developmental disorder, with multi-factor, unclear ethology. To holistically improve functioning of autistic persons, early therapeutic intervention is necessary; its character should be individually adjusted to the needs of every child. Sensory Integration and Weronika Sherborne’s Developmental Movement positively influence the psychomotor development of autistic children. They are among therapy methods preferred by therapists and accepted by children. Aim of the study: The aim of the study was to evaluate the effectiveness of Sensory Integration and Sherborne Developmental Movement in improving psychomotor functioning of children with autism. Material and methods: We studied a group of 24 children aged 6-12, clinically diagnosed with autism. 12 children participated in the Sensory Integration sessions and similarly, 12 children participated in Sherborne Developmental Movement. To assess the children’s activity regarding psychomotor development, the scale for observing children’s behaviour (SOZ-D) by Marta Bogdanowicz was used. Four development areas were studied: cognitive, emotional, social and motor, as well as various aspects of each of them. The study had two stages. Observation was conducted at the beginning of the therapy and after it had ended. For both methods the duration of the therapeutic programme was 4 months, with 45 minute sessions once a week. They took place in a properly equipped room, adapted for the needs of autistic children. Results: Based on analysis of the results of the research conducted we determined that both therapy methods resulted in a significant improvement in all development sub-scales: cognitive, emotional, social and motor. No significant differences in the effectiveness of both methods were observed. Conclusions: Both Sensory Integration and Sherborne Developmental Movement positively impact children with autism and can be effective forms of therapy.

Šeimos, auginančios vaiką su negalia, sveikatos išteklių stiprinimas: čigong masažo galimybės

Family health is a state of complete each person’s physical, mental and social well-being which is experienced as a result of belonging to family. Programs of alternative and complimentary medicine are getting more popularity and scientific evidence as effective resources for family health. The article introduces scientific research which evidence about effectiveness of qigong massage for family and autistic children. The power of qigong massage can be compared with the “blood transfusion with perfectly matched blood” [8]. Parent and child share the same Qi energy. Because of this, qigong massage given by parents becomes very effective even though the parents have no prior experience with Qigong [6, 8]. However, specialists working alone are able to achieve perhaps half the results possible, and parents working alone, considerably less than half. Therefore, in our research and training program we paid special attention to parents and specialists partnership.Research sample and design. 8 autistic children (two girls and six boys under age 6) were recruited from two educational institutions working with children with disabilities in Klaipeda city. We used three main instruments to gather data before massage program (pre-test) and afterwards (post-test) as follows: the Sense and Self-Regulation Checklist (SSC), Parenting Stress Index (PSI), and Bunse developmental checklist. Research results. The qigong massage therapy has been scientifically shown to improve the behaviour and development of autistic children (under age 6) and diminish parents stress related to raising an autistic child. The experience of the families in Lithuania witness statistically significant distinctive changes in the development and the sensory system of an autistic child due to qigong massage as follows: children started speaking, they have better sleep, they have better attention concentration, they have less tantrums and self-aggression reactions, they are better in self-soothing, their communication improved, their gross and fine motor functions expanded. The outcomes of the research study in Lithuania are consistent with those in USA. The aforementioned factors are important resources for family health. The effect of qi-gong massage is stronger when application of qigong massage is organized as integral and complex social, educational and medical help to autistic children and their families.

The model of environments enhancing autistic children's development

This research aims to study environmental factors and activities which enhance autistic children's development in order to formulate modeling of appropriate environment. The researcher explores the internal and physical factors of environments that reinforce the development of autistic children. The researcher is convinced with the hypothesis that motivating activities under appropriate physical circumstances can enhance autistic children's development. The relevant approaches and theories include the particular characteristics of autistic children, child developments, and environmental factors. The researcher observed and recorded activities and children's behavior in the circumstances provided. It was found that the area of activities should be clearly specified and limited to minimize a stimulus from outside sources. So, children can have better concentration on their activities which enhance their developments.

THE DEVELOPMENT OF THEORY OF MIND ABILITY IN AUTISTIC CHILDREN

This study looks into the Theory of Mind (ToM) development of autistic children in Macau. Wellman and Liu’s (2004) Theory of Mind Tasks is used to examine the development of ToM ability among autistic children, and to compare it with that of Down’s syndrome and normal children. The sample includes 16 autistic, 12 Down’s syndrome and 104 normal children, a total of 132. Two sub-samples are drawn, which aim to compare autistic children with the other two groups of a similar age and verbal age in terms of PPVT score. The psychometric properties of Wellman’s scale are investigated in detail. As the sample of autistic children is relatively small, both parametric and non-parametric statistical procedures are used. Results showed that the ToM ability of autistic children was significantly lower than that of Down’s syndrome or normal children of a similar age and verbal age. But their ToM ability does not vanish, which leads to the conjecture that they can be gradually developed. Though Pearson correlations are non-significant, the effect sizes of ToM ability against age and verbal age are respectively medium and large in the case of autistic children, whose development is at least five years later than normal. There are potential correlations between ToM ability with verbal age.

Autisme et retard mental : étude de la communication sociale précoce

Objective To determine developmental communication profiles in young autistic children with mental retardation. Methods A group of 19 autistic children (mean age = 43 months) were matched with a group of 11 mentally retarded children (mean age = 39 months) on mental age (17,6 months). All of these children were without speech (less than 5 words of vocabulary). Communication skills were assessed with the Guidetti-Tourrette scales (ECSP), French adaptation of the Seibert-Hogan scales. Results Autistic children displayed a much lower score than mentally retarded children in the 3 functions of early social communication (behavior regulation, social interaction and joint attention). The developmental communication profiles was the same in the 2 groups. Discussion The results showed evidence of distortion in autistic children development: they displayed important deficits in communication skills, in comparison with cognitive skills. Autistic children mainly displayed requesting gestures: they used adults to help them to reach a goal, instead of regarding them as social partners. However, young children who have mental age less than 18 months mainly use the same functions of communication, with or without autistic trouble. Conclusions There is a same developmental sequence in communication skills in young children, with or without autistic trouble.

Reconocimiento de caras en autismo

We conducted a survey of the literature on face recognition (FR), an activity that is essential for social relations and their dynamics. Unlike the recognition of non facial objects, this type of recognition is a special process since it is based on the detection of individual features. The most characteristic clinical parameter of autistic subjects is their inability to relate socially, possibly due to the difficulty they have in processing faces, although they are more skilled at recognising objects. We describe the two mechanisms involved in FR, one based on features and the other referring to the whole. The latter can be further divided into overall processing that allows a whole image to be compared with another previously assimilated image, and the processing of the arrangement of a face that is recognised as a whole. These may correspond to two different neuronal pathways. During the first days of life, the newborn baby has a predilection for faces in their feature and overall aspects, and processing of the arrangement is slower. Visual development in autistic children is erratic, similar to the level of a newborn infant, and their lack of interest for human faces is apparent during the first year of life, as they look at everything as if they were objects, that is, by features. The analysis of the literature enabled us to determine how FR mechanisms develop in the earliest days of the infant s life. It also highlighted the importance of the integrity of the pathway that facilitates stimulation for the recognition of facial arrangement, which is altered in autistic children perhaps from the peripheral area to the cortex. Further work on peripheral pathways and the fundamental cortical connections that are affected in autistic subjects will help us to understand the inefficiency of their facial arrangement recognition system.

Early Behavioral Development in Autistic Children: The First 2 Years of Life through Home Movies

Objective: The main aim of the research is to study the early behavioral development in autistic children through home movies. Methods: fifteen home movies, regarding the first 2 years of life of autistic children are compared with the home movies of 15 normal children. The films of the two groups were mixed and rated by blind ratings with the Grid for the Assessment of Normal Behavior in Infants and Toddlers. The grid is composed of 17 items grouped into three developmental areas: social competence, intersubjectivity and symbolic activity. For every area, we have identified specific children’s behaviors. Results: Significant differences between the two groups are found both in the range of age 0–6 for intersubjectivity, and in the ranges of age 6–12 and 18–24 for symbolic activity. Conclusions: The authors pose some hypotheses about an early-appearing impairment of intersubjectivity, the ability to represent other’s state of mind, in subjects with autistic disorder.